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Not Just Playing the Game: Possibilities of Empowerment Through an Alternative Type of Engagement With Sport in International Development

Iain Lindsey and Jimmy O’Gorman

This paper examines the potential benefits of an alternative type of engagement with sport than is commonly considered in the literature on sport and international development. The research explored the extent to which students from one UK and two Ghanaian universities were empowered through working together to identify proposals for sports equipment in Ghana. A multimethod research design used video diaries and e-mail, text message, verbal and focus group interviews. The findings indicate a number of project design factors that constrained the empowerment of Ghanaian students. However, both Ghanaian and UK students were strongly motivated by, and developed new skills because of, the innovative nature of the project. Similar projects in the future can contribute further to the empowerment of young adults, if designed appropriately.

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An Investigation Into Coach Developers’ Theories in Practice, Learning, and Development on a Continuing Professional Development Course

Mark Partington, Jimmy O’Gorman, Kenny Greenough, and Ed Cope

Little is known about the development of coach developers despite their importance in supporting coach learning. In response, this study explored the theories in practice of 23 English coach developers who undertook a continuing professional development course. The data were collected through semistructured interviews, focus groups, and observations of coach developers’ practice and engagement on the course. The data were analysed using a phronetic-iterative approach, with Argyris and Schön’s ideas on theories in practice, mostly espoused theories and theories-in-use, providing the primary heuristic framework. The findings identified how, before the continuing professional development course, the coach developers articulated espoused theories, but as the course progressed, there was a move to theories-in-use. This was due to their (re)constructed understanding of learning and the working environment. The findings are discussed in light of how the continuing professional development course, and tutors’ pedagogic approaches, influenced the coach developers’ knowledge and understanding. Based on these findings, it seems there is much to gain from supporting coach developers with a deconstruction and reconstruction of theories in practice.