ABSTRACT

Recent studies have provided important initial insights into the relational and micropolitical dimensions of coach educators’ and coach developers’ work. However, there remains a paucity of inquiry addressing how sporting organisations prepare these members of their workforce to achieve desired goals and objectives. This research uses realist evaluation and normalisation process theory to examine a bespoke ‘reality grounded’ learning initiative that targeted the professional judgements and decision making of experienced coach developers. This rigorous, longitudinal, and theoretically informed approach allowed for the generation of rich, causal, explanations of ‘what has worked within this learning initiative, for whom, and under what circumstances’. Specifically, the study provides original and significant insights into the interconnections between (a) new ways of thinking, organising and acting, (b) already existing, socially patterned, knowledge and practices, and (c) positive and sustainable changes in everyday professional practice; something that has been largely absent in the wider coach education literature base to date. The research concludes that the programme entails more a transfer of knowledge from tutors to coach developers. Importantly, this intervention also aided (a) the development of a coach developer community, (b) facilitated the exchange of information and ideas between peers and, ultimately, (c) impacted on coach development practices and behaviours.

摘要

最近的研究为教练教育者和教练开发者工作的关系和微观政治维度提供了重要的初步见解。然而，对于体育组织如何让这些员工做好准备以实现预期的目标和目标的问题仍然很少。这项研究使用现实主义评估和规范化过程理论来检查定制的“基于现实的”学习计划，该计划针对经验丰富的教练开发人员的专业判断和决策制定。这种严谨的、纵向的、理论上有依据的方法产生了丰富的、因果的、对“在这个学习计划中起作用的东西、对谁以及在什么情况下起作用”的解释。具体来说，该研究为以下方面的相互联系提供了独到且重要的见解：(a) 新的思维、组织和行动方式，(b) 已经存在的、社会模式的知识和实践，以及 (c) 日常专业实践中的积极和可持续变化；迄今为止，在更广泛的教练教育文献库中基本上没有的东西。研究得出结论，该计划需要更多的知识从导师到教练开发人员的转移。重要的是，这种干预还有助于 (a) 教练开发者社区的发展，(b) 促进同行之间的信息和思想交流，并最终 (c) 影响教练开发实践和行为。(c) 日常专业实践中的积极和可持续的变化；迄今为止，在更广泛的教练教育文献库中基本上没有的东西。研究得出结论，该计划需要更多的知识从导师到教练开发人员的转移。重要的是，这种干预还有助于 (a) 教练开发者社区的发展，(b) 促进同行之间的信息和思想交流，并最终 (c) 影响教练开发实践和行为。(c) 日常专业实践中的积极和可持续的变化；迄今为止，在更广泛的教练教育文献库中基本上没有的东西。研究得出结论，该计划需要更多的知识从导师到教练开发人员的转移。重要的是，这种干预还有助于 (a) 教练开发者社区的发展，(b) 促进同行之间的信息和思想交流，并最终 (c) 影响教练开发实践和行为。