Understanding The Code: Investigating Administrators And Coaches Perception Of a Coach Educationn Programme

Por: Alex Mckenzie, Paul Potrac e Tania Cassidy.

Athens 2004: Pre-olympic Congress

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Introduction

This paper reports on the some of the findings of a study that had two objectives: a) to describe and critique the design and content of a coach education programme; b) to describe and analyse the perceptions of administrators and representative/development coaches involved in a coach education programme. To date, discussions on the coach education curriculum have not had a high profile with coaching science researchers possibly because of the relative freedom coaches have to select the content they use in their practice sessions. Also there has been little research, if any, that has documented coaches and administrators perception of a coach education programme that only focuses on the pedagogical, sociological and psychological aspects of coaching.

Methods

To achieve the first aim of the study we analysed the field notes taken whilst designing the programme. When analysing the field notes we drew extensively on the educational literature that focuses on curriculum development (for example Goodson, 1994; Marsh, 1997) and the curriculum innovation and change literature (for example Fullan, 1991, 1993; and Hargreaves, 1995, 1997, & 1998 ). In relation to the second aim we interviewed the administrator (n=1) and the coaches (n=15) who supported the development, and were involved in the programme respectively.

Results

An overview of the coach education programme and the themes that emerged from the discussions with the coaches will be outlined and discussed in relation to authentic change in coaching practice.

Discussion/Conclusions

Orthodox coach education has been located within a bio-scientific discourse. While there are benefits of this approach we would argue that these approaches have not prepared coaches for the complexities of the coaching environment. The findings this paper reports provides insight into the value practicing coaches placed on sociological, pedagogical and psychological aspects of coaching.

References

  1. Fullan M. (1991). The New Meaning of Educational Change - School Development. 2nd ed. London:Cassell.
  2. Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: Falmer Press.
  3. Goodson, I. (1994). Studying Curriculum. Buckingham: Open University Press.
  4. Hargreaves, A. (1995). Changing Teachers, Changing Times - Teachers’ Work and Culture in the Postmodern Age. London: Cassell.
  5. Hargreaves, A. (1997). Rethinking Educational Change with Heart and Mind. Alexandria VA.: Association of Curriculum Development.
  6. Hargreaves, A. (1998 ). The Emotions of Teaching and Educational Change. In A. Hargreaves, A. Leibermann, M. Fullan, & D. Hopkins (Eds.). International handbook of Educational Change, Vol. 5 (pp 558-575). London: Kluwer Academic Publishers.
  7. Marsh, C. (1997). Planning, Management and Ideology: Key Concepts fro Understanding Curriculum 2. London: Falmer Press.

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