ABSTRACT

Coach educators’ voices rarely feature in the coaching literature. To address this gap, this research explored the journeys and perceptions and understandings of learning of 16 coach educators (tutors) in the United Kingdom (UK). As such, the research enabled the voices of these coach educators to be heard and their socialisation processes to be investigated. Semi-structured interviews were used to gain exploratory insights and the data were analysed thematically through inductive and deductive processes. Themes were identified that related to the coach educators’ journeys and lives as well as their understandings of learning and coach education. To offer a theoretically informed and sophisticated appreciation of coach educators and coach education, the sociological framework of Pierre Bourdieu was adopted. The analysis showed the coach educators’ beliefs and perceptions had been formed, inculcated and reproduced as a result of taken-for-granted and doxic experiences as athletes, learners and coaches and in coach education and tutor training (and tertiary education in some cases). The coach educators suggested that knowledge of ‘learning’ was important for coaching and coach education and associated it with contextualised and situated practice. The participants viewed the coach education they delivered to be decontextualised and to have low impact. Additionally, the findings suggested that coach educators may have limited pedagogical knowledge and conceptual understanding. The analysis typically positioned the professional coach educator habitus as being unreflective, unreflexive and compliant as they appropriated legitimate (but questionable) methods. The findings are significant in that they highlight the need to: (i) appreciate and explore coach educators’ roles, contexts, experiences and understandings and (ii) conduct critical inquiry with coach developers, those occupying senior Sport Governing Body (SGB) positions, policymakers and stakeholders in order to enhance our knowledge of this complex but crucial practitioner and role, and ultimately tutor training and practice.

摘要

教练教育者的声音很少出现在教练文献中。为了解决这一差距，本研究探讨了英国 (UK) 的 16 名教练教育者（导师）的学习历程、看法和理解。因此，这项研究使这些教练教育者的声音被听到，他们的社会化过程被调查。半结构化访谈用于获得探索性见解，并通过归纳和演绎过程对数据进行主题分析。确定了与教练教育者的旅程和生活以及他们对学习和教练教育的理解相关的主题。为了提供对教练教育者和教练教育的理论知识和复杂的评价，采用了 Pierre Bourdieu 的社会学框架。分析表明，教练教育者的信念和观念是作为运动员、学习者和教练员以及教练教育和导师培训（在某些情况下是高等教育）中被视为理所当然和有害的经验的结果，已经形成、灌输和复制。 . 教练教育者认为“学习”知识对于教练和教练教育很重要，并将其与情境化和情境化实践联系起来。参与者认为他们提供的教练教育是脱离语境的，影响很小。此外，研究结果表明，教练教育者的教学知识和概念理解可能有限。该分析通常将专业教练教育者的习惯定位为不反思，由于他们采用了合法（但有问题）的方法，因此没有反思性和顺从性。研究结果很重要，因为它们强调了以下必要性：(i) 欣赏和探索教练教育者的角色、背景、经验和理解，以及 (ii) 对教练开发人员进行批判性调查，即那些担任高级体育管理机构 (SGB) 职位的人，政策制定者和利益相关者，以增强我们对这个复杂但至关重要的从业者和角色的了解，并最终指导培训和实践。