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Dispositions and coaching theories: understanding the impact of coach education on novice coaches’ learning
Sport, Education and Society ( IF 2.9 ) Pub Date : 2021-02-15 , DOI: 10.1080/13573322.2021.1887846
Keith Webb 1 , Thomas M. Leeder 2
Affiliation  

ABSTRACT

Whilst coach education has been the subject of much critique, it is often the first opportunity for novice coaches to be formally taught how to coach. Nevertheless, novice coaches arrive at coach education courses with an array of pre-existing dispositions and coaching theories, referring to naturalised and self-referenced approaches towards coaching practice, which can be resistant to change. Consequently, the aim of this research was to explore the construction and development of four novice coaches’ dispositions and coaching theories, and whether they were either confirmed, developed, challenged, or changed by a Level 1 sport-specific coaching course. Following an instrumental case study design, four novice coaches were each interviewed before, during, and after their engagement with a Level 1 sport-specific course. Data were analysed thematically, informed by Phil Hodkinson and colleagues’ theory of ‘learning cultures’ and the metaphor of learning as becoming, which draws upon Pierre Bourdieu’s concepts of habitus, field, and capital. Three themes were developed which are representative of the three interview phases: (1) Pre-course: The development of coaches’ dispositions towards practice; (2) During course: Challenging coaches’ dispositions and coaching theories; and (3) Post-course: Future learning and critical reflections. The findings demonstrated that the four novice coaches’ dispositions and coaching theories were largely underpinned by behaviourist assumptions, which were developed experientially. These dispositions and coaching theories were challenged and subsequently showed signs of transformation both during and after the Level 1 course, which promoted a constructionist games-based approach to coaching. Recognising the significance of novice coaches’ dispositions and coaching theories may help governing bodies to support learners with understanding and engaging with constructionist informed coaching approaches, whilst appreciating coach learning as a social, embodied, and on-going process of dispositional re-construction.



中文翻译:

性格与教练理论:了解教练教育对新手教练学习的影响

摘要

虽然教练教育一直受到很多批评,但它通常是新手教练第一次有机会被正式教授如何教练。然而,新手教练带着一系列预先存在的倾向和教练理论进入教练教育课程,指的是针对教练实践的自然化和自我参照的方法,这些方法可能会抵制变革。因此,本研究的目的是探索四位新手教练的性格和教练理论的构建和发展,以及它们是否被一级运动专项教练课程所证实、发展、挑战或改变。在一个工具性案例研究设计之后,四位新手教练在参与 1 级运动特定课程之前、期间和之后分别接受了采访。根据 Phil Hodkinson 及其同事的“学习文化”理论和学习即成为的隐喻,对数据进行了主题分析,该隐喻借鉴了 Pierre Bourdieu 的惯习、场域和资本概念。制定了三个主题,代表了三个面试阶段: (1) 课前:教练对实践的倾向的发展;(2)课程中:挑战教练的性格和教练理论;(3) 课后:未来的学习和批判性反思。研究结果表明,四位新手教练的性格和教练理论在很大程度上受到行为主义假设的支持,这些假设是通过经验发展而来的。这些性格和教练理论受到挑战,随后在 1 级课程期间和之后都显示出转变的迹象,这促进了一种基于游戏的建构主义教练方法。认识到新手教练的性格和教练理论的重要性可能有助于管理机构支持学习者理解和参与建构主义的知情教练方法,同时将教练学习视为一种社会的、体现的和持续的性格重建过程。

更新日期:2021-02-15
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