Surveillance and conformity in competitive youth swimming

Lang, Melanie

doi:10.1080/13573320903461152

Cited by 83 publications

(83 citation statements)

References 31 publications

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“…In this literature, scholars argue that dominant discourses related to scientific functionalism create outcome-oriented training environments, instrumental coaching styles and authoritarian coach-athlete relationships (Barker-Ruchti, Barker, Rynne, & Lee, 2014;Cassidy, Jones, & Potrac, 2009;Cushion & Jones, 2006;Johns & Johns, 2000). Studies employing Foucauldian and Bourdieusian perspectives have demonstrated how such characteristics normalise athletes to suit the demands of their sporting contexts, which, however, are less productive and indeed desirable, for lives outside of sport (Barker-Ruchti, 2011;Barker-Ruchti & Tinning, 2010;Denison, 2007;Hickey & Kelly, 2008;Lang, 2010;McMahon & Penney, 2012;Noble & Watkins, 2003;Shogan, 1999;Thorpe, 2005Thorpe, , 2009Tomlinson & Giulianotti, 2004). Research has also looked at the micro-level of impact.…”

Section: Introductionmentioning

confidence: 99%

Athlete learning in Olympic sport

Barker-Ruchti

Rynne

Lee

et al. 2014

Sports Coaching Review

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High-performance sport impacts athletes beyond the physical. Coaches and coaching practice are particularly influential in shaping this learning and development. This article examines the learning identified through an inductive content analysis of eight former Olympic athletes' career narratives. Three phases of learning could be identified across the cohort: "Growing into high-performance sport", "Making sense of high-performance sport", and "(Re)shaping high-performance sport". A cultural perspective of learning, in particular the metaphor of "becoming", is employed to interpret the Olympians' learning experiences. The findings of this research indicate that athlete learning is bound by particular highperformance sporting contexts and career phases, yet impacted by the athletes' individual backgrounds and dispositions. Further, data indicate that athletes' personal development reflexively inter-twines with athletic performance and performance enhancement. Implications for coaches are to: (1) involve athletes in co-constructing their sporting cultures and training contexts; and (2) provide possibilities and support for athletes to develop personally.

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Section: Introductionmentioning

confidence: 99%

Athlete learning in Olympic sport

Barker-Ruchti

Rynne

Lee

et al. 2014

Sports Coaching Review

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“…Within such contexts, control becomes characterised as 'imminent to the social field' and entrenched 'by an intensification and generalization of the normalizing apparatus of disciplinarily that internally animate our common daily practices' (Hardt & Negri, 2000, p. 23). This has become clearly visible and located in various mediums of research, where disciplinary mechanisms are utilised to normalise sporting populations through the manifestations of disciplinary power and a bio-political mode of governance (Manley et al, 2012;Lang, 2010;McMahon & Penney, 2013b). The 'elite' athlete appears marshalled and enclosed in a performance sphere being regimented by analytical means where a 'no excuses' rationale indwells.…”

Section: Sports Coaching Surveillance and Technology: Appreciating Imentioning

confidence: 98%

Elite coaching and the technocratic engineer:thanking the boys at Microsoft!

Williams

Manley

2014

Sport, Education and Society

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The primary purpose of this article is to provide an in-depth understanding of the manner in which surveillance technologies have become readily appropriated and utilised by elite Rugby Union coaches. It is conceded that positions adopted by populist writings commonly categorise the act of coaching as an educational activity that harnesses holistic intentions. Through reflecting upon semi-structured interviews with players located at an Aviva Premiership Rugby Union Club, we provide insight into an elite sporting institution that more accurately depicts coaching as a technocratic activity. The resultant analysis is critical in its review of surveillance mechanisms embedded in institutional practice, extending to the sports coaching setting, which explicate sinister rather than pastoral motives to enforce a disciplinary power that enhances the quantification of athletic performance. The article concludes by emphasising the impact of such practices upon establishing a sense of trust and the construction of self autonomous to the sporting domain. We argue that the emerging and steadfast acceptance of technology in the elite coaching environment is threatening to circumvent the learning potential of players by merely viewing them as functionaries. In adopting this position, we tentatively suggest that future research seeking to inform the practice of coaching and coach education should continue to pursue this critical dialogue to question whether, and to what extent, an overreliance on technology is becoming perceived as the 'gold standard' of professional practice amongst the coaching fraternity.

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“…Based on this research, it has been suggested that coach-athlete sexual relationships can harm athletes' wellbeing, jeopardise athletic careers and performance ability, disrupt team dynamics, debilitate gender equality in sport, and also that an acceptance of such sexual relationships increases the risk of sexual exploitation (Brake, 2012;Kirby et al, 2000;Reaves, 2001;Toftegaard Nielsen, 2001;Volkwein et al, 1997). Meanwhile, additional literature suggest that mistrust of coaches motives related to fear of sexual abuse and harmful physical touch generate negative outcomes for coach-athlete interaction and more widely for sport policy and practice (Garratt et al, 2012, Lang, 2010Piper et al, 2012a;2012b). There is, however, no comprehensive research within the sociology of sport into coach-athlete sexual relationships outside the sexual abuse context.…”

Section: Introductionmentioning

confidence: 99%

“…This policy development may be located in a macro risk society context, where danger, mistrust and anxiety together with a growing awareness of sexual abuse and related moral panic necessitate protection (of young athletes) and control (of coaching practice) through extended surveillance, regulation and prohibition. For examples regarding physical touch and sexuality, see Garratt et al (2012), Lang (2010), Piper et al (2012a2012b); cf. Beck (1992) and Foucault (1977Foucault ( , 1978.…”

Section: A Deterministic Perspectivementioning

confidence: 99%

Coach–athlete sexual relationships: if no means no does yes mean yes?

Johansson

2013

Sport, Education and Society

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Coach-athlete romantic relationships and consensual sexual relations are commonly accepted among coaches and athletes, although a growing number of sport organisations discourage or prohibit such relationships. In research, coach-athlete sexual relationships are lumped together with sexual abuse, suggested to harm athletes' wellbeing, performance, athletic career and team dynamics, and to inherently constitute an abuse of power, trust and ethics. Additionally, mistrust of coaches' motives, related to physical touch and fear of sexual misconduct, has resulted in a growing anxiety among coaches. This paper highlights and critically discusses research conceptualisations, contextual understandings and critical issues surrounding coach-athlete sexual relationships, on which there is no comprehensive research outside the sexual abuse context. Studies of authority-subordinate romantic relationships in other social settings have reported that such relationships facilitate both positive and negative characteristics and outcomes. To prevent and reduce harm and to promote wellbeing, functionality and safe practice in coach-athlete sexual and non-sexual relationships, Isuggest that comprehensive research outside the sexual abuse context is required. In addition to the previous research focus on harmful and abusive relationships, coach-athlete sexual relationships that are experienced as consenting and mutually fulfilling by the involved parties need further examination.

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Surveillance and conformity in competitive youth swimming

Cited by 83 publications

References 31 publications

Athlete learning in Olympic sport

Athlete learning in Olympic sport

Elite coaching and the technocratic engineer:thanking the boys at Microsoft!

Coach–athlete sexual relationships: if no means no does yes mean yes?

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