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102. Coach education as ‘leading out with an experienced other’

Author

Lascu, Alexandra, Wood, Matthew A, Moulds, Kylie, and Davids, Keith

Abstract

ABSTRACTMentoring to support coach development has gained traction over the past decade or so. A common criticism in this area is the shortage of research that captures the complex reality of interactions between mentees and mentors. In this critical commentary, we conceptualise this complexity, weaving together the authors’ lived experiences as mentors and mentees, framed by an ecological dynamics perspective. Here, the mentoring relational process will be explored through the framework of education as educere(Latin: “to lead out”) and the role of the “experienced other”. An ecological dynamics rationale is centred on using “guidance without specification” and “attentive dwelling”, fostering an evolving correspondence between coach and coach developer. As the mentoring relationship deepens, mentors can assist coaches in the ongoing search and exploration of their coaching landscape wit h a “knowing as we go” ethos.

Published
2024
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115. Introduction

Author

Renshaw, Ian, primary, Davids, Keith, additional, Newcombe, Daniel, additional, and Roberts, Will, additional

Published
2019
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118. List of Contributors

Author

Abrams, Mitch, primary, Allan, Veronica, additional, Altfeld, Sebastian, additional, Amorose, Anthony J., additional, Araújo, Duarte, additional, Atkinson, Michael, additional, Baird, Shannon M., additional, Baker, Joseph, additional, Balish, Shea, additional, Bardid, Farid, additional, Bar-Eli, Michael, additional, Barker, Jamie, additional, Barkoukis, Vassilis, additional, Barnett, Lisa, additional, Battochio, Randy C., additional, Baumeister, Roy F., additional, Beauchamp, Mark R., additional, Beckmann, Jürgen, additional, Behm, David G., additional, Bellomo, Eduardo, additional, Benson, Alex, additional, Berger, Bonnie G., additional, Bernache-Assollant, Iouri, additional, Bertollo, Maurizio, additional, Bhavsar, Nikita, additional, Biddell, Hannah L., additional, Biddle, Stuart, additional, Blodgett, Amy T., additional, Bloom, Gordon A., additional, Blumenstein, Boris, additional, Bolter, Nicole D., additional, Boudreau, Patrick, additional, Bredemeier, Brenda Light, additional, Brown, Chris, additional, Brueckner, Sebastian, additional, Bruner, Mark W., additional, Burke, Shauna M., additional, Busanich, Rebecca, additional, Busch, Lena, additional, Butcher, Lois A., additional, Carless, David, additional, Caron, Jeffrey G., additional, Carter, Leeja, additional, Castillo, Sarah L., additional, Chang, Yu-Kai, additional, Charboneau, Nicole D., additional, Chatzisarantis, Nikos L.D., additional, Cheng, Ming-Yang, additional, Chermette, Chloé, additional, Chow, Graig M., additional, Chu, I-Hua, additional, Chu, Theo, additional, Coakley, Jay, additional, Coholic, Diana, additional, Compton, Bernadette, additional, Corbetta, Daniela, additional, Côté, Jean, additional, Cotterill, Stewart, additional, Cropley, Brendan, additional, Cruz, Jaume, additional, Darroch, Francine, additional, Davids, Keith, additional, Deal, Colin J., additional, Debanne, Thierry, additional, Den Hartigh, Ruud J.R., additional, DesClouds, Poppy, additional, di Fronso, Selenia, additional, Douglas, Kitrina, additional, Downs, Danielle S., additional, Dreiskämper, Dennis, additional, Durand-Bush, Natalie, additional, Dzikus, Lars, additional, Eccles, David W., additional, Effenberg, Alfred O., additional, Elbe, Anne-Marie, additional, Emrich, Eike, additional, Etnier, Jennifer, additional, Etzel, Edward, additional, Evans, M. Blair, additional, Eys, Mark, additional, Fasting, Kari, additional, Feistenauer, Clemens, additional, Feltz, Deborah L., additional, Ferguson, Leah J., additional, Filho, Edson, additional, Fisher, Leslee A., additional, Fleming, Audrey, additional, Fletcher, David, additional, Frank, Cornelia, additional, Fransen, Katrien, additional, Freeman, Paul, additional, Friesen, Andrew, additional, Furley, Philip, additional, Galloway, Shaun M., additional, Gassmann, Freya, additional, Gaudreau, Patrick, additional, Ge, Yang, additional, Gernigon, Christophe, additional, Gershgoren, Lael, additional, Geukes, Katharina, additional, Gilbert, Wade D., additional, Gill, Diane L., additional, Glenn, Nicola, additional, Godfrey, Michael, additional, Gonsalves, Christine A., additional, Gould, Daniel, additional, Granacher, Urs, additional, Graupensperger, Scott, additional, Greenlees, Iain, additional, Grey, Robert, additional, Gucciardi, Daniel F., additional, Guerrero, Michelle D., additional, Güldenpenning, Iris, additional, H. Kerr, John, additional, Hackfort, Dieter, additional, Hagan, John E., additional, Hagemann, Norbert, additional, Halson, Shona L., additional, Hancock, David J., additional, Hanton, Sheldon, additional, Hardy, James, additional, Hardy, Will, additional, Harwood, Chris G., additional, Hausenblas, Heather A., additional, Heidari, Jahan, additional, Herbison, Jordan D., additional, Heuer, Andreas, additional, Hilliard, Bobby, additional, Hodge, Ken, additional, Hodges, Nicola J., additional, Holmes, Paul, additional, Holt, Nicholas L., additional, Horn, Thelma S., additional, Hristovski, Robert, additional, Hudson, Joanne, additional, Hüffmeier, Joachim, additional, Hung, Tsung-Min, additional, James, Jeffrey D., additional, Johnson, Carra, additional, Jones, Martin I., additional, Jowett, Gareth E., additional, Jowett, Sophia, additional, Justen, Christoph, additional, Kao, San-Fu, additional, Karau, Steven J., additional, Kavussanu, Maria, additional, Keegan, Richard, additional, Kellmann, Michael, additional, Kerr, Gretchen, additional, Killham, Margo E., additional, Kim, Jeemin, additional, Kim, Youngho, additional, Klämpfl, Martin, additional, Kleinert, Jens, additional, Kljajic, Kristina, additional, Klöppel, York-Peter, additional, Knowles, Zoe, additional, Koester, Dirk, additional, Kölling, Sarah, additional, Kornspan, Alan S., additional, Krane, Vikki, additional, Krause, Daniel, additional, Kunz, Philipp, additional, Laborde, Sylvain, additional, Lane, Andrew M., additional, Lariviere, Michel, additional, Larsen, Carsten H., additional, Lastella, Michele, additional, LaVoi, Nicole M., additional, Law, Barbi, additional, Lazuras, Lambros, additional, Leslie-Toogood, Adrienne, additional, Lewthwaite, Rebecca, additional, Lidor, Ronnie, additional, Lindeman, Kent, additional, Lippke, Sonia, additional, Lobinger, Babett, additional, Loffing, Florian, additional, Loughead, Todd M., additional, Lucidi, Fabio, additional, Mack, Diane E., additional, MacMahon, Clare, additional, Malhotra, Neha, additional, Marks, Donald R., additional, Marques, Marta M., additional, Martin, Luc J., additional, Masters, Rich, additional, McCullagh, Penny, additional, McGannon, Kerry R., additional, Meier, Henk E., additional, Mellalieu, Stephen D., additional, Memmert, Daniel, additional, Mentzel, Stijn V., additional, Mesagno, Christopher, additional, Michie, Susan, additional, Middleton, Thierry R.F., additional, Mokhtari, Pooneh, additional, Moore, Lee, additional, Moore, Whitney, additional, Moran, Aidan, additional, Morres, Ioannis D., additional, Mosley, Emma, additional, Moss, Tayo, additional, Munroe-Chandler, Krista J., additional, Munzert, Jörn, additional, Murgia, Mauro, additional, Murphy, Shane, additional, Neil, Rich, additional, Nicholls, Adam R., additional, Nitsch, Jürgen R., additional, Noce, Franco, additional, Norman, Paul, additional, Ntoumanis, Nikos, additional, Oddson, Bruce, additional, Oghene, Patrick Odirin, additional, Oglesby, Carole, additional, Oluyedun, Olufemi A., additional, Orbach, Iris, additional, Oudejans, Raôul R.D., additional, Papathomas, Anthony, additional, Paradis, Kyle F., additional, Parham, William D., additional, Pelka, Maximilian, additional, Pels, Fabian, additional, Peters, Heather J., additional, Petersen, Brennan, additional, Petitpas, Albert, additional, Petty, Lisa, additional, Phoenix, Cassandra, additional, Pierce, Scott, additional, Plessner, Henning, additional, Poczwardowski, Artur, additional, Podlog, Leslie, additional, Pöppel, Katharina, additional, Prochaska, James O., additional, Prochaska, Janice M., additional, Quartiroli, Alessandro, additional, Raab, Markus, additional, Rhind, Daniel J.A., additional, Rhodes, Ryan E., additional, Richard, Veronique, additional, Robazza, Claudio, additional, Robbins, Jamie E., additional, Roberts, Ross, additional, Ruiz, Montse C., additional, Sabiston, Catherine M., additional, Sachs, Michael L., additional, Sackett, Sarah C., additional, Samuel, Roy David, additional, Sarkar, Mustafa, additional, Scanlan, Tara, additional, Scanlan, Tara K., additional, Schack, Thomas, additional, Schinke, Robert J., additional, Schlattmann, Andreas, additional, Schleu, Joyce E., additional, Schöllhorn, Wolfgang I., additional, Schorer, Jörg, additional, Schott, Nadja, additional, Schwarzer, Ralf, additional, Seanor, Michelle, additional, Seiler, Roland, additional, Seiler, Stephen, additional, Selby, Christine L.B., additional, Shephard, Roy J., additional, Shields, David, additional, Si, Gangyan, additional, Smith, Alan L., additional, Smith, Brett, additional, Smith, Kristina, additional, Smith, Ronald E., additional, Sonn, Christopher C., additional, Sperlich, Billy, additional, Stambulova, Natalia B., additional, Standage, Martyn, additional, Steggemann-Weinrich, Yvonne, additional, Stirling, Ashley, additional, Storm, Vera, additional, Strauß, Bernd, additional, Surya, Mark, additional, Swann, Christian, additional, Tamminen, Katherine A., additional, Taylor, Ian M., additional, Tenenbaum, Gershon, additional, Terry, Peter C., additional, Thelwell, Richard, additional, Theodorakis, Yannis, additional, Thogersen-Ntoumani, Cecilie, additional, Thrower, Sam N., additional, Tietjens, Maike, additional, Tirp, Judith, additional, Toner, John, additional, Toogood, Adrienne L., additional, Turnnidge, Jennifer, additional, Uiga, Liis, additional, Utesch, Till, additional, Vallerand, Robert J., additional, van der Kamp, John, additional, van Duijn, Tina, additional, Van Slingerland, Krista, additional, Velentzas, Konstantinos, additional, Verner-Filion, Jérémie, additional, Vine, Samuel J., additional, Waldron, Jennifer J., additional, Wann, Daniel L., additional, Watson, Jack C., additional, Wattie, Nick, additional, Way, William, additional, Weigelt, Matthias, additional, Weinberg, Robert, additional, Westerberg, Anders I., additional, Whitehead, Amy, additional, Wiese-Bjornstal, Diane M., additional, Williams, Kipling D., additional, Williams, Toni L., additional, Wilson, Mark, additional, Wolanin, Andrew T., additional, Woodman, Tim, additional, Wright, Emily, additional, Wu, Carolyn, additional, Wulf, Gabriele, additional, Wunsch, Kathrin, additional, Yarrow, Kielan, additional, Zakrajsek, Rebecca A., additional, and Zhang, Chun-Qing, additional

Published
2019
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120. The Impact of Nonlinear Pedagogy on Physical Education Teacher Education Students' Intrinsic Motivation

Author

Moy, Brendan, Renshaw, Ian, and Davids, Keith

Abstract

Background: Providing motivationally supportive physical education experiences for learners is crucial, since empirical evidence in sport and physical education research has associated intrinsic motivation with positive educational outcomes. Self-determination theory (SDT) provides a valuable framework for examining motivationally supportive physical education experiences through satisfaction of three basic psychological needs: autonomy, competence and relatedness. However, the capacity of the prescriptive teaching philosophy of the dominant traditional physical education teaching approach to effectively satisfy the psychological needs of students to engage in physical education has been questioned. The constraints-led approach (CLA) has been proposed as a viable alternative teaching approach that can effectively support students' self-motivated engagement in physical education. Purpose: We sought to investigate whether adopting the learning design and delivery of the CLA, guided by key pedagogical principles of nonlinear pedagogy (NLP), would address basic psychological needs of learners, resulting in higher self-reported levels of intrinsic motivation. The claim was investigated using action research. The teacher/researcher delivered two lessons aimed at developing hurdling skills: one taught using the CLA and the other using the traditional approach. Participants and setting: The main participant for this study was the primary researcher and lead author who is a PETE educator, with extensive physical education teaching experience. A sample of 54 pre-service PETE students undertaking a compulsory second-year practical unit at an Australian university was recruited for the study, consisting of an equal number of volunteers from each of two practical classes. A repeated measures experimental design was adopted, with both practical class groups experiencing both teaching approaches in a counterbalanced order. Data collection and analysis: Immediately after participation in each lesson, participants completed a questionnaire consisting of 22 items chosen from validated motivation measures of basic psychological needs and indices of intrinsic motivation, enjoyment and effort. All questionnaire responses were indicated on a 7-point Likert scale. A two-tailed, paired-samples "t"-test was used to compare the groups' motivation subscale mean scores for each teaching approach. The size of the effect for each group was calculated using Cohen's "d". To determine whether any significant differences between the subscale mean scores of the two groups was due to an order effect, a two-tailed, independent samples "t"-test was used. Findings: Participants' reported substantially higher levels of self-determination and intrinsic motivation during the CLA hurdles lesson compared to during the traditional hurdles lesson. Both groups reported significantly higher motivation subscale mean scores for competence, relatedness, autonomy, enjoyment and effort after experiencing the CLA than mean scores reported after experiencing the traditional approach. This significant difference was evident regardless of the order that each teaching approach was experienced. Conclusion: The theoretically based pedagogical principles of NLP that inform learning design and delivery of the CLA may provide teachers and coaches with tools to develop more functional pedagogical climates, which result in students exhibiting more intrinsically motivated behaviours during learning.

Published
2016
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121. Overcoming Acculturation: Physical Education Recruits' Experiences of an Alternative Pedagogical Approach to Games Teaching

Author

Moy, Brendan, Renshaw, Ian, Davids, Keith, and Brymer, Eric

Abstract

Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change. Participants and setting: A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy. Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory. Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill) and (ii) inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants. Conclusions: PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits' custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students' perceptions of the effectiveness of the approach through experiencing and or observing it working.

Published
2016
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125. Effects of training on postural control and agility when wearing socks of different compression levels

Author

Jaakkola Timo, Linnamo Vesa, Woo Mei Teng, Davids Keith, Piirainen Jarmo M., and Gråstén Arto

Subjects
postural control - agility - training intervention - socks - compression, Sports medicine, RC1200-1245, Physiology, QP1-981
Abstract

Study aim: The aim of this study was to evaluate the effects of training while wearing socks differing in compression level (clinical, sub-clinical, regular) on performance of static and dynamic balancing and agility tasks in healthy, physically active people. We sought to understand whether socks with different compression properties supported postural regulation and agility task performance by enhancing somatosensory perception, unskewed by specific age range effects. Material and methods: Participants comprised 61 adults aged 18-75 years, divided into three groups (two experimental groups wearing clinical or sub-clinical level compression socks, and one control group wearing regular non-compression socks during training). An 8-week (2 × 1h per week) intervention programme was administered to train static and dynamic balance and postural control, leg strength and agility. Results: A mixed model ANOVA revealed no differences in static and dynamic balance and postural control and agility performance between clinical, sub-clinical, and control groups before and after training. All groups significantly improved their test performance, suggesting that training had some benefit on motor performance. Conclusions: These results raised interesting questions requiring further investigation to examine the effects of wearing socks (with and without different levels of compression) on motor behaviours in specific groups of elderly vs. young participants, in physically active vs. less physically active people, and in performance settings outside standardized laboratory tests to study applications in natural performance environments.

Published
2017
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126. Avoiding organismic asymmetries in ecological cognition: Analysis of agent-environment couplings with eco-physical variables

Author

Seifert, L, Araújo, D, and Davids, Keith

Subjects
Behavioral Neuroscience, Experimental and Cognitive Psychology
Abstract

The target article promotes an enactive approach to human behaviour, highlighting the phenomenology of agent-environment coupling, and is rooted in the course of experience from pre-reflective self-consciousness. In our comment we debate the idea that experience does equate with subjectivity. Such an equation reflects an organismic asymmetry locating behavioural organisation in the subjective mind, interacting with the objective world. In contrast, an ecological realist perspective considers that human behaviour and experience should be captured at the ecological level of analysis, requiring investigation of eco-physical variables. To achieve this aim, researchers need to avoid organismic asymmetries, and instead study performance variables that underpin the symmetry of the agent-environment system. We also debate the place of language and the fact that verbalisation does not equate with subjective experience. According to James Gibson, language focuses on ‘knowledge about the environment’ and not ‘knowledge of the environment’ needed by any autonomous, self-regulating organism, making their way in the world. Last, the target paper promotes the course of in-formation to complement the course of experience, without fully explaining how to deal with potential incongruence and divergence between findings emerging from verbalisation and behavioural aspects of realizing a given activity (the difference between ‘what we say, what we do’). We conclude by considering how our ecological perspective could offer pathways for the presented enactive approach to go beyond the course of in-formation.

Published
2022
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142. Tracking relations between development of tactical knowledge and tactical behaviour: a season-long action research study

Author

Ramos, A, Davids, Keith, Coutinho, P, and Mesquita, I

Subjects
Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine, Education
Abstract

Background: Specific learning experiences are vital for athletes to continuously interact with developing knowledge of the performance environment, through the refined design of representative learning contexts (ecological paradigm), and appropriate didactical interventions (constructivist paradigm). Although there is a well-established relationship between tactical knowledge (TK) and tactical behaviours (TB), research has investigated the development of both separately. Thus, the inter-dependency between knowledge and behaviour has been inferred, but not contextually interpreted in a process-oriented analysis of performance. Purpose: Through an insider action-research (AR) design, and adopting a mix-methods approach, this study aimed to: (i) investigate in-depth the influence of a constructivist-ecological pedagogical intervention on developing players’ TK and TB; (ii) explore effects of integrated tactical knowledge and behaviour on competitive performance. Participants and settings: Fifteen female volleyballers participated in this study. An insider-AR (first author assumed the dual role of coach and researcher) was conducted from September 2017 to June 2018. In total, four AR-cycles were completed. A mixed-method approach was used to obtain distinct, but complementary, data on the impact of a constructivist-ecological pedagogical intervention on development of players’ TK and TB. Qualitative data were used to explore the development of TK, while TB was analysed through quantitative methods. Data collection: Qualitative data on the coach’s perceptions were collected using a reflexive diary and field notes, while players’ perceptions were recorded through four semi-structured focus-group interviews, one per AR-cycle. Quantitative data from four official competitive matches, one per AR-cycle, were analysed. Players’ positional coordinates were used to calculate the synchronisation tendencies of lateral blocking and defensive lines through the cluster-phase method. Data analysis: Qualitative data were analysed using thematic analysis, in which inductive procedures deepened understanding of the development of the players’ TK. A 4 (matches) x 1 (court direction) repeated-measures ANOVA was used to analyse quantitatively the differences in the mean cluster-amplitude values of lateral blocking and defensive lines between matches. Main findings: The unique integration of constructivist and ecological principles scaffolded the development of players’ TK and TB. Players evolved from an initial stage in which they verbally described competitive game scenarios (using knowledge about environment), to an endpoint where they revealed superior tactical understanding and action intentionality. Increments in tactical complexity favoured the development of TK and TB in a long-term analysis. However, over the short-term, TB was reduced. The development of players’ TK (supported by interactions yielding knowledge of practice and performance environments) shaped a basis for the acquisition of co-adaptive TB during competitive performance. Practical implications: First, sport practitioners could benefit from combining strategies from different theoretical approaches so that they can satisfy the daily needs of athletes in practice. Second, we advise coaches to adopt didactical and representative learning designs, grounded on video analysis and the co-creation of game-plans. Third, the data imply that time and the continuous exposure of players to meaningful and representative practice tasks in learning environments are needed so that athletes can enrich their tactical behaviours, using knowledge of the performance environment to interact effectively its constraints.

Published
2022
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