Tacit Knowledge in Expert Coaching: Science or Art?

Nash, Christine; Collins, Dave

doi:10.1080/00336297.2006.10491894

Cited by 189 publications

(208 citation statements)

References 41 publications

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“…Supporting this assumption, research on expert coaching in sport has suggested that not everyone can achieve expertise, no matter for how long they strive (Nash & Collins, 2006). A possible explanation for why only some individuals might achieve coaching expertise, as advanced by Nash and Collins (2006), is that sport coaching is conducted in complex and dynamic environments; therefore, expert coaches need to combine knowledge, information, and situated experience to be able to function effectively.…”

Section: The Influence Of Previous Experience As An Expert Performermentioning

confidence: 99%

“…A possible explanation for why only some individuals might achieve coaching expertise, as advanced by Nash and Collins (2006), is that sport coaching is conducted in complex and dynamic environments; therefore, expert coaches need to combine knowledge, information, and situated experience to be able to function effectively. However, as highlighted by Nash and Collins (2006), not everyone is capable of achieving such combinations to respond effectively to specific and contextualised demands, this suggests that knowledge, information and situated experience are significant in becoming an expert coach or pedagogue.…”

Section: The Influence Of Previous Experience As An Expert Performermentioning

confidence: 99%

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The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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Section: The Influence Of Previous Experience As An Expert Performermentioning

confidence: 99%

Section: The Influence Of Previous Experience As An Expert Performermentioning

confidence: 99%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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“…Although appearing distinctly separate in the illustration above, Nash and Collins (2006) discusses the notion of coaching knowledge being made up of three interacting elements, as opposed to the development of three separate types of coaching knowledge. Nash and Collins (2006) argue that the development of coaching knowledge is a process or system that requires an understanding and appreciation for all three elements and how these elements intertwine within each other.…”

Section: Coaching Knoweldgementioning

confidence: 99%

“…According to Kreber and Cranton (2000) teaching has been classified into three separate types of knowledge; instructional, pedagogical and curricular. Similarly Nash and Collins (2006) have identified three types of coaching knowledge. Nash and Collins have described these three types of knowledge as; sports specific knowledge, pedagogical knowledge and finally understanding and application of the "ologies", such as physiology, kinesiology, psychology and sociology.…”

Section: Coaching Knoweldgementioning

confidence: 99%

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Non-formal Coach Education in a Secondary School High Performance Volleyball Academy

Sweeper¹

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2This masters has been a four year challenge. Balancing study with full time work as a physical education teacher and sports master, tutoring at university, getting married, being married, playing sport, coaching school and representative teams, gaining a level three coaching accreditation in volleyball, raising a puppy as a new addition to the family and maintaining somewhat of a social life has been difficult and at times very trying. Motivation levels varied however there was a core group of people who provided me with the guidance, support and resilience to see this process through.To my husband Rob, you have been my rock. Despite knowing how well I can procrastinate, your support never wavered even if it meant (at one stage) being the sole income earner with a mortgage, turning into a domestic Goddess, helping me edit long winded academic speak and on occasion assisting me in the mountains of marking that always seems to be left to the last minute. Your support and encouragement is invaluable in this process.To my Principal Supervisor, Dr Lee Wharton, thank you for offering this opportunity through QUT to complete a masters, thank you for your guidance, ideas and consistently being able to lower my stress levels. Most of all, thank you for your belief in my ability to do this and your unbelievable commitment even when you brake and dislocate both legs at once, have multiple surgeries and suffer from a severe staph infection, you still manage to find the time to supervise this process and maintain a positive and inspiration mindset. I would have never started, nor finished this thesis without you.Thank you to my Associate Supervisor, Associate Professor Tony Rossi you have been a fountain of knowledge, particularly in the field of action research and providing much needed guidance during this masters journey.To the lecturers within the Faculty of Health, thank you for your ongoing support and guidance. In particular, Dr Ian Renshaw, having an expert in the field of which I am researching is a luxury most researchers would not have access to. I am very appreciative of your advice and feedback regarding non-linear pedagogy, constraints-led approach and ecological dynamics theory.Thank you to my school Principal, Mark Farwell, for your support, approving my leave of absence and signing off and writing letters to satisfy the ethical approval process. My Head of Department Bruce Mann, and my HPE colleagues for supporting me and playing an active role in this adventure, for allowing this study to take place in our volleyball program and provided an insight and inspiration for change. As well as this you have all been a sound board for ideas, guidance, questions and at times an avenue to vent frustrations. I value and appreciate your support, opinion and your time. ACKNOWLEDGMENTS 3The most challenging aspect of sports coaching is not the process of teaching players the rules, the technical elements or even the underpinning strategies of the game, but rather developing an understanding of when, where and how to eng...

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Sociology of sport and coaching

Howe

2016

Training and Coaching the Paralympic Athlete

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Tacit Knowledge in Expert Coaching: Science or Art?

Cited by 189 publications

References 41 publications

The acquisition of pedagogical expertise in dance : a constraints-led approach

The acquisition of pedagogical expertise in dance : a constraints-led approach

Non-formal Coach Education in a Secondary School High Performance Volleyball Academy

Sociology of sport and coaching

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