Connecting knowledge(s) to practice: A Bernsteinian theorisation of a collaborative coach learning community project

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Abstract

Collaborative action learning was undertaken in response to the growing criticisms of formal coach education. Since it is strongly felt that we can no longer merely commentate on what is not happening in terms of coach learning, a key requirement now is to demonstrate there are other options. The Coach Learning and Development (CLAD) programme was devised and implemented at a community rugby club in Wiltshire, England. The CLAD programme supported volunteers to engage more with contemporary designs for learning, acknowledging a fundamental problem with formal coach education in the way learning (and knowledge) is decontextualised. The theoretical endeavours of Basil Bernstein are introduced to Sport Coaching Research (SCR) for the first time, specifically the ‘pedagogical device’ to illustrate a process of recontextualisation. Findings suggest that the CLAD programme was successful in encouraging coaches to engage with more positive forms of coaching pedagogy. Therefore, the findings draw on the pivotal outcomes of the CLAD programme to re-configure more successful outcomes for coach education, coach learning and volunteers rights to knowledge.
Original languageEnglish
Pages (from-to)375-389
Number of pages15
JournalSport, Education and Society
Volume24
Issue number4
Early online date12 Sep 2017
DOIs
Publication statusPublished - 2019

Keywords

  • Collaboration
  • coach learning
  • coaching knowledge(s)
  • coaching pedagogy
  • community project
  • volunteers

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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