), formal coach education is framed as a predominantly male-dominated preserve, where women continue to present and negotiate their gendered identities along a path of both acceptance and resistance ( Norman, Rankin-Wright, & Allison, 2018 ). More recently, coach education has been described as a harsh and
Colin J. Lewis, Simon J. Roberts, Hazel Andrews and Rebecca Sawiuk
Justine B. Allen and Colleen Reid
direction for change that can enhance the experiences and provisions of coach education and development for women coaches. Coach Learning and Development Coaches’ learning situations have been described as formal, involving structured programs that require participants to achieve certain standards and
Andrew P. Driska and Daniel R. Gould
Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.
Christopher Cushion and Robyn L. Jones
A sociological analysis was conducted into the collective nature of coaching as manifest in the triangular interaction between coach, athlete, and context within English professional youth soccer. The work of Pierre Bourdieu is predominantly used to interpret data collected ethnographically over the course of a 10-month season. Findings show how an authoritarian discourse is established and maintained, how it is structured by and subsequently structures the coaching context, and how accompanying behaviors are misrecognized as legitimate by both coaches and players. We conclude by reflecting on the limits of such work and its implications for future coaching education.
Nicole M. LaVoi, Erin Becker and Heather D. Maxwell
Given the lack of nationalized and required coach education programs for those involved with youth sports, self-help coaching books are a common source of knowledge. With the exception of critiques of young adult sports fiction (Kane, 1998; Kreigh & Kane, 1997), sport media research has lacked investigation of mediums that impact non-elite youth athletes and adolescent girls, and youth coaches and parents of young female athletes. The purpose of this study is to examine ‘coaching girls’ books–specifically how differences between female and male athletes are constructed. A content analysis was performed on selective chapters within a criterion sampling of six best-selling, self-help ‘coaching girls’ books. Results indicate coaching girls books are written from a perspective of inflated gender difference, and represent a simplified, stereo-typed account of coaching girls. Four first-order themes emerged from analysis: Problematizing Coaching Girls, Girls Constructed As “Other,” Ambivalence, and Sustaining the Gender Binary. Implications of these themes are discussed.
III), UEFA A License (Level IV), and the highest qualification, UEFA Pro License. Members of the coach education workforce delivering these courses to coaches at the various points of the pathway are known as coach developers. At the time of the research, coaches (men or women) were permitted onto the
Diane M. Culver, Erin Kraft, Cari Din and Isabelle Cayer
) including Coach Education Coordinators, Executive Directors, Managers, Associate Athletic Directors, and Member Services Coordinators. As for the mentors, they were selected for a variety of reasons including, but not limited to: leadership qualities, success in the sport community, capacity to be a strong
competitive age classifications 4 and 4) female coaches both with and without formal coach education. Participants were recruited through my own informal and formal sporting networks in Norwegian boxing. 5 The final sample consisted of seven female boxers and three female boxing coaches, representing a wide
Kamiel Reid and Christine Dallaire
. & Meân , L. ( 2008 ). Standards and separatism: The discursive construction of gender in English soccer coach education . Sex Roles; A Journal of Research, 58 ( 1 ), 24 – 39 . doi:10.1007/s11199-007-9334-x 10.1007/s11199-007-9334-x Fielding?Lloyd , B. & Meân , L. ( 2011 ). “I don't think I
Clayton R. Kuklick and Brian T. Gearity
arguments or materials for coach education. Recent studies add nuance by showing the dominant discourses coaches draw upon to engage in disciplinary practices. Mills and Denison ( 2013 , 2016 ) mapped how the physiology of endurance running influenced coaches’ use of strict work to rest ratios, minute and