Exploring the Everyday Realities of Coach Education: A Case Study of a FA Level 2 Coach Education Course Mr Ashley Allanson Dr Lee Nelson and Dr Paul Potrac University of Hull Department of Sport, Health & Exercise Science Introduction Coaches play an important role in maximising athletic learning, development and experience. (Cassidy et al., 2004) Increasing importance attached to coach education. (Cassidy et al., 2006; Cushion et al., 2003) Significant investment into and re-development of the FA coach education programme. (Football Development Department Discussion Document for Coaching 2008-2012) Paucity of published research into FA coach education programmes. (Chesterfield et al., 2010) Coach Perceptions Empirical coaching studies have provided a ‘snapshot’ of football coaches’ perceptions of coach education programmes. Steve Harrison in Jones et al. (2004) Chesterfield et al. (2010) Hope Powell in Jones et al. (2004) Academic Critique Gold standard: One size ‘fits all’. (Abraham & Collins, 1998) “Straightforward, bio-scientific, unproblematic process”. (Cushion & Jones, 2006; Potrac et al., 2002, p. 188) ‘Clean’ and ‘rationalistic’ programmes that fail to consider the HUMAN COMPLEXITY involved within coaching. (Cassidy et al., 2004; Jones et al., 2004) ‘Knowledge-for-Action’ (Jones & Wallace, 2005) Coaching scholars have offered a range of theoretically informed alternative pedagogical approaches. Communities of Practice Problem-based (Jones & Turner, 2006) (Culver & Trudel, 2006) Issue-based (Trudel & Gilbert, 2006) ‘Solutions’ Reflection (Knowles et al., 2006) Mentoring (Cushion, 2006) ‘Knowledge-for-Understanding’ (Jones & Wallace, 2005) “Offer a more secure foundation on which knowledge-for action projects could build to yield more realistic practical guidance and, ultimately, greater sporting success” (Jones & Wallace, 2005, p. 123) Social Complexity Surrounding Coaching Messy Realities of a Level 2 Course? The Coach Educators’ Perspective (?) IMPACT What do they do? How do they do it? Why do they do the things in the way that they do? How do they experience their role? The Coach Learners’ Perspective (?) IMPACT IMPACT How do they experience the content, delivery and assessment? Why do they respond in the ways that they do? Academy Coach How does it impact upon their understanding practice? Community Coach Summary Increased recognition towards the importance of coach education. Criticisms of coach education have driven ‘knowledge-for-action’. Need for ‘knowledge-for-understanding’ of coach education: - Describe the contextual realities of coach education courses. - Consider how ‘life histories’ shape coach educators’ and coach learners’ experiences, perceptions, engagement and practices. Any Questions??? References Abrahams, A., & Collins, D. (1998). Examining and extending research in coach development. Quest, 50, 59-79. Cassidy, T., Jones, R., & Potrac, P. (2004). Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. New York, NY: Routledge. Cassidy, T., Potrac, P., & McKenzie, A. (2006). Evaluating and reflecting upon a coach education initiative: The CoDe of rugby. The Sport Psychologist, 20, 145-161. Chesterfield, G., Potrac, P., & Jones, R. (2010). Studentship and impression management in an advanced soccer coach education award. Sport, Education and Society, 15 (3), 299-314. Culver, D., & Trudel, P. (2006). Cultivating coaches’ communities of practice: Developing the potential for learning through interactions. In R.L. Jones (Ed.), The Sports Coach as Educator: Re-Conceptualising Sports Coaching (p. 97-112). London, UK: Routledge. Cushion (2006). Mentoring. In R.L. Jones (Ed.), The Sports Coach as Educator: Re-conceptualising Sports Coaching (p. 113-127). New York, NY: Routledge. Cushion, C., Armour, K., & Jones, R. (2003). Coach education and continuing professional development: Experience and learning to coach. Quest, 55, 215-230. Cushion, C., & Jones, R.L. (2006). Power, Discourse, and Symbolic Violence in Professional Youth Soccer: The Case of Albion Football Club. Sociology of Sport Journal, 23, 142-161. References Demers, G., Woodburn, A.J., & Savard, C. (2006). The development of an undergraduate competency-based coach education program. The Sport Psychologist, 20, 162-173. Jones, R.L., Armour, K.M., & Potrac, P. (2004). Sports Coaching Cultures: From Practice to Theory. London, UK: Routledge. Jones, R.L., & Turner, P. (2006). Teaching coaches to coach holistically: The case for a problem-based learning (PBL) approach. Physical Education and Sport Pedagogy, 11(2), 181-202. Jones, R.L., & Wallace, M. (2005). Another bad day at the training ground: Coping with ambiguity in the coaching context. Sport, Education and Society, 10 (1), 119-134. Knowles, Z., Tyler, G., Gilbourne, D., & Eubank, M. (2006). Reflecting on reflection: Exploring the practice of sports coaching graduates. Reflective Practice, 7 (2), 163-179. Potrac, P., Jones, R., & Armour, K.M. (2002). It’s all about getting respect: the coaching behaviours of an expert English soccer coach. Sport, Education, and Society, 7 (2), 183-202. TheFA.com (2011). Developing World-Class Coaches and Players: Football Development Discussion Document for Coaching 2008-2012. Retrieved June 5th, 2011, from http://www.thefa.com/~/media/10BDB69F3D8543BEB4EFEB969055809F.ashx Trudel, P., & Gilbert, W.D. (2006). Coaching and Coach Education. In D. Kirk, M. O’Sullivan & D. McDonald (Eds.), Handbook of Physical Education, (p. 516-539) Sage, London.