Sports coaching, virtue ethics and emulation

Hardman, Alun; Jones, Carwyn; Jones, Robyn L.

doi:10.1080/17408980903535784

Cited by 51 publications

(38 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, our study of Swedish women’s national team football coaches provides an example of elite-level coaches adopting caring, holistic, and athlete-centred coaching (Hardman et al, 2010; Jones & Turner, 2006), while working at the highest level of competitive sport, and in the case of our women coaches, achieving competitive success. In today’s climate of performance-based results and abusive coaching practices, we consider it imperative to demonstrate such positive cases and holistic coaching strategies.…”

Section: Resultsmentioning

confidence: 98%

“…Focusing more on the athlete as a person is what Hardman et al (2010) point out is a more holistic, value-based approach to coaching.…”

Section: Resultsmentioning

confidence: 99%

“…The coaches also mentioned that they act in relation to humanistic and fair-play values, mainly in order not to risk the players’ health and well-being. This coaching approach is an example of moral character virtues, representing good discipline and professionalism (Hardman et al, 2010). Thereby, the coaches saw themselves as providing their players with opportunities to cultivate moral character.…”

Section: Resultsmentioning

confidence: 99%

“…Given the dilemma between the demands that coaches face and the potential negative consequences these may cause, various scholars have suggested that coaching should focus on not only skill learning and physical aspects of performance enhancement, but also a broader “taking care of” athletes (Hardman, Jones, & Jones, 2010; Jones & Turner, 2006). Such coaching is commonly referred to as holistic, and being:

athlete-centred , and focused on enhancing the self-awareness, and growth and development (across three domains of learning) of the participant … Athletes are expected to analyse, think and make important decisions.

…”

Section: Introductionmentioning

confidence: 99%

“…Care(ful) coaching is not only about caring coaching practices; according to Hardman et al (2010), it also demands of coaches that they model good moral character. 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).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

Lindgren

Barker-Ruchti

2017

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

Purpose: The purpose of this study was to explore how an exclusive sample of women’s national football team coaches described how they implement careful coaching while facing social and organizational pressure to win medals. Method: To consider coaches’ negotiations, we drew on Noddings’ concept of caring. Using an interpretive research paradigm, we conducted in-depth interviews with five Swedish women’s national football team coaches. An abductive approach was used to simultaneously process the theoretical framework of “ethics of care” and the empirical data. Results: The coaches unanimously adopted a holistic perspective to coaching. The coaching strategies they described included promoting players’ development, well-being, and sustainable elite performance; listening to the players’ voices and engaging in dialogue; and creating a positive environment and promoting fair play. Conclusions: These findings demonstrate that the women coaches, despite performance pressure, adopt caring coaching in the form of Noddings’ pedagogical modelling, dialogue, and confirmation strategies, and provide an example of how coaches can adopt caring, holistic, and athlete-centred coaching while working at the highest level of competitive sport and achieving competitive success.

show abstract

Section: Resultsmentioning

confidence: 98%

“…Focusing more on the athlete as a person is what Hardman et al (2010) point out is a more holistic, value-based approach to coaching.…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Lindgren

Barker-Ruchti

2017

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

Developing and Measuring the Impact of an Accounting Ethics Course that is Based on the Moral Philosophy of Adam Smith

2015

View full text Add to dashboard Cite

Anti-doping education for coaches: Qualitative insights from national and international sporting and anti-doping organisations

Patterson

Backhouse

Duffy

2016

Sport Management Review

View full text Add to dashboard Cite

Within anti-doping efforts, an emphasis has been placed on the importance of providing education programmes to key stakeholder groups, including coaches. Yet, very little is known about current coach education provision in the anti-doping domain across countries and sports. Therefore, this study aimed to: 1) establish the current status of antidoping education for coaches; 2) gain an understanding of the system through which antidoping education is provided to coaches; and, 3) explore the opportunities for future education provision. This was done through semi-structured interviews with thirteen individuals responsible for managing anti-doping education within national and international sporting and anti-doping organisations. Most stakeholders acknowledged the importance of providing education programmes for coaches; some already had provision in place and others were in the process of developing programmes. However, the current focus is on sportspeople and the degree to which sporting and anti-doping organisations are able to devise, implement and evaluate anti-doping education programmes for coaches is hindered by the contextual constraints they face. These include a lack of resources and limited interagency coordination, as well as challenges to overcome negative perceptions of 'anti-doping' efforts. Taken together, the findings indicate that policy expectations regarding anti-doping education for coaches are not being fully operationalised, and this situation is unlikely to change without: 1) greater direction and regulation of the system through which education is provided; 2) frequent and effective communication and cooperation between Code signatories; and, 3) increased fiscal and human capital investment at every level of the sporting hierarchy.Ultimately, until anti-doping education is shown to be a key priority for decision makers within sporting organisations (i.e., chief executives and board members), it is unlikely to become a central priority for coaches.

show abstract

Sports coaching, virtue ethics and emulation

Cited by 51 publications

References 16 publications

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

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

Developing and Measuring the Impact of an Accounting Ethics Course that is Based on the Moral Philosophy of Adam Smith

Anti-doping education for coaches: Qualitative insights from national and international sporting and anti-doping organisations

Contact Info

Product

Resources

About