Athletes as “Sites of Normative Intersectionality”: Critically Exploring the Ontology of Influence in Sport Coaching

Abstract

Social structure remains an equivocal term in (sport) sociology. Our understandings of its constitution and role in causally influencing behavior are arguably underdeveloped. Using a critical realist approach, this paper examined how structural entities and reflexive agency combined to influence behavior in an elite youth cricket context (e.g., athletes, coaches). A methodological bricolage was used to generate data and Elder-Vass’s theorizing provided the principal heuristic device. The analysis illustrated how coaches acted on behalf of norm circles in their attempts to shape dispositions of athletes. In turn, athletes engaged in a process of dialectical iteration between reflexive deliberation and (intersectional) dispositions, which influenced their social action in this organizational context. This study holds significance for researchers and practitioners concerned with social influence.

A case study of behaviour: Differences between a head coach and player-coach

“…21 Additionally, future work may wish to focus on critical coaching (inter)actions in depth by exploring the intended influences of player-coaches’ practice as well as athletes’ perceptions of this practice using stimulated recall interviews. 28 Here, we feel that the respective theorising of Goffman 49,50 and Hochschild 51,52 could be used to understand more about the what, how, and why of player-coach behaviour. More critical understanding of the player-coach role would help to develop, support and enrich bespoke coach education opportunities that equip practitioners for the demands of their highly specific roles.…”

“…26 Indeed, there is a distinct need to pay greater attention to 'athlete leadership' and the ways through which athletes make use of their own agency, within structural limits, to follow, revise, or ignore attempts by the coach to influence behaviour, action or performance. 27,28 Instead, it is claimed research largely remains leader-centric, often romanticising the role of the leader and overstating the potential power of behaviours, values, and practices as transformational or revolutionary. 29 Interpretive and critical approaches have challenged this position and have started to examine a) the social meaning of leadership, b) associated patterns of power and domination, and c) connections between broader institutional/societal conditions and leadership.…”

Coaching in the shadows: critically examining the unintended (non)influence of pedagogical practice

“…Alongside participant observations, field notes were taken by the lead researcher to record observations. As will be introduced in greater detail later in this methodology section, the Critical Incident Technique drove field notes to mark and record events which were of significance to coaches, athletes and to the researcher (Bott and Tourish 2016;Nichol et al 2021). Specifically, notes recorded what was observed in the context, from whose perspective, what was said, how coaches and athletes acted, and how others also behaved, among other things (Schensul and LeCompte 2013).…”

“…Social structure and agency are indispensable to any understanding of influence (Elder-Vass 2010). Despite this, ontological understandings of which entities at a level of social structure are responsible for influencing our behaviour and how social structure is related to agency are underdeveloped (Elder-Vass 2010; Nichol et al 2021). For instance, some have suggested that social structure equates with the term society but are then vague about defining society itself (e.g.…”

“…-Field note extract (17 July 2018 -Discussion with Sam whilst walking round the pitch) Sam had noticed potential pathos in that, if the team lost their opening batter, their goals as a team may have become less likely to be achieved. As such, he orchestrated (Readdy, Zakrajsek, and Raabe 2016), acting on behalf of the norm circle to endorse the norm that players should adapt their style of play to the match circumstances and adopt the style recommended by the coach in attempt to manage this pathos (Elder-Vass 2010;Nichol et al 2021). Indeed, John confirmed in a stimulated recall interview that this interaction with Sam made him reconsider his approach:…”