A little less conversation

a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

Research output: Contribution to journalArticle

93 Downloads (Pure)

Abstract

This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The ‘constraints led approach’ (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to ‘poor’ coaching and the merits of a more innovative pedagogy through a discussion between ‘manager’ and ‘coach’ are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Through substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning, such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. By presenting Mark (coach) as ‘theoretical negotiator’, this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.
Original languageEnglish
JournalSports Coaching Review
Volume4
Issue number2
DOIs
Publication statusPublished - 28 Mar 2016

Fingerprint

coaching
coach
conversation
dialogue
theory-practice
pedagogics
realism
manager
responsibility
methodology
learning
performance
education

Cite this

@article{0b6e48d7acc44f36882604d01e6f1168,
title = "A little less conversation: a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice",
abstract = "This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The ‘constraints led approach’ (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to ‘poor’ coaching and the merits of a more innovative pedagogy through a discussion between ‘manager’ and ‘coach’ are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Through substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning, such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. By presenting Mark (coach) as ‘theoretical negotiator’, this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.",
author = "Shaun Williams and David Alder and Anthony Bush",
year = "2016",
month = "3",
day = "28",
doi = "10.1080/21640629.2016.1158544",
language = "English",
volume = "4",
journal = "Sports Coaching Review",
issn = "2164-0629",
publisher = "Routledge, Taylor & Francis Group",
number = "2",

}

TY - JOUR

T1 - A little less conversation

T2 - a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

AU - Williams, Shaun

AU - Alder, David

AU - Bush, Anthony

PY - 2016/3/28

Y1 - 2016/3/28

N2 - This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The ‘constraints led approach’ (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to ‘poor’ coaching and the merits of a more innovative pedagogy through a discussion between ‘manager’ and ‘coach’ are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Through substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning, such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. By presenting Mark (coach) as ‘theoretical negotiator’, this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.

AB - This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The ‘constraints led approach’ (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to ‘poor’ coaching and the merits of a more innovative pedagogy through a discussion between ‘manager’ and ‘coach’ are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Through substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning, such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. Acutely aware that when considering the wider context, current mainstream approaches to coach education are largely inefficient in overcoming a hardened realism gained in the field. By presenting Mark (coach) as ‘theoretical negotiator’, this paper emphasizes the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches.

UR - http://dx.doi.org/10.1080/21640629.2016.1158544

U2 - 10.1080/21640629.2016.1158544

DO - 10.1080/21640629.2016.1158544

M3 - Article

VL - 4

JO - Sports Coaching Review

JF - Sports Coaching Review

SN - 2164-0629

IS - 2

ER -