Coaching, caring and the politics of touch: a visual exploration

Abstract

This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Jones, R. L., Bailey, J., Santos, S. (2013 (1984) framework is presented not so much as a prescription to 'good practice', but as a potential way to raise the profile and somewhat problematise the debate about touching as a part of coaching. The second objective of the paper is to further the case for visual methods, and in particular photography, as a means to address and explore the complexities and nuance of touch in pedagogical, and more precisely coaching, settings. The focus here draws attention to the constrained and spontaneous nature of existence. Here, a debate is also presented both about the often assumed 'realist' nature of the data, and on the use of precise theoretical explanations to clarify and rationalize them. The final goal relates to presenting some images of coaches' practice as related to both caring and touching.

Balancing performance-based expectations with a holistic perspective on coaching: a qualitative study of Swedish women’s national football team coaches’ practice experiences

“…Several scholars have linked athlete-centred coaching to “care(ful) actions” that include giving time, being there, engaging in dialogue, showing sensitivity, and empowering athletes (Jones, 2009; Jones, Bailey, & Santos, 2013). In contrast to what Lawson (2005) proclaims, we believe that such actions have the potential to take care of athletes’ health and well-being, and to create and instil in athletes a good balance between performance enhancement, pressure to perform, and health and well-being (e.g., Annerstedt & Lindgren, 2014; Barker-Ruchti & Barker, 2015; Barker-Ruchti, Barker, & Annerstedt, 2014; Hardman & Jones, 2011).…”

“…Such virtue (Hoveid & Finne, 2014; Jones et al, 2013) is argued to respond to ethical and moral questions of acting “well” and getting it “right” (Jones, 2017). A number of sport coaching and education scholars discuss coaches’ virtue of care (e.g., Hoveid & Finne, 2014; Jones, 2017; Jones et al, 2013). In this literature, caring is seen as an outcome of virtues that reflects a genuine concern for and ethical treatment of others.…”

The importance of history, language, change and challenge: What Vygotsky can teach sports coaches

“…Within sports coaching research, this use of metaphor has been most clearly seen in Jones and colleagues' 8,11,44,57,58 aforementioned conceptualisation of coaching as orchestration. Here, coaching is considered akin to steering a complex social process 44,57 ; with the activity itself deemed to be context bound, and characterised by collaboration, struggle and negotiation 58 .…”

“…Ideas from constructivist learning theorists in particular have come to be used as not uncommon currency when both making sense of coaching practice and how to teach it. Scholars given the greatest attention within this development include Jean Lave and Etienne Wegner and their notion of a 'community of practice' 4 , Donald Schön and his ideas surrounding reflection 5,6 , Nell Noddings' 7 ethic of pedagogical care 8 , and Anna Sfard's metaphoric use of learning by acquisition and participation 9 . The tendency was most recently encapsulated through Nelson, Groom, Potrac 10 text entitled 'Learning in sports coaching', where a broad range of pedagogical perspectives were outlined, and their possible relevance to sports coaching practice suggested.…”

Care and phronesis in teaching and coaching: dealing with personality disorder

“…In other words, the practically wise teacher or coach is able to choose the right action/intervention/response at the right time for the right reason. The second attribute, namely the virtue of care, has been discussed by authors such as Jones (2009), Jones et al (2013) and Hoveid and Finne (2014) among others. A caring teacher or coach is motivated and able to act in the best interest of the pupil or athlete because they care about them.…”