Coaching knowledges : understanding the dynamics of sport by Jim Denison

By Jim Denison

Too usually training is obvious via activities technological know-how scholars as mechanistic and prescriptive. What a trainer does in education and at the sidelines, although, is way extra complicated and concerned than just surroundings workouts and drills. potent training calls for quite a number 'knowledges', from the pedagogical to the sociological, physiological and mental. during this booklet academics, teachers and coaches from bathtub University's 'Team tub' training and instructing college examine how numerous 'knowledges' impact each coach's day-by-day practices.

The publication may have 3 sections. the 1st part can be written by way of activities students who've or are nonetheless training. part may be written by way of trainer educators who're energetic elite coaches. the ultimate part will characteristic 3 indepth interviews with 3 grasp foreign coaches.

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When a ‘best practice’ is imposed on coaches through a singular behavioural model, it does not encourage coaches to think critically what good coaching behaviour might mean in multiple social contexts. In addition, if the ‘Athletes first – Winning second’ philosophy is offered as the maxim for coaching in all situations and there are no alternatives, coaches learn to accept the pedagogical coaching knowledge selfevidently as the true, correct way of knowing about coaching. Consequently, we must ask: if any coaching knowledge can turn into a tool of dominance, how do individual coaches learn to use such knowledge well or ethically?

Paradoxically, social thinking on sport commonly regards most sporting activity as a vessel for the building of self-esteem, the teaching of teamwork and for delivering improved health to the individual and community, despite this paradigm’s failure to prove this under empirical scrutiny. Miracle & Reese (1994), for example, show that only a few children seem to have their self-esteem raised in sport, and those who do largely do so at the expense of others. Similarly, rather than sport teaching children to work together, it more often pits them against one another for social promotion, creating social division instead of cohesion.

Qxd:249M 32 3/8/07 11:04 Page 32 coaching knowledges out (in any real numbers) in what they perceive to be a socially hostile environment. Yet it should not be a surprise to learn that closeted or selectively closeted gay and lesbian athletes do exist (at even the highest levels of sport). This is because nearly all kids (regardless of their sexual orientation) are socialised into sport through networks of friends and through compulsory participation in physical education. Furthermore, although it may seem that gay men might be repelled by the homophobia within sport, research suggests that many are drawn to sport precisely because they seek the masculinising and heterosexualising veneer it provides (Anderson, 2005).

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