Another bad day at the training ground: Coping with ambiguity in the coaching context

Jones, Robyn L.; Wallace, Mike

doi:10.1080/1357332052000308792

Cited by 214 publications

(213 citation statements)

References 15 publications

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“…Thanks to a surge of research in the past decade, it has come to be generally acknowledged that the dynamic and intricate nature of coaching precludes any 'paint by number' plans that practitioners can easily follow (GILBERT;TRUDEL, 2004;JONES;WALLACE, 2005). Despite such recognition, coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice (CHESTERFIELD et al, 2010;JONES;TURNER, 2006).…”

Section: Introductionmentioning

confidence: 99%

Innovative Approaches in Coach Education Pedagogy

Morgan¹,

Jones²,

Gilbourne³

et al. 2013

Nuances

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We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a 'quality of mind' so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students' discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. KEYWORDS: Innovative approaches; Coach education; Coach skills; Pedagogical practice. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais 1 This paper is re-printed from a chapter in the 'Handbook of Sports Coaching' (2012; edited by Dr. P.Potrac et al., and published by Routledge). Hence, it is published here with their appreciated permission.

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Section: Introductionmentioning

confidence: 99%

Innovative Approaches in Coach Education Pedagogy

Morgan¹,

Jones²,

Gilbourne³

et al. 2013

Nuances

View full text Add to dashboard Cite

show abstract

“…Viewing back stage interaction as a vital premise for optimal front stage performances is in congruence with previous research into elite sport demonstrating that the off-court sphere is detached from, but at the same time highly relevant for, the on-court sphere (Ronglan, 2000). In line with the concept of orchestration (Jones & Wallace, 2005), the facilitation of humourous off-court exchanges could also be viewed as part of the coaches' 'behind the scenes string pulling towards desired objectives' (Jones, Bailey and Thompson, 2013, p. 272).…”

Section: Analysis Of Resultsmentioning

confidence: 99%

“…On the other, however, they are operating in a context characterized by conflicting goals and inherent dilemmas (Jones & Wallace, 2005;Saury & Durand, 1998). This requires a finely tuned leadership performance.…”

Section: Leadership and Humourmentioning

confidence: 99%

“…First, an exploration of humour as a communicative tool can enrich our understanding of how coaches actually perform their day-by-day orchestrations in an environment characterized by ambiguity and inherent contradictions (Jones & Wallace, 2005). Secondly, it can contribute to our in-depth knowledge of how social structures are produced and challenged in the coaching context.…”

Section: Introductionmentioning

confidence: 99%

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‘Humour helps’: Elite sports coaching as a balancing act

Ronglan

Aggerholm

2014

Sports Coaching Review

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Ronglan, L. T., Aggerholm, K. (2014 To date, humour's role in sport settings has hardly received scholarly attention. However, reflecting on future research within the sociology of sports coaching (Jones, Ronglan, Potrac & Cushion, 2011), it was suggested that 'the multi-functional use of humour, its intent, manifestation, and effect within the often emotionally-charged world of coaching, would appear to hold very interesting possibilities'. This formed the point of departure for the work presented in this paper. The study focuses on how coaches interpret the appearance of humour in the context they operate, and how they apply it as an integrated part of their coaching performances. In-depth interviews with six experienced elite Scandinavian sport coaches formed the empirical basis for the analysis. Based on Erving Goffman's sociology of social interaction, the data were analysed and discussed in relation to three main categories:humour's significance in the elite sport context, humour and group dynamics, and the performance of the coach. The analysis demonstrates that 'humorous coaching' can be seen as a balancing act between the inherent tensions of 'seriousness and fun', 'distance and closeness', and 'authenticity and performance'.

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“…what they did) is limited unless considered in tandem with why they did it [9]. In similar fashion, Jones and Wallace [10] have highlighted how the ambiguities inherent in coaching require a much broader adaptive expertise [11] if one is to effectively deal with the role's regular challenges. In strength and conditioning, an increased recognition of the need for individualised [12] and evidence-based [13] prescription is also reflective of this thrust.…”

Section: Introductionmentioning

confidence: 99%

The Illusion of Competency Versus the Desirability of Expertise: Seeking a Common Standard for Support Professions in Sport

et al. 2014

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In this paper we examine and challenge the competency-based models which currently dominate accreditation and development systems in sport support disciplines, largely the sciences and coaching. Through consideration of exemplar shortcomings, the limitations of competency-based systems are presented as failing to cater for the complexity of decision making and the need for proactive experimentation essential to effective practice. To provide a better fit with the challenges of the various disciplines in their work with performers, an alternative approach is presented which focuses on the promotion, evaluation and elaboration of expertise. Such an approach resonates with important characteristics of professions, whilst also providing for the essential 'shades of grey' inherent in work with human participants. Key differences between the approaches are considered through exemplars of evaluation processes. The expertise-focused method, although inherently more complex, is seen as offering a less ambiguous and more positive route, both through more accurate representation of essential professional competence and through facilitation of future growth in proficiency and evolution of expertise in practice. Examples from the literature are also presented, offering further support for the practicalities of this approach. Key PointsThe paper examines limitations in the commonly applied competency method of evaluation for support professions and promotes an alternative, expertise-focused approach.The expertise approach goes beyond the use of competency-based systems, and even the definitions of competence provided in this paper, to evaluate and facilitate capacities for more elaborative and adaptive thinking, judgment and growth.Bodies responsible for professional development and evaluation need to lead a long overdue, widespread shift from competency-driven to expert practice across the spectrum of science and coaching in sport, reflecting the situation already common in medicine.

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Another bad day at the training ground: Coping with ambiguity in the coaching context

Cited by 214 publications

References 15 publications

Innovative Approaches in Coach Education Pedagogy

Innovative Approaches in Coach Education Pedagogy

‘Humour helps’: Elite sports coaching as a balancing act

The Illusion of Competency Versus the Desirability of Expertise: Seeking a Common Standard for Support Professions in Sport

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