Pub Date : 2022-03-06DOI: 10.1080/21640629.2022.2045138
J. Gurgis, B. Callary, J. Nicholas
ABSTRACT This study explored the coaching approaches of Mi’kmaw First Nation coaches in Canada. Eight coaches from across six Mi’kmaw First Nation communities in Nova Scotia, Canada, participated in a semi-structured interview to discuss what it means to be an Indigenous coach. The interviews were audio-recorded and transcribed verbatim. Data were generated inductively using a reflexive thematic analysis. The findings were conceptualised to suggest three concurrent approaches to Mi’kmaq coaching: two-eyed seeing in coaching, multifaceted coaching, and medicine wheel coaching. These approaches highlight the perceived importance and desire to blend Indigenous and Western ideologies of coaching to ensure Indigenous customs and traditions are considered when participating within a pre-dominantly Western conception of sport.
{"title":"An exploration of the coaching approaches used by Mi’kmaw First Nation coaches","authors":"J. Gurgis, B. Callary, J. Nicholas","doi":"10.1080/21640629.2022.2045138","DOIUrl":"https://doi.org/10.1080/21640629.2022.2045138","url":null,"abstract":"ABSTRACT This study explored the coaching approaches of Mi’kmaw First Nation coaches in Canada. Eight coaches from across six Mi’kmaw First Nation communities in Nova Scotia, Canada, participated in a semi-structured interview to discuss what it means to be an Indigenous coach. The interviews were audio-recorded and transcribed verbatim. Data were generated inductively using a reflexive thematic analysis. The findings were conceptualised to suggest three concurrent approaches to Mi’kmaq coaching: two-eyed seeing in coaching, multifaceted coaching, and medicine wheel coaching. These approaches highlight the perceived importance and desire to blend Indigenous and Western ideologies of coaching to ensure Indigenous customs and traditions are considered when participating within a pre-dominantly Western conception of sport.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"54 1","pages":"170 - 191"},"PeriodicalIF":2.1,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74170943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1080/21640629.2022.2045139
Rebecca Sawiuk, Thomas M. Leeder, C. Lewis, R. Groom
While research into sport coach mentoring is steadily increasing, currently the literature base is overly mentee-centric, overlooking the role and importance of additional stake-holders (e.g. mentors, programme directors, and sport governing bodies) involved within formalised sport coach mentoring programmes. Consequently, the aim of this research was to address this issue by examining the experiences of Jason, a Programme Director (PD) of a high-performance formalised female sport coach mentoring programme. Data were collected via three in-depth semi-structured interviews, which were analysed thematically. The findings highlight the inherent complexities of planning and delivering effective formalised sport coach mentoring provision, especially within high-performance contexts. Challenges associated with mentor recruitment and training were outlined, alongside the external influences of organisational agendas and beliefs on mentor pedagogy and practice. Jason also critically reflected upon to the problematic nature of evaluating formalised sport coach mentoring programmes. Practical recommendations and future avenues for empirical inquiry are discussed.
{"title":"Planning, delivering, and evaluating formalised sport coach mentoring: exploring the role of the Programme Director","authors":"Rebecca Sawiuk, Thomas M. Leeder, C. Lewis, R. Groom","doi":"10.1080/21640629.2022.2045139","DOIUrl":"https://doi.org/10.1080/21640629.2022.2045139","url":null,"abstract":"While research into sport coach mentoring is steadily increasing, currently the literature base is overly mentee-centric, overlooking the role and importance of additional stake-holders (e.g. mentors, programme directors, and sport governing bodies) involved within formalised sport coach mentoring programmes. Consequently, the aim of this research was to address this issue by examining the experiences of Jason, a Programme Director (PD) of a high-performance formalised female sport coach mentoring programme. Data were collected via three in-depth semi-structured interviews, which were analysed thematically. The findings highlight the inherent complexities of planning and delivering effective formalised sport coach mentoring provision, especially within high-performance contexts. Challenges associated with mentor recruitment and training were outlined, alongside the external influences of organisational agendas and beliefs on mentor pedagogy and practice. Jason also critically reflected upon to the problematic nature of evaluating formalised sport coach mentoring programmes. Practical recommendations and future avenues for empirical inquiry are discussed.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"45 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73418413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-27DOI: 10.1080/21640629.2022.2045137
C. Lewis, Rebecca Sawiuk, Stephen M. Grimes
ABSTRACT Care research in coaching has repeatedly prioritised the voice of the carer rather than those of the cared-for. This article addresses this shortfall and examines notions of care through the eyes of female footballers. These voices are pertinent because football (soccer) in the United Kingdom (UK) has been labelled micro-political, cut-throat, competitive, and at times, uncaring. Further, women’s voices are often marginalised in sport and research. Noddings’ theory of care was selected to interpret semi-structured interviews of eight athletes’ experiences of care in women’s football. Findings suggest that athletes were exposed to superficial acts of care impede their learning and performance. There were also safeguarding concerns regarding the touching of athletes. Interview extracts did, however, describe the positive orchestration of supporting networks to reinforce a “climate of care”. Recommendations are provided for coaches on how to develop caring coaching.
{"title":"“It looks like he cares, but he doesn’t.”: athletes’ experiences of “good” and “bad” care in women’s football","authors":"C. Lewis, Rebecca Sawiuk, Stephen M. Grimes","doi":"10.1080/21640629.2022.2045137","DOIUrl":"https://doi.org/10.1080/21640629.2022.2045137","url":null,"abstract":"ABSTRACT Care research in coaching has repeatedly prioritised the voice of the carer rather than those of the cared-for. This article addresses this shortfall and examines notions of care through the eyes of female footballers. These voices are pertinent because football (soccer) in the United Kingdom (UK) has been labelled micro-political, cut-throat, competitive, and at times, uncaring. Further, women’s voices are often marginalised in sport and research. Noddings’ theory of care was selected to interpret semi-structured interviews of eight athletes’ experiences of care in women’s football. Findings suggest that athletes were exposed to superficial acts of care impede their learning and performance. There were also safeguarding concerns regarding the touching of athletes. Interview extracts did, however, describe the positive orchestration of supporting networks to reinforce a “climate of care”. Recommendations are provided for coaches on how to develop caring coaching.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"21 1","pages":"108 - 123"},"PeriodicalIF":2.1,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75223338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-10DOI: 10.1080/21640629.2021.2021031
L. Norman, Richard Simpson
ABSTRACT For women, being underrepresented in high-performance sport coaching is endemic. They also often report a sense of minoritisation, and incidents of discrimination. The purpose of the present study was to understand, using a gender-microaggressions perspective, how sexism manifests for women in elite coaching who report to be the “only” woman in their context, how they respond to such experiences, and how such discrimination is enabled. Through interviews with nine high-performance female head coaches globally, the prevalent type of microaggressions experienced were gendered microinvalidations. But findings also demonstrate that these women attempted to resist sexism. Nevertheless, being the “only” women restricted their resistance because they could not form collective power that led to transformations in the coaching culture. More action is required to build critical, evenly distributed masses of women across the coaching pathway. Future research must also address the features of organisational contexts that provide fertile grounds for exclusionary cultures.
{"title":"Gendered microaggressions towards the “only” women coaches in high-performance sport","authors":"L. Norman, Richard Simpson","doi":"10.1080/21640629.2021.2021031","DOIUrl":"https://doi.org/10.1080/21640629.2021.2021031","url":null,"abstract":"ABSTRACT For women, being underrepresented in high-performance sport coaching is endemic. They also often report a sense of minoritisation, and incidents of discrimination. The purpose of the present study was to understand, using a gender-microaggressions perspective, how sexism manifests for women in elite coaching who report to be the “only” woman in their context, how they respond to such experiences, and how such discrimination is enabled. Through interviews with nine high-performance female head coaches globally, the prevalent type of microaggressions experienced were gendered microinvalidations. But findings also demonstrate that these women attempted to resist sexism. Nevertheless, being the “only” women restricted their resistance because they could not form collective power that led to transformations in the coaching culture. More action is required to build critical, evenly distributed masses of women across the coaching pathway. Future research must also address the features of organisational contexts that provide fertile grounds for exclusionary cultures.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"23 1","pages":"302 - 322"},"PeriodicalIF":2.1,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75062680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/21640629.2021.1995261
Chris Hughes
ABSTRACT This paper applies some central thoughts and ways of doing philosophy from the work of Ludwig Wittgenstein. I will draw attention to several of the tempting, yet potentially misleading ideas that concern some sports coaching scholars. Reflecting upon the corpus of research in the area, and the sociology of sports coaching in particular, the paper will argue that such inquiry relies far too heavily upon empirical methods and thus raises further, and deeper, conceptual confusions. Inspired by Wittgenstein’s “therapeutic” and “descriptive” approach to philosophy and the work of Peter Winch, the paper will expose some features of the concepts of “behaviour” and “habitus”. In the spirit of Wittgenstein, these ideas are not offered as new additions to the ever-increasing palette of theory or methods on offer. The paper offers no new knowledge in this sense but instead, more modestly, a perspicuous description of some conceptual matters.
{"title":"Philosophy for coaching rather than philosophy of coaching: some conceptual clarifications","authors":"Chris Hughes","doi":"10.1080/21640629.2021.1995261","DOIUrl":"https://doi.org/10.1080/21640629.2021.1995261","url":null,"abstract":"ABSTRACT This paper applies some central thoughts and ways of doing philosophy from the work of Ludwig Wittgenstein. I will draw attention to several of the tempting, yet potentially misleading ideas that concern some sports coaching scholars. Reflecting upon the corpus of research in the area, and the sociology of sports coaching in particular, the paper will argue that such inquiry relies far too heavily upon empirical methods and thus raises further, and deeper, conceptual confusions. Inspired by Wittgenstein’s “therapeutic” and “descriptive” approach to philosophy and the work of Peter Winch, the paper will expose some features of the concepts of “behaviour” and “habitus”. In the spirit of Wittgenstein, these ideas are not offered as new additions to the ever-increasing palette of theory or methods on offer. The paper offers no new knowledge in this sense but instead, more modestly, a perspicuous description of some conceptual matters.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"44 1","pages":"108 - 126"},"PeriodicalIF":2.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82782353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/21640629.2021.1990655
M. Lang
ABSTRACT The United Nations Convention on the Rights of the Child makes clear that children have the right to protection from violence and the right to be heard. There have been many developments in sports organisations’ approaches to protecting children in recent years. The same cannot be said of advancing children’s right to be heard. I argue this is due to how children are constructed, which is influenced by developmentalist conceptualisations of childhood. Applying ideas from the “new” sociology of childhood to a sporting context for the first time, I argue these dominant understandings lead to constructions of children as vulnerable and incompetent. This inadvertently foments protectionism and precludes adults from seeing children as rights bearers. To address this, a participatory model – Hart’s ladder of participation – is suggested as a way coaches and other sport stakeholders can more effectively involve children in sport and help them fully realise their legal rights.
{"title":"Advancing children’s rights in sport: coaching, childhood agency and the participatory agenda","authors":"M. Lang","doi":"10.1080/21640629.2021.1990655","DOIUrl":"https://doi.org/10.1080/21640629.2021.1990655","url":null,"abstract":"ABSTRACT The United Nations Convention on the Rights of the Child makes clear that children have the right to protection from violence and the right to be heard. There have been many developments in sports organisations’ approaches to protecting children in recent years. The same cannot be said of advancing children’s right to be heard. I argue this is due to how children are constructed, which is influenced by developmentalist conceptualisations of childhood. Applying ideas from the “new” sociology of childhood to a sporting context for the first time, I argue these dominant understandings lead to constructions of children as vulnerable and incompetent. This inadvertently foments protectionism and precludes adults from seeing children as rights bearers. To address this, a participatory model – Hart’s ladder of participation – is suggested as a way coaches and other sport stakeholders can more effectively involve children in sport and help them fully realise their legal rights.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"70 1","pages":"41 - 63"},"PeriodicalIF":2.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74500824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-13DOI: 10.1080/21640629.2021.1990653
Paul Kinnerk, P. Kearney, S. Harvey, M. Lyons
ABSTRACT The aim of this study was to provide a rich description of team sport coaches’ planning practices and to evaluate these practices in light of the Game-Based Approach literature and Complex Learning Theory. Twelve Gaelic football coaches operating in a high-performance setting were recruited to participate in semi-structured interviews. Coaches prepared two coaching session plans used as prompts within the interview. An iterative thematic analysis developed three major themes: (1) practice activity design, (2) sequencing of practice session content, and (3) contextual factors influencing planning. Despite strong indications of coach engagement with pedagogy in aspects of their session planning, the findings also revealed missed opportunities, with coaches failing to provide explicit learning intentions for session plans, inattention to session sequencing, and limited small-sided game designs. Given these missed opportunities, this paper illustrates how coaches can engage with research and theory to elevate the quality of their planning of coaching sessions.
{"title":"An investigation of high-performance team sport coaches’ planning practices","authors":"Paul Kinnerk, P. Kearney, S. Harvey, M. Lyons","doi":"10.1080/21640629.2021.1990653","DOIUrl":"https://doi.org/10.1080/21640629.2021.1990653","url":null,"abstract":"ABSTRACT The aim of this study was to provide a rich description of team sport coaches’ planning practices and to evaluate these practices in light of the Game-Based Approach literature and Complex Learning Theory. Twelve Gaelic football coaches operating in a high-performance setting were recruited to participate in semi-structured interviews. Coaches prepared two coaching session plans used as prompts within the interview. An iterative thematic analysis developed three major themes: (1) practice activity design, (2) sequencing of practice session content, and (3) contextual factors influencing planning. Despite strong indications of coach engagement with pedagogy in aspects of their session planning, the findings also revealed missed opportunities, with coaches failing to provide explicit learning intentions for session plans, inattention to session sequencing, and limited small-sided game designs. Given these missed opportunities, this paper illustrates how coaches can engage with research and theory to elevate the quality of their planning of coaching sessions.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"66 1","pages":"253 - 280"},"PeriodicalIF":2.1,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74841294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/21640629.2021.1995238
R. Kerr, Sarah Edwards, Timothy Konoval
ABSTRACT This article introduces several concepts from Actor-Network Theory (ANT) through problematising the athlete as a heterogeneous entity that is multiply enacted. Through these concepts, we reject the notion that there is only a single underlying biological body as the essence of athletic performance. We instead argue that the athlete is enacted by a network, and that studies of coaching practice must therefore move beyond a restricted focus on the coach-athlete relationship or institutionalised arrangements within a sport. Understanding the athlete as a network reveals the way practices can be more aligned with athlete-centred coaching and adopt a more holistic approach. Through two examples of successful non-institutionalised, athlete-centred arrangements we illustrate how ANT can be used to gain insights into coaching practices that extend current Foucauldian analyses. We conclude that viewing the athlete as multiply enacted highlights differences that could serve as productive spaces for reimagining coaching practice.
{"title":"The athlete-as-network and the athlete multiple: potential contributions of actor-network theory to sports coaching research","authors":"R. Kerr, Sarah Edwards, Timothy Konoval","doi":"10.1080/21640629.2021.1995238","DOIUrl":"https://doi.org/10.1080/21640629.2021.1995238","url":null,"abstract":"ABSTRACT This article introduces several concepts from Actor-Network Theory (ANT) through problematising the athlete as a heterogeneous entity that is multiply enacted. Through these concepts, we reject the notion that there is only a single underlying biological body as the essence of athletic performance. We instead argue that the athlete is enacted by a network, and that studies of coaching practice must therefore move beyond a restricted focus on the coach-athlete relationship or institutionalised arrangements within a sport. Understanding the athlete as a network reveals the way practices can be more aligned with athlete-centred coaching and adopt a more holistic approach. Through two examples of successful non-institutionalised, athlete-centred arrangements we illustrate how ANT can be used to gain insights into coaching practices that extend current Foucauldian analyses. We conclude that viewing the athlete as multiply enacted highlights differences that could serve as productive spaces for reimagining coaching practice.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"157 1","pages":"5 - 22"},"PeriodicalIF":2.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77532264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1080/21640629.2021.1990657
N. Barker-Ruchti, L. Purdy
An overarching aim of Sports Coaching Review is to develop a critical body of knowledge on issues related to sports coaching theory and practice. There is no doubt that since its first volume in August 2012, the journal’s contributions have generated considerable and important socio-cultural knowledge that has significantly influenced the establishment of the sports coaching field and profession. Yet, a scientific field requires continued development to remain state-of-the-art and all scientific fields require clear conceptual foundations. If not, a body of knowledge risks to lose its actuality, and with that its relevance and legitimacy. Hence, continued development is important, such as in the form of considerations of discussions from outside of a respective field, to enable researchers to “alter [their] metaphors and gestalts in ways that challenge the underlying rationales supporting accepted theories” (Whetten, 1989, p. 493); or in the form of bringing in experts from outside of a particular scientific community (or profession), scholars who are on the outside or fringe of a discipline and who see “things” differently (Savory, 2020). This special issue sets out to provide possibilities and prospects and stimulate debate and discussion to offer new insights relating to the field of sports coaching. It presents the thinking of a select group of authors, whose scholarship has gained momentum in other fields. We believe that their theorising and the arguments they put forward can create possibilities for new thinking in sports coaching research. Consequently, this special issue attempts to transcend some disciplinary boundaries and highlight (new) conceptual frameworks and methodological possibilities which, we hope, will be useful in igniting ideas amongst scholars to “think with [their] own head[s]” (Schopenhauer, 2015). We would like to briefly acknowledge the procedure that has led to the six contributions included in the special issue. Our initial strategy to inspire the sports coaching discourse was to identify arguments that we knew of that could be of interest to scholars in the field of sports coaching. This approach was largely influenced by who we knew and what research these scholars were conducting. Based on this network, and considering the spatial limitations of a SCR issue, we approached nine scholars (or scholarly teams) from various parts of the world, of which six articles have now come to fruition. SPORTS COACHING REVIEW 2022, VOL. 11, NO. 1, 1–4 https://doi.org/10.1080/21640629.2021.1990657
{"title":"New possibilities: extending research and practice in sports coaching","authors":"N. Barker-Ruchti, L. Purdy","doi":"10.1080/21640629.2021.1990657","DOIUrl":"https://doi.org/10.1080/21640629.2021.1990657","url":null,"abstract":"An overarching aim of Sports Coaching Review is to develop a critical body of knowledge on issues related to sports coaching theory and practice. There is no doubt that since its first volume in August 2012, the journal’s contributions have generated considerable and important socio-cultural knowledge that has significantly influenced the establishment of the sports coaching field and profession. Yet, a scientific field requires continued development to remain state-of-the-art and all scientific fields require clear conceptual foundations. If not, a body of knowledge risks to lose its actuality, and with that its relevance and legitimacy. Hence, continued development is important, such as in the form of considerations of discussions from outside of a respective field, to enable researchers to “alter [their] metaphors and gestalts in ways that challenge the underlying rationales supporting accepted theories” (Whetten, 1989, p. 493); or in the form of bringing in experts from outside of a particular scientific community (or profession), scholars who are on the outside or fringe of a discipline and who see “things” differently (Savory, 2020). This special issue sets out to provide possibilities and prospects and stimulate debate and discussion to offer new insights relating to the field of sports coaching. It presents the thinking of a select group of authors, whose scholarship has gained momentum in other fields. We believe that their theorising and the arguments they put forward can create possibilities for new thinking in sports coaching research. Consequently, this special issue attempts to transcend some disciplinary boundaries and highlight (new) conceptual frameworks and methodological possibilities which, we hope, will be useful in igniting ideas amongst scholars to “think with [their] own head[s]” (Schopenhauer, 2015). We would like to briefly acknowledge the procedure that has led to the six contributions included in the special issue. Our initial strategy to inspire the sports coaching discourse was to identify arguments that we knew of that could be of interest to scholars in the field of sports coaching. This approach was largely influenced by who we knew and what research these scholars were conducting. Based on this network, and considering the spatial limitations of a SCR issue, we approached nine scholars (or scholarly teams) from various parts of the world, of which six articles have now come to fruition. SPORTS COACHING REVIEW 2022, VOL. 11, NO. 1, 1–4 https://doi.org/10.1080/21640629.2021.1990657","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"1 1","pages":"1 - 4"},"PeriodicalIF":2.1,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90499136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1080/21640629.2021.1991713
Gethin Thomas, Jake Bailey, I. Engeness
ABSTRACT The purpose of this study is to advance the notion of scaffolding in coaching as a socio-pedagogic activity through exploring the “doing” of coaching during a competition preparation period. Using the method of critical companionship, the analysis draws on a storied representation of a coach’s practice. Findings conceptualise scaffolding as a transformative process of continuous building and enacting of both coach and athlete’s agentic capabilities to enhance learning. Within this framework, the coach had to understand the athlete and read the cultural context for scaffolding to occur within an appropriately constructed zone of proximal development (ZPD). This involved building a ZPD and scaffolding that developed athlete agency as a learner while maintaining respect and security, leading to the enhancement of the coach’s pedagogical and social agency. These findings advance the notion of scaffolding through merging the pedagogical and social, providing a framework for coach and athlete’s agentic learning and development.
{"title":"Scaffolding athlete learning in preparation for competition: what matters","authors":"Gethin Thomas, Jake Bailey, I. Engeness","doi":"10.1080/21640629.2021.1991713","DOIUrl":"https://doi.org/10.1080/21640629.2021.1991713","url":null,"abstract":"ABSTRACT The purpose of this study is to advance the notion of scaffolding in coaching as a socio-pedagogic activity through exploring the “doing” of coaching during a competition preparation period. Using the method of critical companionship, the analysis draws on a storied representation of a coach’s practice. Findings conceptualise scaffolding as a transformative process of continuous building and enacting of both coach and athlete’s agentic capabilities to enhance learning. Within this framework, the coach had to understand the athlete and read the cultural context for scaffolding to occur within an appropriately constructed zone of proximal development (ZPD). This involved building a ZPD and scaffolding that developed athlete agency as a learner while maintaining respect and security, leading to the enhancement of the coach’s pedagogical and social agency. These findings advance the notion of scaffolding through merging the pedagogical and social, providing a framework for coach and athlete’s agentic learning and development.","PeriodicalId":43190,"journal":{"name":"Sports Coaching Review","volume":"26 1","pages":"281 - 301"},"PeriodicalIF":2.1,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87901063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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