Dispositions and coaching theories: understanding the impact of coach education on novice coaches’ learning
Dispositions and coaching theories: understanding the impact of coach education on novice coaches’ learning
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性格和教练理论：了解教练教育对新手教练学习的影响
DOI：
10.1080/13573322.2021.1887846
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Thomas M. Leeder
中科院分区：
文献类型：
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作者：
Keith Webb;Thomas M. Leeder
摘要 虽然教练教育一直受到很多批评，但它通常是新手教练第一次正式学习如何教练的机会。然而，新手教练在参加教练教育课程时，会带着一系列已有的倾向和教练理论，参考自然化和自我参考的教练实践方法，这些方法可能难以改变。因此，本研究的目的是探讨四位新手教练的性格和教练理论的构建和发展，以及它们是否被一级体育专项教练课程所证实、发展、挑战或改变。根据工具性案例研究设计，四名新手教练在参加 1 级运动特定课程之前、期间和之后分别接受了采访。根据 Phil Hodkinson 及其同事的“学习文化”理论以及学习作为生成的隐喻，对数据进行了主题分析，该隐喻借鉴了皮埃尔·布迪厄的惯习、场域和资本概念。三个主题代表了三个访谈阶段：（1）课前：教练员对实践的态度的发展； (2) 训练中：挑战教练员的性格和教练理论； (3) 课后：未来的学习和批判性反思。研究结果表明，四位新手教练的性格和教练理论在很大程度上是以行为主义假设为基础的，这些假设是根据经验发展起来的。这些倾向和教练理论受到了挑战，并随后在一级课程期间和之后显示出转变的迹象，这促进了基于建构主义游戏的教练方法。认识到新手教练的性格和教练理论的重要性可能有助于管理机构支持学习者理解和参与建构主义知情教练方法，同时将教练学习视为性格重建的社会性、具体化和持续过程。
ABSTRACT Whilst coach education has been the subject of much critique, it is often the first opportunity for novice coaches to be formally taught how to coach. Nevertheless, novice coaches arrive at coach education courses with an array of pre-existing dispositions and coaching theories, referring to naturalised and self-referenced approaches towards coaching practice, which can be resistant to change. Consequently, the aim of this research was to explore the construction and development of four novice coaches’ dispositions and coaching theories, and whether they were either confirmed, developed, challenged, or changed by a Level 1 sport-specific coaching course. Following an instrumental case study design, four novice coaches were each interviewed before, during, and after their engagement with a Level 1 sport-specific course. Data were analysed thematically, informed by Phil Hodkinson and colleagues’ theory of ‘learning cultures’ and the metaphor of learning as becoming, which draws upon Pierre Bourdieu’s concepts of habitus, field, and capital. Three themes were developed which are representative of the three interview phases: (1) Pre-course: The development of coaches’ dispositions towards practice; (2) During course: Challenging coaches’ dispositions and coaching theories; and (3) Post-course: Future learning and critical reflections. The findings demonstrated that the four novice coaches’ dispositions and coaching theories were largely underpinned by behaviourist assumptions, which were developed experientially. These dispositions and coaching theories were challenged and subsequently showed signs of transformation both during and after the Level 1 course, which promoted a constructionist games-based approach to coaching. Recognising the significance of novice coaches’ dispositions and coaching theories may help governing bodies to support learners with understanding and engaging with constructionist informed coaching approaches, whilst appreciating coach learning as a social, embodied, and on-going process of dispositional re-construction.