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class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>2</span> <span class="ds2-5-body-sm-bold">Books</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>114</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Christopher Cushion</h3></div><div class="js-work-strip profile--work_container" data-work-id="384864"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/384864/The_Sociology_of_Sports_Coaching"><img alt="Research paper thumbnail of The Sociology of Sports Coaching" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/384864/The_Sociology_of_Sports_Coaching">The Sociology of Sports Coaching</a></div><div class="wp-workCard_item wp-workCard--actions"><span 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At its heart lies a complex interaction between coach and athlete played out within the context of sport, itself a socio-culturally defined set of practices. In this ground-breaking book, leading international coaching scholars and coaches argue that an understanding of sociology and social theory can help us better grasp the interactive nature of coaching and consequently assist in demystifying the mythical ‘art’ of the activity.\r\n\r\nThe Sociology of Sports Coaching establishes an alternative conceptual framework from which to explore sports coaching. It firstly introduces the work of key social theorists, such as Foucault, Goffman and Bourdieu among others, before highlighting the principal themes that link the study of sociology and sports coaching, such as power, interaction, and knowledge and learning. The book also outlines and develops the connections between theory and practice by placing the work of each selected social theorist alongside contemporary views on that work from a current practicing coach.\r\n\r\nThis is the first book to present a critical sociological perspective of sports coaching and, as such, it represents an important step forward in the professionalisation of the discipline. It is essential reading for any serious student of sports coaching or the sociology of sport, and for any reflective practitioner looking to become a better coach.\r\n"},"translated_abstract":null,"internal_url":"https://www.academia.edu/384864/The_Sociology_of_Sports_Coaching","translated_internal_url":"","created_at":"2010-12-07T01:06:01.440-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"The_Sociology_of_Sports_Coaching","translated_slug":"","page_count":null,"language":null,"content_type":"Work","summary":null,"owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[],"urls":[{"id":24609,"url":"http://www.routledge.com/books/details/9780415560856/"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Christopher Cushion</h3></div><div class="js-work-strip profile--work_container" data-work-id="121766503"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766503/Conceptualising_Sport_Coaching_Some_Key_Questions_and_Issues"><img alt="Research paper thumbnail of Conceptualising Sport-Coaching: Some Key Questions and Issues" class="work-thumbnail" src="https://attachments.academia-assets.com/116569985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766503/Conceptualising_Sport_Coaching_Some_Key_Questions_and_Issues">Conceptualising Sport-Coaching: Some Key Questions and Issues</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3189187de1321614dd33c48dd5477291" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569985,"asset_id":121766503,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569985/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766503"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766503"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766503; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766503]").text(description); $(".js-view-count[data-work-id=121766503]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766503; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766503']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766503, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766502"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766502/Players_understanding_of_talent_identification_in_early_specialization_youth_football"><img alt="Research paper thumbnail of Players’ understanding of talent identification in early specialization youth football" class="work-thumbnail" src="https://attachments.academia-assets.com/116569984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766502/Players_understanding_of_talent_identification_in_early_specialization_youth_football">Players’ understanding of talent identification in early specialization youth football</a></div><div class="wp-workCard_item"><span>Soccer & Society</span><span>, Feb 15, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite research illustrating the socially constructed and subjective nature of talent identifica...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite research illustrating the socially constructed and subjective nature of talent identification in football, little research has explored how players make sense of 'being talented' and how this shapes their identity experiences. Five football academy players aged 11 years participated in five focus group interviews. Thematic and interactional qualitative analyses were performed to examine the content and function action orientationof participants' talk. Findings described how players constructed being scouted as authentically choosing, or being chosen by, a club, which worked to protect or enhance participants' 10 talented identities as talented players and self-worth. Talent was regarded as dynamic, but players' perceived expectation to continuously improve implied a potentially problematic view of development as linear. Evidence of early socialisation into the academy culture indicated that while effort was seen as virtuous, it was used to judge performance in 14 comparison to peers, suggesting that effort had become a rhetorical device that reflected 15 conformity, rather than player motivation. Upon joining an academy, players began to develop an identity as footballers with the potential to be successful, however their talented status was fragile, and contingent on demonstrating increasing performance standards. Although effort was seen as necessary for progression and talent viewed as dynamic, players understood that continuous improvement was expected, suggesting a potentially problematic view of development as linear.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10a2beeb9b1c4e2e96c89bd21a64cc60" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569984,"asset_id":121766502,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569984/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766502"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766502"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766502; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766502]").text(description); $(".js-view-count[data-work-id=121766502]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766502; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766502']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766502, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10a2beeb9b1c4e2e96c89bd21a64cc60" } } $('.js-work-strip[data-work-id=121766502]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766502,"title":"Players’ understanding of talent identification in early specialization youth football","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"Despite research illustrating the socially constructed and subjective nature of talent identification in football, little research has explored how players make sense of 'being talented' and how this shapes their identity experiences. 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In particular, the coaches and players at Albion, and all the other coaches who let me observe their work and ask irmumerable questions. A special debt of gratitude is owed to my supervisor Dr. Kathy Armour whose clarity of thought and guidance has ensured a smooth road to the completion of the project. My family, Vic and Bradley, who have given love and support throughout, and without whom this endeavour would have been all the more trying. I need to also thank Dr Robyn Jones, who first mooted the idea of undertaking a PhD, and who has contributed to the completion of the project. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766498"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/121766498/Exploring_professional_coach_educators_journeys_and_perceptions_and_understandings_of_learning"><img alt="Research paper thumbnail of Exploring professional coach educators’ journeys and perceptions and understandings of learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/121766498/Exploring_professional_coach_educators_journeys_and_perceptions_and_understandings_of_learning">Exploring professional coach educators’ journeys and perceptions and understandings of learning</a></div><div class="wp-workCard_item"><span>Sport Education and Society</span><span>, Feb 18, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Coach educators’ voices rarely feature in the coaching literature. To address this gap, this rese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Coach educators’ voices rarely feature in the coaching literature. To address this gap, this research explored the journeys and perceptions and understandings of learning of 16 coach educators (tut...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766498"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766498]").text(description); $(".js-view-count[data-work-id=121766498]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766498']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766498, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766498]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766498,"title":"Exploring professional coach educators’ journeys and perceptions and understandings of learning","translated_title":"","metadata":{"abstract":"Coach educators’ voices rarely feature in the coaching literature. 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To address this gap, this research explored the journeys and perceptions and understandings of learning of 16 coach educators (tut...","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":13025,"name":"Habitus","url":"https://www.academia.edu/Documents/in/Habitus"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":961230,"name":"Tutor","url":"https://www.academia.edu/Documents/in/Tutor"}],"urls":[{"id":43365903,"url":"https://doi.org/10.1080/13573322.2021.1887115"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766497"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766497/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme"><img alt="Research paper thumbnail of Investigating the impact of a Freirean informed coach education programme" class="work-thumbnail" src="https://attachments.academia-assets.com/116569982/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766497/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme">Investigating the impact of a Freirean informed coach education programme</a></div><div class="wp-workCard_item"><span>Physical education and sport pedagogy</span><span>, Jul 29, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Coach education discourse has largely suppressed learners' involvement in learning. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Coach education discourse has largely suppressed learners' involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59aa29fa3be58271a70eb40e23255a25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569982,"asset_id":121766497,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569982/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766497"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766497"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766497; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766497]").text(description); $(".js-view-count[data-work-id=121766497]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766497; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766497']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766497, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59aa29fa3be58271a70eb40e23255a25" } } $('.js-work-strip[data-work-id=121766497]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766497,"title":"Investigating the impact of a Freirean informed coach education programme","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"Background: Coach education discourse has largely suppressed learners' involvement in learning. 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To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116569982,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569982/thumbnails/1.jpg","file_name":"24108980.pdf","download_url":"https://www.academia.edu/attachments/116569982/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigating_the_impact_of_a_Freirean_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569982/24108980.pdf?1720080843=\u0026response-content-disposition=attachment%3B+filename%3DInvestigating_the_impact_of_a_Freirean_i.pdf\u0026Expires=1734018659\u0026Signature=PZq1oCna5RoWN9Pb6Fb0TknTS1bC-TUCbxjlnTSAyrB-WuxM0D9dA4BBJ-K8tZB4tb2XJnsBhNsGMG6mQIc-HjP~5JK4COtaHtrxb~HfPR2vfVWGOrLl5yqTZyn~lAJA-FWiDdfl1~kOMKDtrRALaI4P~V1-92Rm6irsqD0S4BI8A7HKFn-JDBhgaw6uCCf1YEOk1Sm4Kx1fKxjgVPNfZ33JmrvBvcWHzAnFtki8b7GiE-z0RofjH2QwsyhhXAFpsyZu7ckJFyUi8iPqi8kVCNWUnzr3AVCfjE0LRa2VK1oS2Hu455m5sid1WWcH~S9mnIRAjwZUtghtyNFWfL4QOg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":116569983,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569983/thumbnails/1.jpg","file_name":"24108980.pdf","download_url":"https://www.academia.edu/attachments/116569983/download_file","bulk_download_file_name":"Investigating_the_impact_of_a_Freirean_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569983/24108980.pdf?1720080843=\u0026response-content-disposition=attachment%3B+filename%3DInvestigating_the_impact_of_a_Freirean_i.pdf\u0026Expires=1734018659\u0026Signature=MLwhPHAPg0Isa0nudJIKeE1pknRadANH-vJxp~MorRHawmVto8k8w6A-RSonpYdJHXXnDZSwzmdLYVc6Mk8grDmAxO-Puac7K6zhDn-CuSkli-p4lOCuiTyeF4JJ416R4OEFvBG3VEyUGyxGzE1cHtxwgGqP45UNW04lN48PACHvJ719BiDNHz7AKes066bjR3a~VgkmKzkbPkEqJmbWBnE4HMe8OjpLXG00UDd1S2SApY2V8Nz08ucQzVXAEfblNhW0OgL6xwJJQd0H7cAzHcd2Fnc8cp6fjkEaF9WfcV53QkQIQar8jXA3j5wBtkeft4lBPw5E8t-lbZVg8zEwPw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":5276,"name":"Reflexivity","url":"https://www.academia.edu/Documents/in/Reflexivity"},{"id":17780,"name":"Collaborative Action Research","url":"https://www.academia.edu/Documents/in/Collaborative_Action_Research"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education"},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection"},{"id":160726,"name":"Freire","url":"https://www.academia.edu/Documents/in/Freire"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":866309,"name":"Coach Education","url":"https://www.academia.edu/Documents/in/Coach_Education"}],"urls":[{"id":43365902,"url":"https://figshare.com/articles/journal_contribution/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme/12738029/1/files/24108980.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766496"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766496/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain"><img alt="Research paper thumbnail of Coaching journeys: longitudinal experiences from professional football in Great Britain" class="work-thumbnail" src="https://attachments.academia-assets.com/116569981/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766496/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain">Coaching journeys: longitudinal experiences from professional football in Great Britain</a></div><div class="wp-workCard_item"><span>Sports coaching review</span><span>, Oct 6, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this research was to consider the coaching journeys of eight experienced professional ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this research was to consider the coaching journeys of eight experienced professional football coaches. In-depth semi-structured interviews were conducted over two data points, a decade apart, and analysed thematically. Findings explored the coaches' longitudinal professional playing and coaching experiences, including their learning and development and engagement with formal coach education over four decades. The coaches' narratives highlighted how their biographies had shaped their identities, learning and practice. Each coach emphasised the importance of experiential learning, learning from other coaches, practicing in diverse coaching domains, and the ongoing nature of learning. Data highlighted limitations in formal decontextualised coach education and 'fast-tracking'. Findings also illustrated something of the changing nature and demands of coaching and how the coaches have adjusted their practice in order to meet the contemporary demands and expectations of their athletes. The coaches reported they required greater education and support around this area. Coaches' journeys are an under-utilised resource and have implications for future coaching practice, coach learning and coach education development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4abf871928e4cd1ffe5d855647209204" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569981,"asset_id":121766496,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569981/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766496"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766496"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766496; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766496]").text(description); $(".js-view-count[data-work-id=121766496]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766496; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766496']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766496, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4abf871928e4cd1ffe5d855647209204" } } $('.js-work-strip[data-work-id=121766496]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766496,"title":"Coaching journeys: longitudinal experiences from professional football in Great Britain","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","ai_title_tag":"Longitudinal Insights into Coaching Journeys in Football","grobid_abstract":"The aim of this research was to consider the coaching journeys of eight experienced professional football coaches. In-depth semi-structured interviews were conducted over two data points, a decade apart, and analysed thematically. Findings explored the coaches' longitudinal professional playing and coaching experiences, including their learning and development and engagement with formal coach education over four decades. The coaches' narratives highlighted how their biographies had shaped their identities, learning and practice. Each coach emphasised the importance of experiential learning, learning from other coaches, practicing in diverse coaching domains, and the ongoing nature of learning. Data highlighted limitations in formal decontextualised coach education and 'fast-tracking'. Findings also illustrated something of the changing nature and demands of coaching and how the coaches have adjusted their practice in order to meet the contemporary demands and expectations of their athletes. The coaches reported they required greater education and support around this area. Coaches' journeys are an under-utilised resource and have implications for future coaching practice, coach learning and coach education development.","publication_date":{"day":6,"month":10,"year":2016,"errors":{}},"publication_name":"Sports coaching review","grobid_abstract_attachment_id":116569981},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766496/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain","translated_internal_url":"","created_at":"2024-07-04T01:14:03.040-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116569981,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569981/thumbnails/1.jpg","file_name":"17269493.pdf","download_url":"https://www.academia.edu/attachments/116569981/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Coaching_journeys_longitudinal_experienc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569981/17269493-libre.pdf?1720082489=\u0026response-content-disposition=attachment%3B+filename%3DCoaching_journeys_longitudinal_experienc.pdf\u0026Expires=1734058606\u0026Signature=ZpCD54DvHzl1Ux2ujqDFnb4-uwuvQ5ecxLqxv3bniO9tjYtGY75bdd68nRZzadpDcUO1GBnYRnF5GGQnNDNtxuiBuKJNRmPXOFw2px0RBKDf8JmUfws7doiB1Fc4LN04n75vUJzcvip88~6XpPXJ~fSoaTYrW4SXkZDkwAg7xdXeQ8POq-bOk0jJgeWZiMXHuluJ5B1Sgq~sinccxaV~VsGT62PRLtIopXhmHv-D70nUN7FQKFtWYfNAfPmKnCAyKrE-0LmSyex~yMBZKqZg4Erj~d2uo-TTunhrlKN1MOE9w-v9s55fc9rHYsK0UkCEkhuGabh-JurUoFCicbPjog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain","translated_slug":"","page_count":23,"language":"en","content_type":"Work","summary":"The aim of this research was to consider the coaching journeys of eight experienced professional football coaches. In-depth semi-structured interviews were conducted over two data points, a decade apart, and analysed thematically. Findings explored the coaches' longitudinal professional playing and coaching experiences, including their learning and development and engagement with formal coach education over four decades. The coaches' narratives highlighted how their biographies had shaped their identities, learning and practice. Each coach emphasised the importance of experiential learning, learning from other coaches, practicing in diverse coaching domains, and the ongoing nature of learning. Data highlighted limitations in formal decontextualised coach education and 'fast-tracking'. Findings also illustrated something of the changing nature and demands of coaching and how the coaches have adjusted their practice in order to meet the contemporary demands and expectations of their athletes. The coaches reported they required greater education and support around this area. Coaches' journeys are an under-utilised resource and have implications for future coaching practice, coach learning and coach education development.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116569981,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569981/thumbnails/1.jpg","file_name":"17269493.pdf","download_url":"https://www.academia.edu/attachments/116569981/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Coaching_journeys_longitudinal_experienc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569981/17269493-libre.pdf?1720082489=\u0026response-content-disposition=attachment%3B+filename%3DCoaching_journeys_longitudinal_experienc.pdf\u0026Expires=1734058606\u0026Signature=ZpCD54DvHzl1Ux2ujqDFnb4-uwuvQ5ecxLqxv3bniO9tjYtGY75bdd68nRZzadpDcUO1GBnYRnF5GGQnNDNtxuiBuKJNRmPXOFw2px0RBKDf8JmUfws7doiB1Fc4LN04n75vUJzcvip88~6XpPXJ~fSoaTYrW4SXkZDkwAg7xdXeQ8POq-bOk0jJgeWZiMXHuluJ5B1Sgq~sinccxaV~VsGT62PRLtIopXhmHv-D70nUN7FQKFtWYfNAfPmKnCAyKrE-0LmSyex~yMBZKqZg4Erj~d2uo-TTunhrlKN1MOE9w-v9s55fc9rHYsK0UkCEkhuGabh-JurUoFCicbPjog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":116569980,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569980/thumbnails/1.jpg","file_name":"17269493.pdf","download_url":"https://www.academia.edu/attachments/116569980/download_file","bulk_download_file_name":"Coaching_journeys_longitudinal_experienc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569980/17269493-libre.pdf?1720082486=\u0026response-content-disposition=attachment%3B+filename%3DCoaching_journeys_longitudinal_experienc.pdf\u0026Expires=1734058606\u0026Signature=CcOWT0JIMQHT5quLOkOD8q~O~wZB1Y09ibMwPV1eB5OvEiniBXU9vH-GYL3FcRWTQqCxK6b0GMaUuDflixLXZTx-~3FHMB~MJQlaDdKDfa~nKVxu9D0gU7pl~IdNsM6Q9NpdUQkXl7CRN6Xci~7HNQ4mkgBOExjduNabv1rrrU8bRMGwrxRWko4HNs375mh6D1vOHylFDzC2va97cjJpM~DNfHq24c4Bfjq8So1msrovBcCNk5D7t707BsH1mCmqWdi2TDgOuQzkPVZ44Utx78ge2GLRveI3vm0U56mLGXtSX~tU6pWujvh5o8kyRDaNcMlwGxOKbM7ALKExlKMf4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":47347,"name":"Football","url":"https://www.academia.edu/Documents/in/Football"},{"id":50574,"name":"Experiential Learning","url":"https://www.academia.edu/Documents/in/Experiential_Learning"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching"},{"id":324526,"name":"Sport Coaching","url":"https://www.academia.edu/Documents/in/Sport_Coaching"}],"urls":[{"id":43365901,"url":"https://figshare.com/articles/journal_contribution/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain/9621737/1/files/17269493.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766495"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766495/What_works_in_coach_learning_how_and_for_whom_A_grounded_process_of_soccer_coaches_professional_learning"><img alt="Research paper thumbnail of What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning" class="work-thumbnail" src="https://attachments.academia-assets.com/116569978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766495/What_works_in_coach_learning_how_and_for_whom_A_grounded_process_of_soccer_coaches_professional_learning">What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning</a></div><div class="wp-workCard_item"><span>Qualitative Research in Sport, Exercise and Health</span><span>, Jan 23, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research into sport coaches' learning previously relied on descriptive learning histories and ret...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research into sport coaches' learning previously relied on descriptive learning histories and retrospective coach perceptions that revealed little detail about the processes and outcomes involved. More recent nuanced approaches have started to evidence the idea that coaches actively integrate multiple experiences as interconnected modes of learning, influenced by preexisting biography (Abraham et al. 2006). A learning theory specific to coaching that can explain how practitioners dynamically interact with learning environments is a necessary addition to advance understanding, inform professional development opportunities and move the field forward (Cushion and Nelson 2013). This research aimed to address this gap by investigating the learning of 25 English youth soccer coaches. Longitudinal semi-structured interviews and video stimulated recall interviews were used to elicit knowledge use in practice, associated sources of learning, and moderating factors. Data were organised and analysed using techniques and principles of grounded theory (Strauss and Corbin 1998). A substantive grounded theory is presented to explain the filter process whereby individuals adopted, adapted and rejected elements of their experiences, leading to uneven learning in apparently similar situations. The findings suggest that coaches actively constructed and experimented with knowledge for use in socially situated coaching practice, through double-loop individual and contextual level filters, and 'reflective conversations'. In response to McCullick et al.'s (2009) calls, questions of 'what works', how and for whom in this context of coach learning are addressed for the first time. Elucidation of these processes can enhance professional learning and practice through advancing evidence based 'theory in context' (Kennedy 2014).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="041c9faee145b552cd0f9b5fe95519b6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569978,"asset_id":121766495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569978/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766495]").text(description); $(".js-view-count[data-work-id=121766495]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766495']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766495, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "041c9faee145b552cd0f9b5fe95519b6" } } $('.js-work-strip[data-work-id=121766495]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766495,"title":"What works in coach learning, how, and for whom? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766492"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766492/Evidencing_the_impact_of_coaches_learning_Changes_in_coaching_knowledge_and_practice_over_time"><img alt="Research paper thumbnail of Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time" class="work-thumbnail" src="https://attachments.academia-assets.com/116569975/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766492/Evidencing_the_impact_of_coaches_learning_Changes_in_coaching_knowledge_and_practice_over_time">Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time</a></div><div class="wp-workCard_item"><span>Journal of Sports Sciences</span><span>, May 28, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-today practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledgepractice gap.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0cd638cfe01eef9933ebe8aa0d5e862c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569975,"asset_id":121766492,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569975/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766492"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766492"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766492; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766492]").text(description); $(".js-view-count[data-work-id=121766492]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766492; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766492']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766492, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0cd638cfe01eef9933ebe8aa0d5e862c" } } $('.js-work-strip[data-work-id=121766492]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766492,"title":"Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-today practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledgepractice gap.","publication_date":{"day":28,"month":5,"year":2019,"errors":{}},"publication_name":"Journal of Sports Sciences","grobid_abstract_attachment_id":116569975},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766492/Evidencing_the_impact_of_coaches_learning_Changes_in_coaching_knowledge_and_practice_over_time","translated_internal_url":"","created_at":"2024-07-04T01:14:01.473-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116569975,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569975/thumbnails/1.jpg","file_name":"17259176.pdf","download_url":"https://www.academia.edu/attachments/116569975/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Evidencing_the_impact_of_coaches_learnin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569975/17259176.pdf?1720080841=\u0026response-content-disposition=attachment%3B+filename%3DEvidencing_the_impact_of_coaches_learnin.pdf\u0026Expires=1734058606\u0026Signature=RRjXXfpZ90zJqWRTH79wtFAeMWrZ5LjNuDpBuk~HnKsHTrkOCMpheFLLbmOMa3jn4KjzyTpoUUUXfEmwhAuZRKgLH8CkjCapaLvqee3UMSyby3WNzntnWBrObKF~yV2x~rNeTXIQhNorMaT54tivGP6gQv-ni6a3CJhsoCbRijY18uYakKf4hGjYNx4vkkPNBgws4ekRC2S-0aGo7zA6xfFmyigsev9KskqexX5YZLnxxveBQnLoONHvqAUY0Vmk1r6rrlZx3TU8VYCHpKOPRbxtwRWPyqwAsWfCkhab6tuSBVp2cPYPr2xnuk0h3MNQECrfAGel~UB4X7R6CBIZkA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Evidencing_the_impact_of_coaches_learning_Changes_in_coaching_knowledge_and_practice_over_time","translated_slug":"","page_count":32,"language":"en","content_type":"Work","summary":"Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-today practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. 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This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches&amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches&amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766491"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766491"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766491; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766491]").text(description); $(".js-view-count[data-work-id=121766491]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766491; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766491']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766491, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766491]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766491,"title":"A season long investigation into coaching behaviours as a function of practice state: the case of three collegiate coaches","translated_title":"","metadata":{"abstract":"ABSTRACT Coach behaviour, practice activities and the relationship between the two are seen as essential components in athlete learning and development. This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches\u0026amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches\u0026amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.","publisher":"Taylor \u0026 Francis","publication_date":{"day":1,"month":5,"year":2013,"errors":{}},"publication_name":"Sports coaching review"},"translated_abstract":"ABSTRACT Coach behaviour, practice activities and the relationship between the two are seen as essential components in athlete learning and development. This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches\u0026amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches\u0026amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.","internal_url":"https://www.academia.edu/121766491/A_season_long_investigation_into_coaching_behaviours_as_a_function_of_practice_state_the_case_of_three_collegiate_coaches","translated_internal_url":"","created_at":"2024-07-04T01:14:01.251-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_season_long_investigation_into_coaching_behaviours_as_a_function_of_practice_state_the_case_of_three_collegiate_coaches","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"ABSTRACT Coach behaviour, practice activities and the relationship between the two are seen as essential components in athlete learning and development. This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches\u0026amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches\u0026amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching"},{"id":324526,"name":"Sport Coaching","url":"https://www.academia.edu/Documents/in/Sport_Coaching"}],"urls":[{"id":43365896,"url":"https://doi.org/10.1080/21640629.2013.837238"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766490"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/121766490/Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works"><img alt="Research paper thumbnail of Effective coach learning and processes of coaches' knowledge development: what works?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/121766490/Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works">Effective coach learning and processes of coaches' knowledge development: what works?</a></div><div class="wp-workCard_item"><span>Nova Science Publishers eBooks</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Decades of research and anecdotal evidence in coaching suggests that effective coaches continuous...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766490"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766490"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766490; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766490]").text(description); $(".js-view-count[data-work-id=121766490]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766490; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766490']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766490, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766490]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766490,"title":"Effective coach learning and processes of coaches' knowledge development: what works?","translated_title":"","metadata":{"abstract":"Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).","publisher":"Nova Publishers","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Nova Science Publishers eBooks"},"translated_abstract":"Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).","internal_url":"https://www.academia.edu/121766490/Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works","translated_internal_url":"","created_at":"2024-07-04T01:14:01.033-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"}],"urls":[{"id":43365895,"url":"https://arro.anglia.ac.uk/id/eprint/700072/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766489/Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change"><img alt="Research paper thumbnail of Infusing disability into coach education and development: a critical review and agenda for change" class="work-thumbnail" src="https://attachments.academia-assets.com/116570008/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766489/Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change">Infusing disability into coach education and development: a critical review and agenda for change</a></div><div class="wp-workCard_item"><span>Physical Education and Sport Pedagogy</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">21 22 Background 23 The training of coaches is considered central to sustaining and improving the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="054bc8b31fc6720ff1e7fc6453dc8725" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116570008,"asset_id":121766489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116570008/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766489]").text(description); $(".js-view-count[data-work-id=121766489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766489, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "054bc8b31fc6720ff1e7fc6453dc8725" } } $('.js-work-strip[data-work-id=121766489]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766489,"title":"Infusing disability into coach education and development: a critical review and agenda for change","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. 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To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Physical Education and Sport Pedagogy","grobid_abstract_attachment_id":116570008},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766489/Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change","translated_internal_url":"","created_at":"2024-07-04T01:14:00.774-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116570008,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116570008/thumbnails/1.jpg","file_name":"26486237.pdf","download_url":"https://www.academia.edu/attachments/116570008/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Infusing_disability_into_coach_education.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116570008/26486237-libre.pdf?1720082492=\u0026response-content-disposition=attachment%3B+filename%3DInfusing_disability_into_coach_education.pdf\u0026Expires=1734058607\u0026Signature=AW4YPIJIpzpZkSAqn64dW9tCWivHL-lsC0GP6bsztVu4oAUp6C2sfwXuW8L~N6riFuIzob3GQ7FRevSbaLDbXoujko5~aqRSwIoKBKucLYJJb2u56H9TqAvHhGP6xzgH96WJglcRXFUBA1scBNEgQDAhLoSH1UKFVGgXbm-lLaYzNyxuzi0xfS0TvkJWKM4uuYyT3K8~F5o30SOn6cwOI1HGVNs0~wnp2onG7UjpZAuk1subQzG5DFcIuZciP9g7x4LSNQnEjDyXPtKNvR-7jC4TTiE0GOwLOOSDvMlEZOv9MQThev0BlTW-shjXoq8byBBBcs82u22asYeHkZs~2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change","translated_slug":"","page_count":30,"language":"en","content_type":"Work","summary":"21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116570008,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116570008/thumbnails/1.jpg","file_name":"26486237.pdf","download_url":"https://www.academia.edu/attachments/116570008/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Infusing_disability_into_coach_education.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116570008/26486237-libre.pdf?1720082492=\u0026response-content-disposition=attachment%3B+filename%3DInfusing_disability_into_coach_education.pdf\u0026Expires=1734058607\u0026Signature=AW4YPIJIpzpZkSAqn64dW9tCWivHL-lsC0GP6bsztVu4oAUp6C2sfwXuW8L~N6riFuIzob3GQ7FRevSbaLDbXoujko5~aqRSwIoKBKucLYJJb2u56H9TqAvHhGP6xzgH96WJglcRXFUBA1scBNEgQDAhLoSH1UKFVGgXbm-lLaYzNyxuzi0xfS0TvkJWKM4uuYyT3K8~F5o30SOn6cwOI1HGVNs0~wnp2onG7UjpZAuk1subQzG5DFcIuZciP9g7x4LSNQnEjDyXPtKNvR-7jC4TTiE0GOwLOOSDvMlEZOv9MQThev0BlTW-shjXoq8byBBBcs82u22asYeHkZs~2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences"},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy"},{"id":34802,"name":"Disability","url":"https://www.academia.edu/Documents/in/Disability"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":75387,"name":"Professional Learning","url":"https://www.academia.edu/Documents/in/Professional_Learning"},{"id":88860,"name":"Clarity","url":"https://www.academia.edu/Documents/in/Clarity"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":866309,"name":"Coach Education","url":"https://www.academia.edu/Documents/in/Coach_Education"}],"urls":[{"id":43365894,"url":"https://www.tandfonline.com/doi/pdf/10.1080/17408989.2021.1873932"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766488"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766488/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme"><img alt="Research paper thumbnail of Investigating the impact of a Freirean informed coach education programme" class="work-thumbnail" src="https://attachments.academia-assets.com/116570007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766488/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme">Investigating the impact of a Freirean informed coach education programme</a></div><div class="wp-workCard_item"><span>Physical Education and Sport Pedagogy</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Coach education discourse has largely suppressed learners' involvement in learning. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Coach education discourse has largely suppressed learners' involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59bae0cdc230e37d69e1bb948a16feb4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116570007,"asset_id":121766488,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116570007/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766488; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766488]").text(description); $(".js-view-count[data-work-id=121766488]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766488; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766488']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766488, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59bae0cdc230e37d69e1bb948a16feb4" } } $('.js-work-strip[data-work-id=121766488]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766488,"title":"Investigating the impact of a Freirean informed coach education programme","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"Background: Coach education discourse has largely suppressed learners' involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. 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To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116570007,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116570007/thumbnails/1.jpg","file_name":"24108980.pdf","download_url":"https://www.academia.edu/attachments/116570007/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigating_the_impact_of_a_Freirean_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116570007/24108980.pdf?1720080901=\u0026response-content-disposition=attachment%3B+filename%3DInvestigating_the_impact_of_a_Freirean_i.pdf\u0026Expires=1734058607\u0026Signature=PoVrBfUByaH-Kg~qWsUyooBJ4p94utKwXMB0wVYrgni0y9n5U6vjp6Tf9~3zCXf60W8R~Wpoa2jp9Xpyr2j3qqhPLGWjOElEY7pInGJr4AOZKrHCqDsgynHft2YhPqBLBZMF-bds1EWfqm9DIjb9Sv0IOXayAW-cwF6nnRoRJXV2-~hJ0Vou7DlYvFdcarnakhsjV24MB7W5WS9DEvuL84LzFWIrtg9xCmIScCLYGnfOtr6SlPj83H7afzwCe8BnS1ySikCpEQ-drygSSL-hFR6reKXyFSi3Soo7Cnor-Y~8-B~EEpYq9mWVzhqhyHB6-QflL~Z1ziSeJIBVJZQ4tg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":5276,"name":"Reflexivity","url":"https://www.academia.edu/Documents/in/Reflexivity"},{"id":17780,"name":"Collaborative Action Research","url":"https://www.academia.edu/Documents/in/Collaborative_Action_Research"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education"},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection"},{"id":160726,"name":"Freire","url":"https://www.academia.edu/Documents/in/Freire"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":866309,"name":"Coach Education","url":"https://www.academia.edu/Documents/in/Coach_Education"}],"urls":[{"id":43365893,"url":"https://www.tandfonline.com/doi/pdf/10.1080/17408989.2020.1800619"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766487"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766487/_It_s_not_about_disability_I_want_to_win_as_many_medals_as_possible_The_social_construction_of_disability_in_high_performance_coaching"><img alt="Research paper thumbnail of ‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching" class="work-thumbnail" src="https://attachments.academia-assets.com/116570009/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766487/_It_s_not_about_disability_I_want_to_win_as_many_medals_as_possible_The_social_construction_of_disability_in_high_performance_coaching">‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching</a></div><div class="wp-workCard_item"><span>International Review for the Sociology of Sport</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. In this article we unpack the assumptions that underpin coaching in disability sport, and by extension use sport as a lens to problematise the construction of disability in specific social formations across coaching cultures. In so...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fcf33a461145b1daef92ef89ab5ab3e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116570009,"asset_id":121766487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116570009/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766487"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766487]").text(description); $(".js-view-count[data-work-id=121766487]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766487']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766487, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fcf33a461145b1daef92ef89ab5ab3e5" } } $('.js-work-strip[data-work-id=121766487]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766487,"title":"‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching","translated_title":"","metadata":{"abstract":"This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. In this article we unpack the assumptions that underpin coaching in disability sport, and by extension use sport as a lens to problematise the construction of disability in specific social formations across coaching cultures. In so...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Review for the Sociology of Sport"},"translated_abstract":"This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. 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Initial work, originally undertaken in the 's, and gaining traction in the 's and 's looked to predominately o er descriptions of coaches' behavior. While this research continues to o er a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has unfulfilled potential. The premise of this paper is to consider systematic observation as a coach development tool-a precedent which has been set in the literature. The arguments made are based on an alternative way of thinking about systematic observation, as a pedagogical tool that supports coaches in better understanding themselves and their pedagogical practice. Principles of dialogic pedagogy are used as the basis of our argument whereby "researchers" and "coaches" work collaboratively to co-construct knowledge and support coach reflection, and ultimately develop coaches' practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbfbe766a5424e05037f5b9516b33be4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569999,"asset_id":121766468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569999/download_file?st=MTczNDA2MzA5MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766468]").text(description); $(".js-view-count[data-work-id=121766468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766468, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbfbe766a5424e05037f5b9516b33be4" } } $('.js-work-strip[data-work-id=121766468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766468,"title":"Re-visiting systematic observation: A pedagogical tool to support coach learning and development","translated_title":"","metadata":{"publisher":"Frontiers Media","grobid_abstract":"Systematic observation has been one of the most employed data collection methods in sport coaching literature. 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At its heart lies a complex interaction between coach and athlete played out within the context of sport, itself a socio-culturally defined set of practices. In this ground-breaking book, leading international coaching scholars and coaches argue that an understanding of sociology and social theory can help us better grasp the interactive nature of coaching and consequently assist in demystifying the mythical ‘art’ of the activity.\r\n\r\nThe Sociology of Sports Coaching establishes an alternative conceptual framework from which to explore sports coaching. It firstly introduces the work of key social theorists, such as Foucault, Goffman and Bourdieu among others, before highlighting the principal themes that link the study of sociology and sports coaching, such as power, interaction, and knowledge and learning. The book also outlines and develops the connections between theory and practice by placing the work of each selected social theorist alongside contemporary views on that work from a current practicing coach.\r\n\r\nThis is the first book to present a critical sociological perspective of sports coaching and, as such, it represents an important step forward in the professionalisation of the discipline. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766502"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766502/Players_understanding_of_talent_identification_in_early_specialization_youth_football"><img alt="Research paper thumbnail of Players’ understanding of talent identification in early specialization youth football" class="work-thumbnail" src="https://attachments.academia-assets.com/116569984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766502/Players_understanding_of_talent_identification_in_early_specialization_youth_football">Players’ understanding of talent identification in early specialization youth football</a></div><div class="wp-workCard_item"><span>Soccer & Society</span><span>, Feb 15, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Despite research illustrating the socially constructed and subjective nature of talent identifica...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Despite research illustrating the socially constructed and subjective nature of talent identification in football, little research has explored how players make sense of 'being talented' and how this shapes their identity experiences. Five football academy players aged 11 years participated in five focus group interviews. Thematic and interactional qualitative analyses were performed to examine the content and function action orientationof participants' talk. Findings described how players constructed being scouted as authentically choosing, or being chosen by, a club, which worked to protect or enhance participants' 10 talented identities as talented players and self-worth. Talent was regarded as dynamic, but players' perceived expectation to continuously improve implied a potentially problematic view of development as linear. Evidence of early socialisation into the academy culture indicated that while effort was seen as virtuous, it was used to judge performance in 14 comparison to peers, suggesting that effort had become a rhetorical device that reflected 15 conformity, rather than player motivation. Upon joining an academy, players began to develop an identity as footballers with the potential to be successful, however their talented status was fragile, and contingent on demonstrating increasing performance standards. Although effort was seen as necessary for progression and talent viewed as dynamic, players understood that continuous improvement was expected, suggesting a potentially problematic view of development as linear.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10a2beeb9b1c4e2e96c89bd21a64cc60" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569984,"asset_id":121766502,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569984/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766502"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766502"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766502; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766502]").text(description); $(".js-view-count[data-work-id=121766502]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766502; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766502']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766502, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10a2beeb9b1c4e2e96c89bd21a64cc60" } } $('.js-work-strip[data-work-id=121766502]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766502,"title":"Players’ understanding of talent identification in early specialization youth football","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"Despite research illustrating the socially constructed and subjective nature of talent identification in football, little research has explored how players make sense of 'being talented' and how this shapes their identity experiences. 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Upon joining an academy, players began to develop an identity as footballers with the potential to be successful, however their talented status was fragile, and contingent on demonstrating increasing performance standards. Although effort was seen as necessary for progression and talent viewed as dynamic, players understood that continuous improvement was expected, suggesting a potentially problematic view of development as linear.","publication_date":{"day":15,"month":2,"year":2018,"errors":{}},"publication_name":"Soccer \u0026 Society","grobid_abstract_attachment_id":116569984},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766502/Players_understanding_of_talent_identification_in_early_specialization_youth_football","translated_internal_url":"","created_at":"2024-07-04T01:14:04.473-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116569984,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569984/thumbnails/1.jpg","file_name":"17261276.pdf","download_url":"https://www.academia.edu/attachments/116569984/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Players_understanding_of_talent_identifi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569984/17261276-libre.pdf?1720082481=\u0026response-content-disposition=attachment%3B+filename%3DPlayers_understanding_of_talent_identifi.pdf\u0026Expires=1734018659\u0026Signature=FQ08AhkL~Rz8QQw4RYBCZ~XoRxRbNVwiKqqbWyYdPmPT6jmLkKo6A~tXUJ6RiakDAgqD8eioZ8lE7qtML9XbDaed5ZB8cgMoji1Ek4ID600x2PnwpSs4zR2j6M9QR2bpjTjFtPlbWfWXR7wS~905DOFDmbGaQPgAKH5vs-fXgZa2Xnlg2X73bneHgLACXZHQbkMmm2CbiLHhxfIUjx0mJA9F~dwC8DGH5QsKHh6hK~2g-AZgb6BDbnXg5SfzkiEx6n8k2Cg73Bwh96tpfIuxGmlUTN4r2nTJTidYkRV4929oqKHGADtprEK7yaa9gwpbfwIqwDhiZUwl9S4y74QhDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Players_understanding_of_talent_identification_in_early_specialization_youth_football","translated_slug":"","page_count":30,"language":"en","content_type":"Work","summary":"Despite research illustrating the socially constructed and subjective nature of talent identification in football, little research has explored how players make sense of 'being talented' and how this shapes their identity experiences. Five football academy players aged 11 years participated in five focus group interviews. Thematic and interactional qualitative analyses were performed to examine the content and function action orientationof participants' talk. Findings described how players constructed being scouted as authentically choosing, or being chosen by, a club, which worked to protect or enhance participants' 10 talented identities as talented players and self-worth. Talent was regarded as dynamic, but players' perceived expectation to continuously improve implied a potentially problematic view of development as linear. Evidence of early socialisation into the academy culture indicated that while effort was seen as virtuous, it was used to judge performance in 14 comparison to peers, suggesting that effort had become a rhetorical device that reflected 15 conformity, rather than player motivation. Upon joining an academy, players began to develop an identity as footballers with the potential to be successful, however their talented status was fragile, and contingent on demonstrating increasing performance standards. Although effort was seen as necessary for progression and talent viewed as dynamic, players understood that continuous improvement was expected, suggesting a potentially problematic view of development as linear.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116569984,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569984/thumbnails/1.jpg","file_name":"17261276.pdf","download_url":"https://www.academia.edu/attachments/116569984/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Players_understanding_of_talent_identifi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569984/17261276-libre.pdf?1720082481=\u0026response-content-disposition=attachment%3B+filename%3DPlayers_understanding_of_talent_identifi.pdf\u0026Expires=1734018659\u0026Signature=FQ08AhkL~Rz8QQw4RYBCZ~XoRxRbNVwiKqqbWyYdPmPT6jmLkKo6A~tXUJ6RiakDAgqD8eioZ8lE7qtML9XbDaed5ZB8cgMoji1Ek4ID600x2PnwpSs4zR2j6M9QR2bpjTjFtPlbWfWXR7wS~905DOFDmbGaQPgAKH5vs-fXgZa2Xnlg2X73bneHgLACXZHQbkMmm2CbiLHhxfIUjx0mJA9F~dwC8DGH5QsKHh6hK~2g-AZgb6BDbnXg5SfzkiEx6n8k2Cg73Bwh96tpfIuxGmlUTN4r2nTJTidYkRV4929oqKHGADtprEK7yaa9gwpbfwIqwDhiZUwl9S4y74QhDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":47347,"name":"Football","url":"https://www.academia.edu/Documents/in/Football"},{"id":166250,"name":"Conformity","url":"https://www.academia.edu/Documents/in/Conformity"},{"id":217753,"name":"Club","url":"https://www.academia.edu/Documents/in/Club"},{"id":1151558,"name":"Soccer Society","url":"https://www.academia.edu/Documents/in/Soccer_Society"},{"id":2875024,"name":"Commercial Services","url":"https://www.academia.edu/Documents/in/Commercial_Services"}],"urls":[{"id":43365907,"url":"https://repository.lboro.ac.uk/articles/journal_contribution/Players_understanding_of_talent_identification_in_early_specialisation_youth_football/9613841/1/files/17261276.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766501"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766501/The_coaching_process_in_professional_youth_football_An_ethnography_of_practice"><img alt="Research paper thumbnail of The coaching process in professional youth football: An ethnography of practice" class="work-thumbnail" src="https://attachments.academia-assets.com/116569991/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766501/The_coaching_process_in_professional_youth_football_An_ethnography_of_practice">The coaching process in professional youth football: An ethnography of practice</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">My name resides on the cover, but the production of this piece of work would not have been possib...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">My name resides on the cover, but the production of this piece of work would not have been possible without help from numerous sources. In particular, the coaches and players at Albion, and all the other coaches who let me observe their work and ask irmumerable questions. A special debt of gratitude is owed to my supervisor Dr. Kathy Armour whose clarity of thought and guidance has ensured a smooth road to the completion of the project. My family, Vic and Bradley, who have given love and support throughout, and without whom this endeavour would have been all the more trying. I need to also thank Dr Robyn Jones, who first mooted the idea of undertaking a PhD, and who has contributed to the completion of the project. Finally, Dr Dave Cook, whose detached analysis and insight has been often and greatly appreciated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7e047e39b3e81e751dbdec837afa1e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569991,"asset_id":121766501,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569991/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766501"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766501"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766501; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766501]").text(description); $(".js-view-count[data-work-id=121766501]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766501; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766501']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766501, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7e047e39b3e81e751dbdec837afa1e1" } } $('.js-work-strip[data-work-id=121766501]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766501,"title":"The coaching process in professional youth football: An ethnography of practice","translated_title":"","metadata":{"grobid_abstract":"My name resides on the cover, but the production of this piece of work would not have been possible without help from numerous sources. In particular, the coaches and players at Albion, and all the other coaches who let me observe their work and ask irmumerable questions. A special debt of gratitude is owed to my supervisor Dr. Kathy Armour whose clarity of thought and guidance has ensured a smooth road to the completion of the project. My family, Vic and Bradley, who have given love and support throughout, and without whom this endeavour would have been all the more trying. I need to also thank Dr Robyn Jones, who first mooted the idea of undertaking a PhD, and who has contributed to the completion of the project. Finally, Dr Dave Cook, whose detached analysis and insight has been often and greatly appreciated.","publication_date":{"day":null,"month":null,"year":2001,"errors":{}},"grobid_abstract_attachment_id":116569991},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766501/The_coaching_process_in_professional_youth_football_An_ethnography_of_practice","translated_internal_url":"","created_at":"2024-07-04T01:14:04.275-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116569991,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569991/thumbnails/1.jpg","file_name":"FulltextThesis.pdf","download_url":"https://www.academia.edu/attachments/116569991/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_coaching_process_in_professional_you.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569991/FulltextThesis-libre.pdf?1720082726=\u0026response-content-disposition=attachment%3B+filename%3DThe_coaching_process_in_professional_you.pdf\u0026Expires=1734058606\u0026Signature=Rwv3tAfOmSdOhsQm~hsPGlUh4G7Ds94wxpdapCHd4Kq24bpW7kAGfNvhj28bHQQZiKmixIkWWS5quCmyMf3KasiQZcuXTc2HQ9SJL6X9aHjtX74cj1ko-ST8-jZpRoZy3sYKCZ8W2TGWX9s6vCAfi0VJuBFCo5zlqmx6~JSz0LIPP04Xc2~jjHKyVR2mrftZcMj~EyIvTvC15inEAHcmSX13cXoa8TZzzmxiHpOlCrSrvLRtPmtKYbzPliu1ITMuAVrOgbgATx~WyVSRCTXsOmXxehvLM25MzYgnm5uu5ap85zijxHBu6X0kR5T8pZ7DaMNZeFHtukcB38wugNGhiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_coaching_process_in_professional_youth_football_An_ethnography_of_practice","translated_slug":"","page_count":303,"language":"en","content_type":"Work","summary":"My name resides on the cover, but the production of this piece of work would not have been possible without help from numerous sources. In particular, the coaches and players at Albion, and all the other coaches who let me observe their work and ask irmumerable questions. A special debt of gratitude is owed to my supervisor Dr. Kathy Armour whose clarity of thought and guidance has ensured a smooth road to the completion of the project. My family, Vic and Bradley, who have given love and support throughout, and without whom this endeavour would have been all the more trying. I need to also thank Dr Robyn Jones, who first mooted the idea of undertaking a PhD, and who has contributed to the completion of the project. Finally, Dr Dave Cook, whose detached analysis and insight has been often and greatly appreciated.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116569991,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569991/thumbnails/1.jpg","file_name":"FulltextThesis.pdf","download_url":"https://www.academia.edu/attachments/116569991/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_coaching_process_in_professional_you.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569991/FulltextThesis-libre.pdf?1720082726=\u0026response-content-disposition=attachment%3B+filename%3DThe_coaching_process_in_professional_you.pdf\u0026Expires=1734058606\u0026Signature=Rwv3tAfOmSdOhsQm~hsPGlUh4G7Ds94wxpdapCHd4Kq24bpW7kAGfNvhj28bHQQZiKmixIkWWS5quCmyMf3KasiQZcuXTc2HQ9SJL6X9aHjtX74cj1ko-ST8-jZpRoZy3sYKCZ8W2TGWX9s6vCAfi0VJuBFCo5zlqmx6~JSz0LIPP04Xc2~jjHKyVR2mrftZcMj~EyIvTvC15inEAHcmSX13cXoa8TZzzmxiHpOlCrSrvLRtPmtKYbzPliu1ITMuAVrOgbgATx~WyVSRCTXsOmXxehvLM25MzYgnm5uu5ap85zijxHBu6X0kR5T8pZ7DaMNZeFHtukcB38wugNGhiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":116569989,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569989/thumbnails/1.jpg","file_name":"FulltextThesis.pdf","download_url":"https://www.academia.edu/attachments/116569989/download_file","bulk_download_file_name":"The_coaching_process_in_professional_you.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569989/FulltextThesis-libre.pdf?1720082521=\u0026response-content-disposition=attachment%3B+filename%3DThe_coaching_process_in_professional_you.pdf\u0026Expires=1734058606\u0026Signature=VhkUJ6~N0j31OviFS61ZlChglLsY2AJ-iO8ZywEgMkN2MhJpVTI5IwS~s209KT6mphZcevntj5JRSHEBgxi921~jLLLJH7a7z365U9PR10PcWH3s~zo39mXPvBwuFoUY2wUaac~A9Fc9YTzfSVlozJoaaMRB1lUTCrSjMj2SSX~48s9I2TR3OCrz~oCEvAQb5b2~79t19v38Nbu1iRKFY4m~LR0ikwHLf4Qv6iCUA0CrNN4CvBf-BhVjlCsf~EELuSVM1HRhEcXJUWdHuPRd0Co5kTT1UMsNqZyssm1aqPwuSpsrzzRTLPNzUysWj8mLP7jpFsTmpRnfkDOFavddeQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":47347,"name":"Football","url":"https://www.academia.edu/Documents/in/Football"},{"id":83478,"name":"Social Context","url":"https://www.academia.edu/Documents/in/Social_Context"},{"id":1032387,"name":"Association Football","url":"https://www.academia.edu/Documents/in/Association_Football"}],"urls":[{"id":43365906,"url":"https://bura.brunel.ac.uk/bitstream/2438/5138/1/FulltextThesis.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766500"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/121766500/Rethinking_Giftedness_and_Talent_in_Sport"><img alt="Research paper thumbnail of Rethinking Giftedness and Talent in Sport" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/121766500/Rethinking_Giftedness_and_Talent_in_Sport">Rethinking Giftedness and Talent in Sport</a></div><div class="wp-workCard_item"><span>Quest</span><span>, May 1, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Page 1. 265 The authors are with the School of Sport and Education, Brunel University, Uxbridge, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Page 1. 265 The authors are with the School of Sport and Education, Brunel University, Uxbridge, UB8 3PH UK. Email: <a href="mailto:Christopher.Cushion@Brunel.ac.uk" rel="nofollow">Christopher.Cushion@Brunel.ac.uk</a>. Quest 2006, 58, 265-282 © 2006 National Association for Kinesiology and Physical Education in Higher Education ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766500]").text(description); $(".js-view-count[data-work-id=121766500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766500, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766500,"title":"Rethinking Giftedness and Talent in Sport","translated_title":"","metadata":{"abstract":"Page 1. 265 The authors are with the School of Sport and Education, Brunel University, Uxbridge, UB8 3PH UK. 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To address this gap, this rese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Coach educators’ voices rarely feature in the coaching literature. To address this gap, this research explored the journeys and perceptions and understandings of learning of 16 coach educators (tut...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766498"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766498]").text(description); $(".js-view-count[data-work-id=121766498]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766498']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766498, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766498]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766498,"title":"Exploring professional coach educators’ journeys and perceptions and understandings of learning","translated_title":"","metadata":{"abstract":"Coach educators’ voices rarely feature in the coaching literature. 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To address this gap, this research explored the journeys and perceptions and understandings of learning of 16 coach educators (tut...","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":13025,"name":"Habitus","url":"https://www.academia.edu/Documents/in/Habitus"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":961230,"name":"Tutor","url":"https://www.academia.edu/Documents/in/Tutor"}],"urls":[{"id":43365903,"url":"https://doi.org/10.1080/13573322.2021.1887115"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766497"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766497/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme"><img alt="Research paper thumbnail of Investigating the impact of a Freirean informed coach education programme" class="work-thumbnail" src="https://attachments.academia-assets.com/116569982/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766497/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme">Investigating the impact of a Freirean informed coach education programme</a></div><div class="wp-workCard_item"><span>Physical education and sport pedagogy</span><span>, Jul 29, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Coach education discourse has largely suppressed learners' involvement in learning. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Coach education discourse has largely suppressed learners' involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59aa29fa3be58271a70eb40e23255a25" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569982,"asset_id":121766497,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569982/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766497"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766497"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766497; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766497]").text(description); $(".js-view-count[data-work-id=121766497]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766497; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766497']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766497, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59aa29fa3be58271a70eb40e23255a25" } } $('.js-work-strip[data-work-id=121766497]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766497,"title":"Investigating the impact of a Freirean informed coach education programme","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"Background: Coach education discourse has largely suppressed learners' involvement in learning. 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To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116569982,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569982/thumbnails/1.jpg","file_name":"24108980.pdf","download_url":"https://www.academia.edu/attachments/116569982/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigating_the_impact_of_a_Freirean_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569982/24108980.pdf?1720080843=\u0026response-content-disposition=attachment%3B+filename%3DInvestigating_the_impact_of_a_Freirean_i.pdf\u0026Expires=1734018659\u0026Signature=PZq1oCna5RoWN9Pb6Fb0TknTS1bC-TUCbxjlnTSAyrB-WuxM0D9dA4BBJ-K8tZB4tb2XJnsBhNsGMG6mQIc-HjP~5JK4COtaHtrxb~HfPR2vfVWGOrLl5yqTZyn~lAJA-FWiDdfl1~kOMKDtrRALaI4P~V1-92Rm6irsqD0S4BI8A7HKFn-JDBhgaw6uCCf1YEOk1Sm4Kx1fKxjgVPNfZ33JmrvBvcWHzAnFtki8b7GiE-z0RofjH2QwsyhhXAFpsyZu7ckJFyUi8iPqi8kVCNWUnzr3AVCfjE0LRa2VK1oS2Hu455m5sid1WWcH~S9mnIRAjwZUtghtyNFWfL4QOg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":116569983,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569983/thumbnails/1.jpg","file_name":"24108980.pdf","download_url":"https://www.academia.edu/attachments/116569983/download_file","bulk_download_file_name":"Investigating_the_impact_of_a_Freirean_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569983/24108980.pdf?1720080843=\u0026response-content-disposition=attachment%3B+filename%3DInvestigating_the_impact_of_a_Freirean_i.pdf\u0026Expires=1734018659\u0026Signature=MLwhPHAPg0Isa0nudJIKeE1pknRadANH-vJxp~MorRHawmVto8k8w6A-RSonpYdJHXXnDZSwzmdLYVc6Mk8grDmAxO-Puac7K6zhDn-CuSkli-p4lOCuiTyeF4JJ416R4OEFvBG3VEyUGyxGzE1cHtxwgGqP45UNW04lN48PACHvJ719BiDNHz7AKes066bjR3a~VgkmKzkbPkEqJmbWBnE4HMe8OjpLXG00UDd1S2SApY2V8Nz08ucQzVXAEfblNhW0OgL6xwJJQd0H7cAzHcd2Fnc8cp6fjkEaF9WfcV53QkQIQar8jXA3j5wBtkeft4lBPw5E8t-lbZVg8zEwPw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":5276,"name":"Reflexivity","url":"https://www.academia.edu/Documents/in/Reflexivity"},{"id":17780,"name":"Collaborative Action Research","url":"https://www.academia.edu/Documents/in/Collaborative_Action_Research"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education"},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection"},{"id":160726,"name":"Freire","url":"https://www.academia.edu/Documents/in/Freire"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":866309,"name":"Coach Education","url":"https://www.academia.edu/Documents/in/Coach_Education"}],"urls":[{"id":43365902,"url":"https://figshare.com/articles/journal_contribution/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme/12738029/1/files/24108980.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766496"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766496/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain"><img alt="Research paper thumbnail of Coaching journeys: longitudinal experiences from professional football in Great Britain" class="work-thumbnail" src="https://attachments.academia-assets.com/116569981/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766496/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain">Coaching journeys: longitudinal experiences from professional football in Great Britain</a></div><div class="wp-workCard_item"><span>Sports coaching review</span><span>, Oct 6, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this research was to consider the coaching journeys of eight experienced professional ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this research was to consider the coaching journeys of eight experienced professional football coaches. In-depth semi-structured interviews were conducted over two data points, a decade apart, and analysed thematically. Findings explored the coaches' longitudinal professional playing and coaching experiences, including their learning and development and engagement with formal coach education over four decades. The coaches' narratives highlighted how their biographies had shaped their identities, learning and practice. Each coach emphasised the importance of experiential learning, learning from other coaches, practicing in diverse coaching domains, and the ongoing nature of learning. Data highlighted limitations in formal decontextualised coach education and 'fast-tracking'. Findings also illustrated something of the changing nature and demands of coaching and how the coaches have adjusted their practice in order to meet the contemporary demands and expectations of their athletes. The coaches reported they required greater education and support around this area. Coaches' journeys are an under-utilised resource and have implications for future coaching practice, coach learning and coach education development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4abf871928e4cd1ffe5d855647209204" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569981,"asset_id":121766496,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569981/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766496"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766496"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766496; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766496]").text(description); $(".js-view-count[data-work-id=121766496]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766496; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766496']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766496, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4abf871928e4cd1ffe5d855647209204" } } $('.js-work-strip[data-work-id=121766496]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766496,"title":"Coaching journeys: longitudinal experiences from professional football in Great Britain","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","ai_title_tag":"Longitudinal Insights into Coaching Journeys in Football","grobid_abstract":"The aim of this research was to consider the coaching journeys of eight experienced professional football coaches. In-depth semi-structured interviews were conducted over two data points, a decade apart, and analysed thematically. Findings explored the coaches' longitudinal professional playing and coaching experiences, including their learning and development and engagement with formal coach education over four decades. The coaches' narratives highlighted how their biographies had shaped their identities, learning and practice. Each coach emphasised the importance of experiential learning, learning from other coaches, practicing in diverse coaching domains, and the ongoing nature of learning. Data highlighted limitations in formal decontextualised coach education and 'fast-tracking'. Findings also illustrated something of the changing nature and demands of coaching and how the coaches have adjusted their practice in order to meet the contemporary demands and expectations of their athletes. The coaches reported they required greater education and support around this area. Coaches' journeys are an under-utilised resource and have implications for future coaching practice, coach learning and coach education development.","publication_date":{"day":6,"month":10,"year":2016,"errors":{}},"publication_name":"Sports coaching review","grobid_abstract_attachment_id":116569981},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766496/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain","translated_internal_url":"","created_at":"2024-07-04T01:14:03.040-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116569981,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569981/thumbnails/1.jpg","file_name":"17269493.pdf","download_url":"https://www.academia.edu/attachments/116569981/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Coaching_journeys_longitudinal_experienc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569981/17269493-libre.pdf?1720082489=\u0026response-content-disposition=attachment%3B+filename%3DCoaching_journeys_longitudinal_experienc.pdf\u0026Expires=1734058606\u0026Signature=ZpCD54DvHzl1Ux2ujqDFnb4-uwuvQ5ecxLqxv3bniO9tjYtGY75bdd68nRZzadpDcUO1GBnYRnF5GGQnNDNtxuiBuKJNRmPXOFw2px0RBKDf8JmUfws7doiB1Fc4LN04n75vUJzcvip88~6XpPXJ~fSoaTYrW4SXkZDkwAg7xdXeQ8POq-bOk0jJgeWZiMXHuluJ5B1Sgq~sinccxaV~VsGT62PRLtIopXhmHv-D70nUN7FQKFtWYfNAfPmKnCAyKrE-0LmSyex~yMBZKqZg4Erj~d2uo-TTunhrlKN1MOE9w-v9s55fc9rHYsK0UkCEkhuGabh-JurUoFCicbPjog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain","translated_slug":"","page_count":23,"language":"en","content_type":"Work","summary":"The aim of this research was to consider the coaching journeys of eight experienced professional football coaches. In-depth semi-structured interviews were conducted over two data points, a decade apart, and analysed thematically. Findings explored the coaches' longitudinal professional playing and coaching experiences, including their learning and development and engagement with formal coach education over four decades. The coaches' narratives highlighted how their biographies had shaped their identities, learning and practice. Each coach emphasised the importance of experiential learning, learning from other coaches, practicing in diverse coaching domains, and the ongoing nature of learning. Data highlighted limitations in formal decontextualised coach education and 'fast-tracking'. Findings also illustrated something of the changing nature and demands of coaching and how the coaches have adjusted their practice in order to meet the contemporary demands and expectations of their athletes. The coaches reported they required greater education and support around this area. Coaches' journeys are an under-utilised resource and have implications for future coaching practice, coach learning and coach education development.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116569981,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569981/thumbnails/1.jpg","file_name":"17269493.pdf","download_url":"https://www.academia.edu/attachments/116569981/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Coaching_journeys_longitudinal_experienc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569981/17269493-libre.pdf?1720082489=\u0026response-content-disposition=attachment%3B+filename%3DCoaching_journeys_longitudinal_experienc.pdf\u0026Expires=1734058606\u0026Signature=ZpCD54DvHzl1Ux2ujqDFnb4-uwuvQ5ecxLqxv3bniO9tjYtGY75bdd68nRZzadpDcUO1GBnYRnF5GGQnNDNtxuiBuKJNRmPXOFw2px0RBKDf8JmUfws7doiB1Fc4LN04n75vUJzcvip88~6XpPXJ~fSoaTYrW4SXkZDkwAg7xdXeQ8POq-bOk0jJgeWZiMXHuluJ5B1Sgq~sinccxaV~VsGT62PRLtIopXhmHv-D70nUN7FQKFtWYfNAfPmKnCAyKrE-0LmSyex~yMBZKqZg4Erj~d2uo-TTunhrlKN1MOE9w-v9s55fc9rHYsK0UkCEkhuGabh-JurUoFCicbPjog__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":116569980,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569980/thumbnails/1.jpg","file_name":"17269493.pdf","download_url":"https://www.academia.edu/attachments/116569980/download_file","bulk_download_file_name":"Coaching_journeys_longitudinal_experienc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569980/17269493-libre.pdf?1720082486=\u0026response-content-disposition=attachment%3B+filename%3DCoaching_journeys_longitudinal_experienc.pdf\u0026Expires=1734058606\u0026Signature=CcOWT0JIMQHT5quLOkOD8q~O~wZB1Y09ibMwPV1eB5OvEiniBXU9vH-GYL3FcRWTQqCxK6b0GMaUuDflixLXZTx-~3FHMB~MJQlaDdKDfa~nKVxu9D0gU7pl~IdNsM6Q9NpdUQkXl7CRN6Xci~7HNQ4mkgBOExjduNabv1rrrU8bRMGwrxRWko4HNs375mh6D1vOHylFDzC2va97cjJpM~DNfHq24c4Bfjq8So1msrovBcCNk5D7t707BsH1mCmqWdi2TDgOuQzkPVZ44Utx78ge2GLRveI3vm0U56mLGXtSX~tU6pWujvh5o8kyRDaNcMlwGxOKbM7ALKExlKMf4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":47347,"name":"Football","url":"https://www.academia.edu/Documents/in/Football"},{"id":50574,"name":"Experiential Learning","url":"https://www.academia.edu/Documents/in/Experiential_Learning"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching"},{"id":324526,"name":"Sport Coaching","url":"https://www.academia.edu/Documents/in/Sport_Coaching"}],"urls":[{"id":43365901,"url":"https://figshare.com/articles/journal_contribution/Coaching_journeys_longitudinal_experiences_from_professional_football_in_Great_Britain/9621737/1/files/17269493.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766495"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766495/What_works_in_coach_learning_how_and_for_whom_A_grounded_process_of_soccer_coaches_professional_learning"><img alt="Research paper thumbnail of What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning" class="work-thumbnail" src="https://attachments.academia-assets.com/116569978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766495/What_works_in_coach_learning_how_and_for_whom_A_grounded_process_of_soccer_coaches_professional_learning">What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning</a></div><div class="wp-workCard_item"><span>Qualitative Research in Sport, Exercise and Health</span><span>, Jan 23, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research into sport coaches' learning previously relied on descriptive learning histories and ret...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research into sport coaches' learning previously relied on descriptive learning histories and retrospective coach perceptions that revealed little detail about the processes and outcomes involved. More recent nuanced approaches have started to evidence the idea that coaches actively integrate multiple experiences as interconnected modes of learning, influenced by preexisting biography (Abraham et al. 2006). A learning theory specific to coaching that can explain how practitioners dynamically interact with learning environments is a necessary addition to advance understanding, inform professional development opportunities and move the field forward (Cushion and Nelson 2013). This research aimed to address this gap by investigating the learning of 25 English youth soccer coaches. Longitudinal semi-structured interviews and video stimulated recall interviews were used to elicit knowledge use in practice, associated sources of learning, and moderating factors. Data were organised and analysed using techniques and principles of grounded theory (Strauss and Corbin 1998). A substantive grounded theory is presented to explain the filter process whereby individuals adopted, adapted and rejected elements of their experiences, leading to uneven learning in apparently similar situations. The findings suggest that coaches actively constructed and experimented with knowledge for use in socially situated coaching practice, through double-loop individual and contextual level filters, and 'reflective conversations'. In response to McCullick et al.'s (2009) calls, questions of 'what works', how and for whom in this context of coach learning are addressed for the first time. Elucidation of these processes can enhance professional learning and practice through advancing evidence based 'theory in context' (Kennedy 2014).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="041c9faee145b552cd0f9b5fe95519b6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569978,"asset_id":121766495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569978/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766495]").text(description); $(".js-view-count[data-work-id=121766495]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766495']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766495, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "041c9faee145b552cd0f9b5fe95519b6" } } $('.js-work-strip[data-work-id=121766495]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766495,"title":"What works in coach learning, how, and for whom? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766492"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766492/Evidencing_the_impact_of_coaches_learning_Changes_in_coaching_knowledge_and_practice_over_time"><img alt="Research paper thumbnail of Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time" class="work-thumbnail" src="https://attachments.academia-assets.com/116569975/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766492/Evidencing_the_impact_of_coaches_learning_Changes_in_coaching_knowledge_and_practice_over_time">Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time</a></div><div class="wp-workCard_item"><span>Journal of Sports Sciences</span><span>, May 28, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-today practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledgepractice gap.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0cd638cfe01eef9933ebe8aa0d5e862c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569975,"asset_id":121766492,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569975/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766492"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766492"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766492; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766492]").text(description); $(".js-view-count[data-work-id=121766492]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766492; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766492']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766492, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0cd638cfe01eef9933ebe8aa0d5e862c" } } $('.js-work-strip[data-work-id=121766492]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766492,"title":"Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time","translated_title":"","metadata":{"publisher":"Taylor \u0026 Francis","grobid_abstract":"Evidencing the impact of coaches' learning: Changes in coaching knowledge and practice over time It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-today practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. 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This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. 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This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches&amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches&amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766491"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766491"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766491; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766491]").text(description); $(".js-view-count[data-work-id=121766491]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766491; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766491']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766491, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766491]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766491,"title":"A season long investigation into coaching behaviours as a function of practice state: the case of three collegiate coaches","translated_title":"","metadata":{"abstract":"ABSTRACT Coach behaviour, practice activities and the relationship between the two are seen as essential components in athlete learning and development. This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches\u0026amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches\u0026amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.","publisher":"Taylor \u0026 Francis","publication_date":{"day":1,"month":5,"year":2013,"errors":{}},"publication_name":"Sports coaching review"},"translated_abstract":"ABSTRACT Coach behaviour, practice activities and the relationship between the two are seen as essential components in athlete learning and development. This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches\u0026amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches\u0026amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.","internal_url":"https://www.academia.edu/121766491/A_season_long_investigation_into_coaching_behaviours_as_a_function_of_practice_state_the_case_of_three_collegiate_coaches","translated_internal_url":"","created_at":"2024-07-04T01:14:01.251-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"A_season_long_investigation_into_coaching_behaviours_as_a_function_of_practice_state_the_case_of_three_collegiate_coaches","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"ABSTRACT Coach behaviour, practice activities and the relationship between the two are seen as essential components in athlete learning and development. This study examined the coaching intervention behaviours employed by three collegiate coaches as a function of ‘practice state’ over a season long period. Systematic observation of these coaches\u0026amp;#39; behaviour was conducted using the Coach Analysis Intervention System (CAIS). Coaches also participated in semi-structured interviews to explore how and why they used the intervention behaviours in the ways they did within the different practice states. Whilst the data from the systematic observation were analysed descriptively and inferentially, the interview data were analysed deductively. Although multivariate analysis of variance tests revealed significant differences for the practice state of two of the three coaches, follow-up analyses revealed that the main differences in coaching behaviour were between ‘other’ states when compared to ‘training’ and ‘playing’ states. The results demonstrated limited changes to coaching behaviour as a function of ‘practice state’ for the three coaches, intimating that the drivers of the coaches\u0026amp;#39; design and implementation of practice sessions and the delivery of instruction were their existing ‘folk pedagogies’ rather than scientifically-based evidence.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching"},{"id":324526,"name":"Sport Coaching","url":"https://www.academia.edu/Documents/in/Sport_Coaching"}],"urls":[{"id":43365896,"url":"https://doi.org/10.1080/21640629.2013.837238"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766490"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/121766490/Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works"><img alt="Research paper thumbnail of Effective coach learning and processes of coaches' knowledge development: what works?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/121766490/Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works">Effective coach learning and processes of coaches' knowledge development: what works?</a></div><div class="wp-workCard_item"><span>Nova Science Publishers eBooks</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Decades of research and anecdotal evidence in coaching suggests that effective coaches continuous...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766490"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766490"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766490; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766490]").text(description); $(".js-view-count[data-work-id=121766490]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766490; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766490']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766490, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=121766490]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766490,"title":"Effective coach learning and processes of coaches' knowledge development: what works?","translated_title":"","metadata":{"abstract":"Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).","publisher":"Nova Publishers","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Nova Science Publishers eBooks"},"translated_abstract":"Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).","internal_url":"https://www.academia.edu/121766490/Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works","translated_internal_url":"","created_at":"2024-07-04T01:14:01.033-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Effective_coach_learning_and_processes_of_coaches_knowledge_development_what_works","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Decades of research and anecdotal evidence in coaching suggests that effective coaches continuously learn from a blend of different situations, having mastered the skill of learning from their experiences. However, the processes involved and the impact of different learning experiences on coaches’ knowledge and practice are less well understood. It has been argued that a specific coach learning theory that can explain how coaches dynamically interact with the learning environments they encounter is a necessary addition to move the field forward and enhance professional learning (Cushion and Nelson 2013). The chapter will discuss current research-based perspectives in coach learning, with reference to relevant models of learning and knowledge development from the broader learning literature, to explain how coaches’ existing experiences, knowledge and contextual factors influence their learning and resulting coaching knowledge and practice. In doing so, the chapter will elucidate what works, how and for whom in coach learning (McCullick et al. 2009).","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[],"research_interests":[{"id":48,"name":"Engineering","url":"https://www.academia.edu/Documents/in/Engineering"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"}],"urls":[{"id":43365895,"url":"https://arro.anglia.ac.uk/id/eprint/700072/"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766489/Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change"><img alt="Research paper thumbnail of Infusing disability into coach education and development: a critical review and agenda for change" class="work-thumbnail" src="https://attachments.academia-assets.com/116570008/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766489/Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change">Infusing disability into coach education and development: a critical review and agenda for change</a></div><div class="wp-workCard_item"><span>Physical Education and Sport Pedagogy</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">21 22 Background 23 The training of coaches is considered central to sustaining and improving the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="054bc8b31fc6720ff1e7fc6453dc8725" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116570008,"asset_id":121766489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116570008/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766489]").text(description); $(".js-view-count[data-work-id=121766489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766489, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "054bc8b31fc6720ff1e7fc6453dc8725" } } $('.js-work-strip[data-work-id=121766489]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766489,"title":"Infusing disability into coach education and development: a critical review and agenda for change","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Physical Education and Sport Pedagogy","grobid_abstract_attachment_id":116570008},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766489/Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change","translated_internal_url":"","created_at":"2024-07-04T01:14:00.774-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116570008,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116570008/thumbnails/1.jpg","file_name":"26486237.pdf","download_url":"https://www.academia.edu/attachments/116570008/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Infusing_disability_into_coach_education.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116570008/26486237-libre.pdf?1720082492=\u0026response-content-disposition=attachment%3B+filename%3DInfusing_disability_into_coach_education.pdf\u0026Expires=1734058607\u0026Signature=AW4YPIJIpzpZkSAqn64dW9tCWivHL-lsC0GP6bsztVu4oAUp6C2sfwXuW8L~N6riFuIzob3GQ7FRevSbaLDbXoujko5~aqRSwIoKBKucLYJJb2u56H9TqAvHhGP6xzgH96WJglcRXFUBA1scBNEgQDAhLoSH1UKFVGgXbm-lLaYzNyxuzi0xfS0TvkJWKM4uuYyT3K8~F5o30SOn6cwOI1HGVNs0~wnp2onG7UjpZAuk1subQzG5DFcIuZciP9g7x4LSNQnEjDyXPtKNvR-7jC4TTiE0GOwLOOSDvMlEZOv9MQThev0BlTW-shjXoq8byBBBcs82u22asYeHkZs~2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Infusing_disability_into_coach_education_and_development_a_critical_review_and_agenda_for_change","translated_slug":"","page_count":30,"language":"en","content_type":"Work","summary":"21 22 Background 23 The training of coaches is considered central to sustaining and improving the quality of sports 24 provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116570008,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116570008/thumbnails/1.jpg","file_name":"26486237.pdf","download_url":"https://www.academia.edu/attachments/116570008/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Infusing_disability_into_coach_education.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116570008/26486237-libre.pdf?1720082492=\u0026response-content-disposition=attachment%3B+filename%3DInfusing_disability_into_coach_education.pdf\u0026Expires=1734058607\u0026Signature=AW4YPIJIpzpZkSAqn64dW9tCWivHL-lsC0GP6bsztVu4oAUp6C2sfwXuW8L~N6riFuIzob3GQ7FRevSbaLDbXoujko5~aqRSwIoKBKucLYJJb2u56H9TqAvHhGP6xzgH96WJglcRXFUBA1scBNEgQDAhLoSH1UKFVGgXbm-lLaYzNyxuzi0xfS0TvkJWKM4uuYyT3K8~F5o30SOn6cwOI1HGVNs0~wnp2onG7UjpZAuk1subQzG5DFcIuZciP9g7x4LSNQnEjDyXPtKNvR-7jC4TTiE0GOwLOOSDvMlEZOv9MQThev0BlTW-shjXoq8byBBBcs82u22asYeHkZs~2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences"},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy"},{"id":34802,"name":"Disability","url":"https://www.academia.edu/Documents/in/Disability"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":75387,"name":"Professional Learning","url":"https://www.academia.edu/Documents/in/Professional_Learning"},{"id":88860,"name":"Clarity","url":"https://www.academia.edu/Documents/in/Clarity"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":866309,"name":"Coach Education","url":"https://www.academia.edu/Documents/in/Coach_Education"}],"urls":[{"id":43365894,"url":"https://www.tandfonline.com/doi/pdf/10.1080/17408989.2021.1873932"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766488"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766488/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme"><img alt="Research paper thumbnail of Investigating the impact of a Freirean informed coach education programme" class="work-thumbnail" src="https://attachments.academia-assets.com/116570007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766488/Investigating_the_impact_of_a_Freirean_informed_coach_education_programme">Investigating the impact of a Freirean informed coach education programme</a></div><div class="wp-workCard_item"><span>Physical Education and Sport Pedagogy</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Coach education discourse has largely suppressed learners' involvement in learning. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Coach education discourse has largely suppressed learners' involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59bae0cdc230e37d69e1bb948a16feb4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116570007,"asset_id":121766488,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116570007/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766488; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766488]").text(description); $(".js-view-count[data-work-id=121766488]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766488; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766488']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766488, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59bae0cdc230e37d69e1bb948a16feb4" } } $('.js-work-strip[data-work-id=121766488]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766488,"title":"Investigating the impact of a Freirean informed coach education programme","translated_title":"","metadata":{"publisher":"Informa UK Limited","grobid_abstract":"Background: Coach education discourse has largely suppressed learners' involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. 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To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes. Purpose: The purpose of this study was to investigate the impact a theoretically informed learning programme had on coaches' ownership of, and feelings towards, being engaged in their learning, and how this impacted their subsequent practice. The significance of this work lies in providing evidence that extends current knowledge and understanding of how alternative forms of coach education can be effectively constructed and delivered. Methods: Three coaches, who worked in recreational coaching contexts, agreed to take part in this study. There were two elements to the methods. First, the development and implementation of a coach education programme was reported in a series of stages. To capture data on programme impact, multiple and mixed data collection methods including interviews and observations were employed. Qualitative data were analysed abductively and quantitative data descriptively. Findings: Three themes were identified related to the educational concepts espoused by Freire. These were 1) freedom to learn, 2) feeling cared for, and 3) becoming (or not becoming) more reflexive. Quantitative data highlighted where this led to changes in the observable aspects of coaches' practices. Conclusion: The current study provides some initial evidence suggesting that when coaches are given freedom to learn, feel cared for, and in some cases, think reflexively about their practice, they have a positive learning experience. Further, and while we cannot say for certain, this approach does seem to lead to changes in coaches' behaviour and practice in line with the area of their coaching they had chosen to develop.","owner":{"id":232524,"first_name":"Christopher","middle_initials":null,"last_name":"Cushion","page_name":"ChristopherCushion","domain_name":"lboro","created_at":"2010-08-12T21:27:36.365-07:00","display_name":"Christopher Cushion","url":"https://lboro.academia.edu/ChristopherCushion"},"attachments":[{"id":116570007,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116570007/thumbnails/1.jpg","file_name":"24108980.pdf","download_url":"https://www.academia.edu/attachments/116570007/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigating_the_impact_of_a_Freirean_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116570007/24108980.pdf?1720080901=\u0026response-content-disposition=attachment%3B+filename%3DInvestigating_the_impact_of_a_Freirean_i.pdf\u0026Expires=1734058607\u0026Signature=PoVrBfUByaH-Kg~qWsUyooBJ4p94utKwXMB0wVYrgni0y9n5U6vjp6Tf9~3zCXf60W8R~Wpoa2jp9Xpyr2j3qqhPLGWjOElEY7pInGJr4AOZKrHCqDsgynHft2YhPqBLBZMF-bds1EWfqm9DIjb9Sv0IOXayAW-cwF6nnRoRJXV2-~hJ0Vou7DlYvFdcarnakhsjV24MB7W5WS9DEvuL84LzFWIrtg9xCmIScCLYGnfOtr6SlPj83H7afzwCe8BnS1ySikCpEQ-drygSSL-hFR6reKXyFSi3Soo7Cnor-Y~8-B~EEpYq9mWVzhqhyHB6-QflL~Z1ziSeJIBVJZQ4tg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":5276,"name":"Reflexivity","url":"https://www.academia.edu/Documents/in/Reflexivity"},{"id":17780,"name":"Collaborative Action Research","url":"https://www.academia.edu/Documents/in/Collaborative_Action_Research"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education"},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection"},{"id":160726,"name":"Freire","url":"https://www.academia.edu/Documents/in/Freire"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":866309,"name":"Coach Education","url":"https://www.academia.edu/Documents/in/Coach_Education"}],"urls":[{"id":43365893,"url":"https://www.tandfonline.com/doi/pdf/10.1080/17408989.2020.1800619"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="121766487"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121766487/_It_s_not_about_disability_I_want_to_win_as_many_medals_as_possible_The_social_construction_of_disability_in_high_performance_coaching"><img alt="Research paper thumbnail of ‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching" class="work-thumbnail" src="https://attachments.academia-assets.com/116570009/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121766487/_It_s_not_about_disability_I_want_to_win_as_many_medals_as_possible_The_social_construction_of_disability_in_high_performance_coaching">‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching</a></div><div class="wp-workCard_item"><span>International Review for the Sociology of Sport</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. In this article we unpack the assumptions that underpin coaching in disability sport, and by extension use sport as a lens to problematise the construction of disability in specific social formations across coaching cultures. In so...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fcf33a461145b1daef92ef89ab5ab3e5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116570009,"asset_id":121766487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116570009/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766487"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766487]").text(description); $(".js-view-count[data-work-id=121766487]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766487']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766487, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fcf33a461145b1daef92ef89ab5ab3e5" } } $('.js-work-strip[data-work-id=121766487]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766487,"title":"‘It’s not about disability, I want to win as many medals as possible’: The social construction of disability in high-performance coaching","translated_title":"","metadata":{"abstract":"This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. In this article we unpack the assumptions that underpin coaching in disability sport, and by extension use sport as a lens to problematise the construction of disability in specific social formations across coaching cultures. In so...","publisher":"SAGE Publications","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Review for the Sociology of Sport"},"translated_abstract":"This article draws on the theoretical concepts of Pierre Bourdieu to provide a critical analysis of the social construction of disability in high-performance sport coaching. Data were generated using a qualitative cross-case comparative methodology, comprising 18 months of ethnographic fieldwork in high-performance disability sport, and interviews with coaches and athletes from a cross-section of Paralympic sports. We discuss how in both cases ‘disability’ was assimilated into the ‘performance logic’ of the sporting field as a means of maximising symbolic capital. Furthermore, coaches were socialised into a prevailing legitimate culture in elite disability sport that was reflective of ableist, performance-focused and normative ideologies about disability. 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Initial work, originally undertaken in the 's, and gaining traction in the 's and 's looked to predominately o er descriptions of coaches' behavior. While this research continues to o er a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has unfulfilled potential. The premise of this paper is to consider systematic observation as a coach development tool-a precedent which has been set in the literature. The arguments made are based on an alternative way of thinking about systematic observation, as a pedagogical tool that supports coaches in better understanding themselves and their pedagogical practice. Principles of dialogic pedagogy are used as the basis of our argument whereby "researchers" and "coaches" work collaboratively to co-construct knowledge and support coach reflection, and ultimately develop coaches' practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbfbe766a5424e05037f5b9516b33be4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116569999,"asset_id":121766468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116569999/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121766468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121766468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121766468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=121766468]").text(description); $(".js-view-count[data-work-id=121766468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 121766468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='121766468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 121766468, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbfbe766a5424e05037f5b9516b33be4" } } $('.js-work-strip[data-work-id=121766468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":121766468,"title":"Re-visiting systematic observation: A pedagogical tool to support coach learning and development","translated_title":"","metadata":{"publisher":"Frontiers Media","grobid_abstract":"Systematic observation has been one of the most employed data collection methods in sport coaching literature. 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Principles of dialogic pedagogy are used as the basis of our argument whereby \"researchers\" and \"coaches\" work collaboratively to co-construct knowledge and support coach reflection, and ultimately develop coaches' practice.","publication_date":{"day":23,"month":8,"year":2022,"errors":{}},"publication_name":"Frontiers in sports and active living","grobid_abstract_attachment_id":116569999},"translated_abstract":null,"internal_url":"https://www.academia.edu/121766468/Re_visiting_systematic_observation_A_pedagogical_tool_to_support_coach_learning_and_development","translated_internal_url":"","created_at":"2024-07-04T01:13:24.507-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":232524,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":116569999,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/116569999/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/116569999/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Re_visiting_systematic_observation_A_ped.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/116569999/pdf-libre.pdf?1720082485=\u0026response-content-disposition=attachment%3B+filename%3DRe_visiting_systematic_observation_A_ped.pdf\u0026Expires=1734058607\u0026Signature=NdQ0kotVWVjNOUYbS-I4cM4So6w3X7~yXq-ARN~Q7oo4cN-SM51bP7voHa7Ixgg0KykhbDffoh5RT1rrCmIGbUPYB78RIdpzbeWQD13iKeNiNzmLG4WpwUJxdQ9w1W3ZapW-2hP7IbOpCoumm4K32kP7jxhdH8hLeIO4ojaCqx22dI~oEmrH95ZV7SK6UwFULQ9ffPOQ65FmQxmdFl3TrRlYHM9Y~rA3FP19zAXOSV7wMdEQKXooOfG00z~TVsD3JBQENUwPyfw7Tsb9FvzMMznbdN-xtMu9mRrD1~rIqCsReZyVixTlZLk8Jicb9vwi92VPgTdJbOGG1D~emnuyPg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Re_visiting_systematic_observation_A_pedagogical_tool_to_support_coach_learning_and_development","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"Systematic observation has been one of the most employed data collection methods in sport coaching literature. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104752599"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104752599/Understanding_the_Change_Process_Valuing_What_it_is_that_Coaches_Do"><img alt="Research paper thumbnail of Understanding the Change Process: Valuing What it is that Coaches Do" class="work-thumbnail" src="https://attachments.academia-assets.com/104397499/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104752599/Understanding_the_Change_Process_Valuing_What_it_is_that_Coaches_Do">Understanding the Change Process: Valuing What it is that Coaches Do</a></div><div class="wp-workCard_item"><span>International Journal of Sports Science and Coaching</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5b33352de0463528206d039a93700949" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104397499,"asset_id":104752599,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104397499/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104752599"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104752599"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104752599; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98993975"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98993975/The_Importance_of_Coaching_Control_A_Commentary"><img alt="Research paper thumbnail of The Importance of Coaching Control: A Commentary" class="work-thumbnail" src="https://attachments.academia-assets.com/100197040/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98993975/The_Importance_of_Coaching_Control_A_Commentary">The Importance of Coaching Control: A Commentary</a></div><div class="wp-workCard_item"><span>International journal of Sports Science and Coaching</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">to practice with a written plan for the afternoon's workout, and they feel insecure with coaches ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">to practice with a written plan for the afternoon's workout, and they feel insecure with coaches who fly by the seats of their pants. They want to believe that the coach has thought everything through, has good reasons for everything he or she does, has solutions for their insecurities and problems, and is confident in his or her plans, decisions and programs. A third method for enhancing coaching control is to conduct frequent team meetings where coaching philosophy and team goals are discussed. Here the coach works to channel the team's thoughts to match his or her own. Short (a couple of minutes) meetings are useful every day before practice to establish a proper attitude for the day's work. Before the meeting, coaches should jot down on paper a couple of motivational ideas as to what they plan to accomplish this day and why the particular drills planned for this day are valuable. This helps to direct the player's thoughts and attitude in the right direction beforehand. If the coach doesn't do this and simply lets nature take its course, many of the weaker-minded athletes will hit the court or field with a bad attitude or will develop one in short order if they start playing poorly, and the coach will have a difficult, if not impossible, time changing it. A final suggestion is that the coach sets an elevated tone for the practices and games. John Wooden did this very effectively with his "pyramid of success," which stressed higher values such as patience, faith, poise, team spirit, cooperation, friendship, loyalty, self-control, etc. This helps counter the stress caused by the athlete's uncertainty of outcome in situations of great importance. Focusing narrowly on winning and self-interest is generally stressinducing, because practitioners of this approach are doomed to frequent and emotionally painful disappointments. Concentrating on higher values and other people, instead of worrying exclusively about one's self, reduces the pressures of these uncontrollable outcomes. Coach Wooden found that his players performed extraordinarily well in crucial situations when he stressed the likes of "poise," "self-control," and "team spirit," rather than "make the shot" and "win." In summary, the one essential element in the coaching equation is for the coach to maintain control of the team. There will, of course, be differences in approach as determined by the capabilities and personality of the coach, but each of the coach's actions should be undertaken with the underlying determination to maintain and enhance control.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c3c17c6c9413453d3b54d32099d1c80e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100197040,"asset_id":98993975,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100197040/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98993975"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98993975"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98993975; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98993975]").text(description); $(".js-view-count[data-work-id=98993975]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98993975; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98993975']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 98993975, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c3c17c6c9413453d3b54d32099d1c80e" } } $('.js-work-strip[data-work-id=98993975]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98993975,"title":"The Importance of Coaching Control: A Commentary","translated_title":"","metadata":{"ai_title_tag":"Enhancing Coaching Control through Structured Practices","grobid_abstract":"to practice with a written plan for the afternoon's workout, and they feel insecure with coaches who fly by the seats of their pants. 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If the coach doesn't do this and simply lets nature take its course, many of the weaker-minded athletes will hit the court or field with a bad attitude or will develop one in short order if they start playing poorly, and the coach will have a difficult, if not impossible, time changing it. A final suggestion is that the coach sets an elevated tone for the practices and games. John Wooden did this very effectively with his \"pyramid of success,\" which stressed higher values such as patience, faith, poise, team spirit, cooperation, friendship, loyalty, self-control, etc. This helps counter the stress caused by the athlete's uncertainty of outcome in situations of great importance. Focusing narrowly on winning and self-interest is generally stressinducing, because practitioners of this approach are doomed to frequent and emotionally painful disappointments. 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Difficulties concerning conceptual clarity and issues concerning the origin of talent have slowed the advancement of this field of inquiry. By recognising the divisions that have occurred within the literature due to approach and presupposition, Gagne's (2000) Differentiated Model Of Giftedness and Talent was applied to reorganise the literature and establish a more sturdy conceptual base from which to launch new research. From this view, it became more appropriate to divide and describe talent as the discovery of giftedness and the development of talent. By reorganising previous research with this distinction, previous questions became inappropriate and new avenues of approach were revealed. In the past, research had questioned how talents develop and how gifts could be used to predict talent. However, it now became appropriate to consider how gifts are discovered and why talent develops. To this end, phenomenological interviews were conducted with expert coaches, gifted individuals and their families in an effort to explore how gifts were discovered and why individuals committed themselves to developing talent. This approach facilitated the reconstruction of subjective experience which was necessary to explore the multidimensional and interdependent nature of talent. The results gave a deep insight into the views and experiences of people who were, or who understood giftedness and talent. To express these findings, a new empirically based model has been proposed to explain how gifts are discovered and why talents develop.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ffd7663b54eeedcbfcde791e586f457c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96896634,"asset_id":94441160,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96896634/download_file?st=MTczNDA2MzA5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94441160"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94441160"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94441160; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94441160]").text(description); $(".js-view-count[data-work-id=94441160]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94441160; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94441160']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94441160, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ffd7663b54eeedcbfcde791e586f457c" } } $('.js-work-strip[data-work-id=94441160]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94441160,"title":"Exploring how gifts are discovered and why talents develop in sport","translated_title":"","metadata":{"ai_title_tag":"Discovering Gifts and Developing Talents in Sports","grobid_abstract":"This thesis has attempted to advance knowledge and understanding of giftedness and talent in sport. 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To this end, phenomenological interviews were conducted with expert coaches, gifted individuals and their families in an effort to explore how gifts were discovered and why individuals committed themselves to developing talent. This approach facilitated the reconstruction of subjective experience which was necessary to explore the multidimensional and interdependent nature of talent. The results gave a deep insight into the views and experiences of people who were, or who understood giftedness and talent. 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To this end, phenomenological interviews were conducted with expert coaches, gifted individuals and their families in an effort to explore how gifts were discovered and why individuals committed themselves to developing talent. This approach facilitated the reconstruction of subjective experience which was necessary to explore the multidimensional and interdependent nature of talent. The results gave a deep insight into the views and experiences of people who were, or who understood giftedness and talent. 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