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Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac University of Hull

Exploring the Everyday Realities of Coach Education : A Case Study of a FA Level 2 Coach Education Course. Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac University of Hull Department of Sport, Health & Exercise Science. Introduction.

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Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac University of Hull

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  1. Exploring the Everyday Realities of Coach Education:A Case Study of a FA Level 2Coach Education Course Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac University of Hull Department of Sport, Health & Exercise Science

  2. Introduction • Coaches play an important role in maximising athletic learning, development and experience. (Cassidy et al., 2004) • Increasing importance attached to coach education. (Cassidy et al., 2006; Cushion et al., 2003) • Significant investment into and re-development of the FA coach education programme. (Football Development Department Discussion Document for Coaching 2008-2012) • Paucity of published research into FA coach education programmes. (Chesterfield et al., 2010)

  3. Coach Perceptions • Empirical coaching studies have provided a ‘snapshot’ of football coaches’ perceptions of coach education programmes. Can’t put it into practice. If you can’t put it into practice, the whole process is really wasted and that’s the problem. All coaches came out knowing and doing the same things because that is what you passed at. Steve Harrison in Jones et al. (2004) Hope Powell in Jones et al. (2004) It is difficult, if not impossible, to work in the ways the coach educators want you to. Chesterfield et al. (2010)

  4. Academic Critique • Gold standard: One size ‘fits all’. (Abraham & Collins, 1998) • “Straightforward, bio-scientific, unproblematic process”. (Cushion & Jones, 2006; Potrac et al., 2002, p. 188) • ‘Clean’ and ‘rationalistic’ programmes that fail to consider the human complexityinvolved within coaching. (Cassidy et al., 2004; Jones et al., 2004)

  5. ‘Knowledge-for-Action’(Jones & Wallace, 2005) • Coaching scholars have offered a range of theoretically informed alternative pedagogical approaches.

  6. ‘Knowledge-for-Understanding’(Jones & Wallace, 2005) “Offer a more secure foundation on which knowledge-for action projects could build to yield more realistic practical guidance and, ultimately, greater sporting success” (Jones & Wallace, 2005, p. 123)

  7. Social Complexity Surrounding Coaching Power Impression Management Socialisation Experiences Discourse Micro-politics

  8. Messy Realities of a Level 2 Course? I only get 7 players training every week, how can I apply this session? Does he really expect me to apply this within a school setting? I’m not convinced this is meeting everyone's needs??? I totally agree The defenders should press high up the pitch I wouldn’t coach it that way. My players would be bored What about if they have a quick striker?

  9. The Coach Educators’ Perspective (?) IMPACT Own and others: Beliefs, Philosophies, Expectations, Behaviours. • What do they do? • How do they do it? • Why do they do the things in the way that they do? • How do they experience their role? Previous experiences as a coach educator.

  10. The Coach Learners’ Perspective (?) IMPACT IMPACT Beliefs, Philosophies, Expectations, Behaviours, Values. Previous experiences as an athlete and an academy coach. Beliefs, Philosophies, Expectations, Behaviours, Values. Academy Coach Community Coach • How do they experience the content, delivery and assessment? • Why do they respond in the ways that they do? • How does it impact upon their understanding practice? Previous experiences as a community coach.

  11. Summary • Increased recognition towards the importance of coach education. • Criticisms of coach education have driven ‘knowledge-for-action’. • Need for ‘knowledge-for-understanding’ of coach education: • Describe the contextual realities of coach education courses. • Consider how ‘life histories’ shape coach educators’ and coach learners’ experiences, perceptions, engagement and practices.

  12. Any Questions???

  13. References • Abrahams, A., & Collins, D. (1998). Examining and extending research in coach development. Quest, 50, 59-79. • Cassidy, T., Jones, R., & Potrac, P. (2004). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. New York, NY: Routledge. • Cassidy, T., Potrac, P., & McKenzie, A. (2006). Evaluating and reflecting upon a coach education initiative: The CoDe of rugby. The Sport Psychologist, 20, 145-161. • Chesterfield, G., Potrac, P., & Jones, R. (2010). Studentship and impression management in an advanced soccer coach education award. Sport, Education and Society, 15 (3), 299-314. • Culver, D., & Trudel, P. (2006). Cultivating coaches’ communities of practice: Developing the potential for learning through interactions. In R.L. Jones (Ed.), The Sports Coach as Educator: Re-Conceptualising Sports Coaching (p. 97-112). London, UK: Routledge. • Cushion (2006). Mentoring. In R.L. Jones (Ed.), The Sports Coach as Educator: Re-conceptualising Sports Coaching (p. 113-127). New York, NY: Routledge. • Cushion, C., Armour, K., & Jones, R. (2003). Coach education and continuing professional development: Experience and learning to coach. Quest, 55, 215-230. • Cushion, C., & Jones, R.L. (2006).Power, Discourse, and Symbolic Violence in Professional Youth Soccer: The Case of Albion Football Club. Sociology of Sport Journal, 23, 142-161.

  14. References • Demers, G., Woodburn, A.J., & Savard, C. (2006). The development of an undergraduate competency-based coach education program. The Sport Psychologist, 20, 162-173. • Jones, R.L., Armour, K.M., & Potrac, P. (2004). Sports Coaching Cultures: From Practice to Theory. London, UK: Routledge. • Jones, R.L., & Turner, P. (2006). Teaching coaches to coach holistically: The case for a problem-based learning (PBL) approach. Physical Education and Sport Pedagogy, 11(2), 181-202. • Jones, R.L., & Wallace, M. (2005). Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10 (1), 119-134. • Knowles, Z., Tyler, G., Gilbourne, D., & Eubank, M. (2006). Reflecting on reflection: Exploring the practice of sports coaching graduates. Reflective Practice, 7 (2), 163-179. • Potrac, P., Jones, R., & Armour, K.M. (2002). It’s all about getting respect: the coaching behaviours of an expert English soccer coach. Sport, Education, and Society, 7 (2), 183-202. • TheFA.com (2011). Developing World-Class Coaches and Players: Football Development Discussion Document for Coaching 2008-2012. Retrieved June 5th, 2011, from http://www.thefa.com/~/media/10BDB69F3D8543BEB4EFEB969055809F.ashx • Trudel, P., & Gilbert, W.D. (2006). Coaching and Coach Education. In D. Kirk, M. O’Sullivan & D. McDonald (Eds.), Handbook of Physical Education, (p. 516-539)Sage, London.

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