Learning from the past; a Freirean analysis of FA coach education since 1967
Learning from the past; a Freirean analysis of FA coach education since 1967
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DOI：
10.1080/13573322.2019.1654989
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发表时间：
2019-08-20
影响因子：
2.9
通讯作者：
Cronin, Colum
中科院分区：
文献类型：
--
作者：
Chapman, Reece;Richardson, Dave;Cronin, Colum
正式的教练教育被描述为一种促进课程参与者从众的活动。然而，到目前为止，很少有研究关注教练教育是如何随着时间的推移而社会建构的。本研究解决了这一差距，并提供了自1967年以来英国足球协会（FA）教练教育的Freirean帐户。具体而言，本研究侧重于参与领域（基层足球）的教练教育，许多参与者第一次体验足球。通过分析包括教练资料和足协政策在内的47份文件收集数据。此外，还对16名经历过FA教练教育的参与者进行了口述历史研究。本文提出了五个研究结果，这些发现解释了教育学随着时间的发展。调查结果表明，从压迫，教条式的教学方法转向更自由形式的教练教育政策。例如，英足总正式教练教育政策现在采用原位方法，将学习置于教练的生活中。本文通过提倡导师和教练之间更多的谦逊和批判意识来支持解放的轨迹，从而拒绝银行教育的概念。在此过程中，本文做出了三个新颖的贡献：(1)描述足球教练教育的发展历程；(2)将freiree的理论视角引入教练教育研究；(3)促使课程导师考虑如何加强实践，使其更加自由。这些经验教训可能会使足球和其他领域的教育工作者受益。
Formal coach education has been described as an activity which promotes conformity from course attendees. To date, however, few studies have looked at how coach education has been socially constructed over time. The present study addresses this gap and provides a Freirean account of English Football Association (FA) coach education since 1967. Specifically, this study focuses on coach education in the participation domain (grassroots football) where many participants first experience football. Data were collected through an analysis of 47 documents including coaching materials and FA policies. In addition, an oral history of 16 participants whom had all experienced FA coach education were conducted. This paper presents five findings which explain the development of pedagogy over time. The findings illustrate a move away from oppressive, dogmatic pedagogical methods towards a more liberating form of coach education policy. For example, FA formal coach education policy now embraces in-situ methods to situate learning in the lives of coaches. The paper supports the trajectory towards liberation by advocating for more humility and critical-consciousness between tutors and coaches, thus rejecting the concept of banking education. In doing so the paper makes three novel contributions by; (1) describing the development of FA coach education over time; (2) introducing a Freirean theoretical perspective to coach education research; and (3) prompting course tutors to consider how they can enhance their practice to be more liberating. These lessons may benefit educators both in football and other contexts.