Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/28126

Title: Professional coach educators in-situ: a social analyis of practice
Authors: Cushion, Christopher J.
Griffiths, Mark
Armour, Kathleen
Keywords: Coach educators
Coach education
Bourdieu, Pierre
Identity and habitus
Player centred coaching
Issue Date: 2017
Publisher: © Taylor & Francis
Citation: CUSHION, C.J., GRIFFITHS, M. and ARMOUR, K., 2017. Professional coach educators in-situ: a social analyis of practice. Sport, Education and Society, doi: 10.1080/13573322.2017.1411795.
Abstract: Professional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the socio-cultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educators practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied.
Description: This paper is closed access until 5th June 2019.
Version: Accepted for publication
DOI: 10.1080/13573322.2017.1411795
URI: https://dspace.lboro.ac.uk/2134/28126
Publisher Link: https://doi.org/10.1080/13573322.2017.1411795
ISSN: 1357-3322
Appears in Collections:Closed Access (Sport, Exercise and Health Sciences)

Files associated with this item:

File Description SizeFormat
Coach Educators Accepted.pdfAccepted version290.74 kBAdobe PDFView/Open


SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.