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Formal coach education, such as courses experienced by coaches, is part of a wider education system, constructed by policy developers, course designers and coach educators. To date, research has explored the complex micro-pedagogical interactions between coach educators and coaches on courses, yet there is little understanding of the historical and social influences on the development of these systems. In response, this study analyses the social construction of The English FA's coach education system over 50 years (1967–2019). Specifically, this study aimed to (1) identify 'social architects' who influenced the development of FA coach education and (2) analyse the wider social, economic, and political influences on these architects and their development of FA coach education over time. To do so, this work re-examines data from 16 semi-structured interviews (with participants who have held significant roles within The FA e.g. Head of Coaching) and 47 policy documents (e.g. course materials). Through a deductive crystallisation process the findings recognise (1) the military's influence in positioning the coach educator as powerful, (2) how insights from PE and education have informed FA coach education development and (3) how economic opportunities from the 1990s and onward prompted an expansion of FA coach education provision. This important contribution provides a platform for further research to explore the historical social construction of coach education systems. [ABSTRACT FROM AUTHOR]

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches' perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches' learning and implementing multiple 'reflective conversations' with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches' understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching. [ABSTRACT FROM AUTHOR]

This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that intent was not synonymous with bullying and that bullying and banter behaviours are highly ambiguous depending on the shared understanding of learned barriers despite participants concurring with most aspects of the definitions. Moreover, banter and bullying behaviours in community football have been experienced by participants, with acts being rationalised through moral disengagement and hypermasculinity. The research indicates that although bullying and banter are conceptualised similarly to popular definitions, concrete definitions may be limited due to the fluid nature of bullying and banter and the influence of shared social understandings. Additionally, the findings gathered show bullying and banter being experienced and rationalised in male youth community sport through moral disengagement and masculinity. The implications of these findings for safeguarding players and coaches in community football are discussed. [ABSTRACT FROM AUTHOR]

Coaches use of augmented verbal feedback (AVF), often measured through systematic observation, is acknowledged as having a vital role in athlete learning. The purpose of this review was to identify coaches' use of AVF, through systematic observation, in developmental and performance contexts. A literature search was conducted using EBSCO HOST and SCOPUS databases. Studies were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Data were extracted from 31 studies which met the inclusion criteria. Analysis revealed three themes: (a) variation in observation tool and feedback types observed; (b) evidence base surrounding feedback types observed; (c) quality of coach feedback. The multiple feedback types measured across the studies suggests there is limited agreement on the types of feedback most important to measure. For the impact of feedback to be better understood, feedback types captured via systematic observation need revising in line with research that has identified the important characteristics of feedback. A greater evidence-informed approach to the observation of feedback may help to develop a greater understanding of the feedback process in learning and performance. Where there were consistencies in feedback type, the quality of AVF delivered by coaches could be questioned. [ABSTRACT FROM AUTHOR]

Background: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic forms of education being drawn upon to inform how coach learning could be thought about. However, this work to date has almost exclusively focussed on learning from educational programmes where the coaches are known to the coach development/research team, the programmes have been delivered face-to-face, and/or cultural considerations and expectations have not been a factor. With an international interest in sport coaching, coach education is now receiving attention beyond the western world, where coaches are not always known to coach developers prior to the start of an educational programme. These issues requiring research attention.Purpose: The purpose of this study was to investigate the utility of an online educational programme based on democratic principles to a group of Saudi Arabian coaches working in participation and/or developmental coaching contexts.Methods: An online programme based on democratic education principles (i.e. a focus on dialogue and collaboration) took place over a nine-week period with 13 Saudi Arabian football coaches based in Saudi Arabia. Coaches were recruited through communications about the study being sent to clubs based in Riyadh, with those interested asked to contact the second author. Reflective conversations were used at two-time points; once before the educational programme to learn about the coaches and their coaching, then again afterwards to capture the perceived impact and value of the programme. Observations of seven of the 13 coaches took place prior to the educational programme with these data used alongside the first reflective conversation data to inform the programme design. Data were treated to thematic analysis.Results and discussion: Three themes were generated from the analysis. These were (1) making connections between prior and new pedagogical knowledge, (2) collaborative learning as a means of enhancing coach understanding, and (3) credibility of programme deliverers. Learning about the coaches through the reflective conversations, coach observations, and the initial face-to-face workshops supported the development of content relevant to what coaches wanted and needed to know more about. The ways in which this content was delivered through providing opportunities for coaches to discuss ideas with the education team and other coaches to understand connections between theory and practice seemed an important part of why coaches perceived the content to impact their practice. However, it was the coaches’ perceptions regarding the credibility of the educators that perhaps explained why content was so wilfully accepted as being ‘right’, and thus perceived to have been implemented into practice. [ABSTRACT FROM AUTHOR]

Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered what knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches not only need to learn, but need to learn something to ultimately aid their own (and others) development. Therefore, the aim of this study was to examine what content knowledge contributed to the English FA intermediate (i.e. level 2) formal coach education course, and how this knowledge was structured to form a curriculum. Data were collected using a document analysis of National Governing Body (NGB) and awarding body documents (n = 10), as well as observing two formal coach education courses, and interviewing coach developers (n = 5) that delivered those courses. A deductive thematic analysis identified three themes: (1) A Curriculum Partially Informed by Research, (2) A Strongly Classified Curriculum and (3) A Curriculum also Includes 'Professional Knowledge'. Findings reveal the socially constructed nature of content knowledge legitimised as worth knowing in formal coach education curricula. It prompts critical consideration of what knowledge is used (or not) and how this knowledge supports learners in the dynamic and often ambiguous context of coaching. The significance of the findings move beyond the case at hand, as wider educational institutions may wish to consider what content knowledge is used, and how it is structured within their own coach education and development provisions. [ABSTRACT FROM AUTHOR]

The impacts of professional sporting culture and institutional discourse on coaching practices and ideologies have largely been unconsidered and undiscussed. Understanding coaching practice from a social perspective can provide insights into the prevailing culture that coaches are immersed within, pointing to patterns of discourse, norms and values that govern coaches' actions. The purpose of this study was to investigate the potential for (mis)alignment between coaches' ideological beliefs and the instituted philosophy of the professional football academy at which they worked. Thirteen male football coaches (M = 36.23 years) were observed coaching on three separate occasions, equating to 2584 min of footage (M = 66.26 min). Each recorded session was analysed using a computerised version of the Coach Analysis Intervention System (CAIS). All participants were interviewed twice (before first observation and after final observation). Coaches were questioned about the academy philosophy and their personal behavioural profiles. Data were subjected to thematic analysis and placed within a theoretical framework utilising concepts of Pierre Bourdieu. Findings highlighted that coaches' interpretations of the academy philosophy were impacted by their prior socialisation and position within the status hierarchy. The data also demonstrated 'philosophy' being used as a 'buzzword' throughout the academy, derived from loose interpretations, but offered few specific suggestions regarding how coaches 'should' behave. Coach interactions were used as forms of social control rather than addressing pedagogical concerns, with coaches' personal dispositions proving extremely strong and ultimately prevailing. It is worth questioning, therefore, the extent to which the academy 'philosophy' can be displaced, and the mechanisms required to ensure collective acceptance to an instituted coaching approach. [ABSTRACT FROM AUTHOR]

By examining on-course pedagogical practices, recent research has sought to inform the development of National Governing Body (NGB) coach education courses. Coach education programmes are, however, social constructs, and are influenced by policies and socio-economic factors. To inform future provision, there is a need to understand the construction of policy and the influences affecting course design. This study examined how the English Football Association (FA) redeveloped their coach education policy in 2016. The 2016 changes are pertinent because calls for educational provision to be informed by social constructivism have been made. The FA's coach education policy (2016) claim to be informed by such a philosophical stance. This study, therefore, reports on what policy was created, and how it had been disseminated within the organisation. Twenty-eight interviews were conducted with 14 participants (staff members with different roles within the FA) across two separate points in time, 12 months apart. A thematic analysis identified three key themes: (1) Three Elements of Curriculum/Course Design (A learning strategy informed by social constructivism; a body of content for courses; a coaching competency framework and qualification specification); (2) Recontextualisation of the policy and some confusion during dissemination; and (3) A restricted code when disseminating policy. The significance of these findings extends beyond the case presented and policy makers who seek to inform course design with learning theory may wish to offer elaboration throughout the workforce via text and discourse. Future research should build on these findings and consider how knowledge is selected and legitimised by policy makers, and how coach developers implement recontextualised policies. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]