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The Spectrum of Teaching Styles in Physical Education
This is the first in-depth, practice-focused book to explain 'spectrum theory' and its application in physical education and sports coaching. Spectrum theory identifies 11 distinct teaching styles, with decision making as a central characteristic, and allows teachers to select age and developmentally appropriate styles across social, physical, ethical, emotional and cognitive channels. The book brings together leading thinkers in spectrum theory, to demonstrate how it can be applied to improve teaching and learning in PE and coaching.
Drawing on real-world research in schools and universities, the book considers the history of spectrum theory, and examines its significance across important areas such as physical education teacher education, sport pedagogy, teacher development, models such as Games Sense and Teaching Games for Understanding, skill acquisition and student learning and perception. Every chapter highlights the practical implications of research in real-world settings and considers how spectrum theory can enhance learning experiences.
This book is invaluable reading for all pre-service and in-service school physical education teachers, sports coaches, school pedagogical leaders and college lecturers.
eBook
Bordering, Connecting, and Dispelling within Sports Coaching: Erasing the Practitioner–Scholar Divide
The current picture of sports coaching suggests one where practitioners and scholars operate not so much at a particular interface, but rather on parallel lines of development; in essence, of talking past as opposed to each other. Through a critical re-reading of the practitioner–scholar divide, this paper takes issue with the existence of the separate identities featured, in addition to the argument that we merely need a better, rather straightforward, connection between theory and practice to ‘fix the problem’. Alternatively, the case made highlights how the problematic ‘othering’ nature of a theory–practice division has severely hampered the development of the field. In terms of structure, we initially challenge existing ‘anti-intellectual’ claims within coaching, essentially by advocating for better appreciating the everyday, socio-pedagogic nature of the activity. In this respect, the relegation of experience, of the inherent ‘code of coaching’ (so dear to coaches themselves), is protected against. Secondly, we promote the idea of encouraging coaches, coaching scholars, and coach educators to consider the indivisibility of theory and practice through the use of such notions as sensitizing concepts, internalisation, and authenticity to improve the ‘doing’ of the job. Of particular importance here is the development and utilisation of a critical consciousness of coaching; not only of thoroughly understanding the activity, but also in actively fashioning it through engagement with new ideas. This latter notion gives required credence, however loosely, to some guiding frame of reference; otherwise we become enmeshed in, and blinded by, the immediate. In dismantling the wall that has divided practitioners and scholars by not giving authority or indeed acceptance to such fixed positions, we alternatively advocate for the creation of a more authentic coaching life through living the theory that actively sustains it.
Journal Article
Building a Coaching Culture in Irish Schools; Challenges and Opportunities: A Mixed-Methods Study
Coaching is a relatively new leadership style in Irish schools, but its potential is being supported by the Department of Education and Skills since 2015. This study considers the challenges and obstacles to building a coaching culture within Irish schools, recognising that as a leadership style, it is relatively unknown. It considers school cultures and the challenges as well as the opportunities leaders face in building a coaching culture. A mixed methods study consisting of a quantitative survey (n = 48) followed by semi-structured interviews (n = 12) was the chosen method, using statistical analysis (SPSS) and thematic analysis (Nvivo) to analyse the data. The results indicate that leadership coaching facilitates reflective practice for leaders and those they manage, leading to a distribution of practice that facilitates distributed leadership, therein building leadership capacity and enhancing teacher/leader well-being. However, time, workload and creating a culture of coaching in schools are still challenges, as leadership coaching is still a new and unknown leadership concept. The findings suggest that it is vital that the support services endorse its value, that time is allocated to supporting coaching and that staff need both CPD and further education on what coaching entails in order to build a coaching culture in Irish schools.
Journal Article
Sports coaching research : context, consequences, and consciousness
This volume raises critical questions about the explanatory framework guiding sports coaching research and presents a new conceptualisation for research in the field. The dominant or legitimate forms of coaching knowledge are identified and a new vision of the field, one which is more socially and culturally responsive, emerges.
Book
The Effectiveness of Psychological Workshops for Coaches on Well-Being and Psychomotor Performance of Children Practicing Football and Gymnastics
Coach workshops based on seven principles (inspiration, explanation, expectation, support, reward, appreciation, growth and winning) enhance the sport experience of adult athletes. Therefore, we have investigated the effects of such workshops with coaches of child athletes. Study participants were coaches of 57 9- to 12-year old girls (practicing gymnastics) and boys (practicing football). Three coaches of 28 children attended three workshops over 12 weeks, while a control group of 5 coaches of 29 children attended no workshops. Measures of well-being and psychomotor performance were taken on the children before and after the intervention; differences in mean changes between intervention and control groups were adjusted for baseline, standardized, and assessed with a conservative magnitude-based decision method. There were clear substantial effects of the workshop on motivation averaged across several dimensions (girls, large, most likely beneficial), on a decision test (boys, small-moderate, very likely beneficial), on state anxiety self-reflection (girls, moderate, likely harmful), and on reaction time (boys, small, possibly harmful). The beneficial effects of the workshop in this pilot study are encouraging, but the unclear and potentially harmful effects and the roles of presenter- and coach-specific effects need to be investigated further with a representative sample of coaches and more children before the workshop is recommended for implementation.
Journal Article
Sports coaching : a theoretical and practical guide
\"The application of the theoretical underpinnings of coaching to practice are a central concern in sport. How should academic research seek to inform applied practice, and how should practicing coaches integrate research into their professional activities? Sports Coaching: A Theoretical and Practical Guide is the first book to truly integrate academic research on sports coaching with an assessment of and recommendations for applied practice. With every chapter written by a coaching researcher and a practicing, elite-level coach, the book clearly and concisely introduces the academic evidence base and discusses how and why theory should be integrated into practice. Made up of sections on coaching practice, coach education and development, the use of sport science support, and coaching special populations, the book constitutes a complete guide to the theory and practice of sports coaching. Chapters are clearly and consistently structured, allowing students and coaches to gain a firm understanding of the core theoretical principles of sports coaching and the ways in which they can and should guide practice. The book is a vital resource for any sports coaching student, researcher or practitioner to develop their evidence-based practice\"-- Provided by publisher.
Book
Leadership Preferences of Adolescent Players in Sport: Influence of Coach Gender
The authors investigated the coaching behavior preferences and the relationships of these preferences with variables such as gender, type of sport, playing experience, competitive level, and coach gender among young athletes in the national badminton league. Participants were 167 elementary and high school badminton players (91 girls and 76 boys; age range = 9-18 years; M = 13.5 (SD = 2.22) years) competing in the badminton event of a national league. Players' preferences for coaching behavior were measured using athlete preference version of the LSS to evaluate the five dimensions of leadership behavior in a sporting context. Notably, young athletes strongly preferred training and instruction, followed by positive feedback, democratic behavior, social support, and autocratic behavior. An interaction effect of athlete and coach gender on the leadership dimensions of democratic behavior, autocratic behavior, and social support was found. Male athletes with female coaches preferred more democratic behavior, autocratic behavior, and social support behavior than did those with male coaches. Conversely, female players with male coaches favored more democratic behavior, autocratic behavior, and social support than did those with female coaches. This study provides valuable insight into understanding the dynamics of sport leadership environments among young athletes, and how crucial is the role of coach's gender in the athlete-coach dyad interaction.
Journal Article