Developing Coaching Pedagogy: Seeking a Better Integration of Theory and Practice

Autor/inn/en	Jones, Robyn; Morgan, Kevin; Harris, Kerry
Titel	Developing Coaching Pedagogy: Seeking a Better Integration of Theory and Practice
Quelle	In: Sport, Education and Society, 17 (2012) 3, S.313-329 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2011.608936
Schlagwörter	Learner Engagement; Evidence; Communities of Practice; Action Research; Focus Groups; Theory Practice Relationship; Athletic Coaches; Coaching (Performance); Qualitative Research; Foreign Countries; Postdoctoral Education; Graduate Students; Semi Structured Interviews; Participant Observation; Learning Modules; Socialization; Student Attitudes; Teaching Methods; Units of Study; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Evidenz; Community; Projektforschung; Theorie-Praxis-Beziehung; Qualitative Forschung; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teilnehmende Beobachtung; Learning module; Lernmodul; Socialisation; Sozialisation; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit
Abstract	Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and "communities of practice" as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10