Coach Educators Accepted.pdf (290.74 kB)
Professional coach educators in-situ: a social analyis of practice
journal contribution
posted on 2018-01-17, 09:45 authored by Christopher CushionChristopher Cushion, Mark Griffiths, Kathleen ArmourProfessional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the socio-cultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educators practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied.
History
School
- Sport, Exercise and Health Sciences
Published in
Sport, Education and SocietyVolume
24Issue
5Pages
533 - 546Citation
CUSHION, C.J., GRIFFITHS, M. and ARMOUR, K., 2017. Professional coach educators in-situ: a social analyis of practice. Sport, Education and Society, 24(5), pp.533-546.Publisher
© Taylor & FrancisVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2017-11-28Publication date
2017-12-05Notes
This is an original manuscript of an article published by Taylor & Francis in Sport, Education and Society on 05 Dec 2017, available online: https://doi.org/10.1080/13573322.2017.1411795ISSN
1357-3322eISSN
1470-1243Publisher version
Language
- en