The Sports Coach as Educator Reconceptualising Sports Coaching 1st Edition by Robyn Jones ISBN 1134209681 9781134209682

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Product details:

ISBN 10: 1134209681

ISBN 13: 9781134209682

Author:  Robyn Jones 

The Sports Coach as Educator: Re-conceptualising Sports Coaching 1st Edition: 

Teaching athletes to improve their performance is the essence of sports coaching. In response to new government-led initiatives to invest in and develop coaching, this book is the first introduction to pedagogical theory for coaching. Bringing helpful insights from educational theory to bear on coaching practice, The Sports Coach as Educator expands and enriches the role of the coach and allows professionals to approach their work in new and inventive ways. Exploring the nature of coaching, this text covers:

• educational concepts in coaching
• coaching, teaching and leadership
• athletes’ learning
• coaching communities and the social process
• reflective practice
• mentoring
• developing expert coaches.

 

The Sports Coach as Educator: Re-conceptualising Sports Coaching 1st Edition Table of contents:

Part I: Introduction Coaching as an Educational Enterprise

• How can educational concepts inform sports coaching?
  • Introduction, aim and content
  • The traditional teaching–coaching divide: a forced separation?
  • Coaching as pedagogy
  • What’s the value of a book like this?
  • Conclusion: new knowledge and threshold concepts
• Coaching as an educational relationship
  • Introduction
  • Models of learning
  • Educational relationships
  • Implications of a relationship
  • Conclusion
• Coaching as teaching: New acknowledgements in practice
  • Introduction
  • Putting the young person first
  • Learner-focused networks
  • Providing for all learners: learners, lives and identities
  • Coaching as teaching: sport skills, life skills and life chances
  • Technology, teaching and coaching
  • Coaching as teaching: a life of learning
  • Conclusion

Part II: Re-conceptualising the Role of the Coach

• The coach as a ‘more capable other’
  • Introduction
  • Lev Vygotsky: ‘the zone of proximal development’ and ‘more capable others’
  • The coach as a ‘more capable other’: implications for coaching practice
  • Summary
• The coach as ‘orchestrator’: More realistically managing the complex coaching context
  • Introduction
  • The problematic nature of coaching
  • The problem of goals
  • The endemic ambiguity of coaching
  • Dilemmas of coaching
  • Moving away from a rationalistic view of coaching and coach education
  • Towards effective coping: the coach as ‘orchestrator’
  • Conclusion
• First among equals: Shared leadership in the coaching context
  • Introduction
  • Democratic leadership in coaching: current thoughts
  • Problematising shared leadership in coaching
  • How could shared leadership be effectively viewed within the coaching realm? Possible lessons from empirical research
  • Conclusion
• Athlete learning in a community of practice: Is there a role for the coach?
  • Introduction
  • Characteristics and roles of coaches and athletes
  • Social learning systems and communities of practice
  • Imagination
  • Alignment
  • Engagement
  • The athlete community of practice (ACoP): an example from varsity sports
  • An encounter between an ACoP and a CCoP: intersecting at the boundaries
  • Athletic sphere
  • Expert power in the athletic sphere
  • Academic sphere
  • Expert power in the academic sphere
  • Social sphere
  • Expert power in the social sphere
  • Creating a harmonious pedagogic setting: boundary dimensions
  • Coordination
  • Transparency
  • Negotiability
  • Implications for coaching
  • Coaching as pedagogy
  • Coaching and power
  • Cultivating the ACoP
  • Conclusion

Part III: Re-conceptualising Coach Education

• Cultivating coaches’ communities of practice: Developing the potential for learning through interactions
  • Introduction
  • A coaches’ community of practice: what is it?
  • Coaches learning through interactions: two clubs, two stories
  • An athletics club: adding to the coaches’ IKN
  • Findings
  • A ski club: cultivating CCoPs
  • Findings Part One: the first winter
  • Findings Part Two: the summer camp
  • Findings Part Three: the following winter
  • Conclusion
• The coach as a reflective practitioner
  • Introduction: the coach as a reflective practitioner
  • The reflective practitioner
  • Reflective coaches
  • Reflective practicum in coaching
  • Description of reflective practice
  • Reflection on typical coaching problems
  • Reflecting on critical incidents
  • Field-based reflection interventions
  • Working with a mentor
  • Facilitating access to peers
  • Conclusion
• Mentoring: Harnessing the power of experience
  • Introduction
  • Learning from experience: the case for mentoring
  • Theories of learning, social practice and mentoring
  • Mentoring as communities of practice and legitimate peripheral participation
  • Mentoring as reflection
  • Mentoring as ‘Zones of Proximal Development’
  • Mentoring in action
  • Process role and relationships
  • Some conclusions
• The development of expert coaching
  • Introduction: the development of expert coaching
  • Everyone starts as a beginner
  • Learning the job means learning the rules
  • Routines
  • Lack of a sense of control and responsibility
  • Experience is a beginner’s best coach
  • Cultivating competence
  • Seeing and connecting similarities
  • Developing strategic knowledge
  • Guided by goals and long-term plans

 

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