By Robyn Jones

Teaching athletes to enhance their functionality is the essence of activities training. according to new government-led projects to take a position in and improve training, this e-book is the 1st advent to pedagogical concept for training. Bringing important insights from academic thought to endure on training perform, The activities trainer as Educator expands and enriches the function of the trainer and permits execs to technique their paintings in new and creative methods. Exploring the character of training, this article covers:

  • educational thoughts in coaching
  • coaching, educating and leadership
  • athletes’ learning
  • coaching groups and the social process
  • reflective practice
  • mentoring
  • developing specialist coaches.

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Extra resources for The Sports Coach as Educator: Reconceptualising Sports

Sample text

Their behaviours will not be independent of their learning histories. In our considerations of educational relationships, we are beginning to think that there is a fourth strand that needs to be explored. This is ‘knowing who’. For any learner it is important to know who might be a preferred role model who can make connections and engage you personally. From the athlete’s point of view it is not just a matter of knowing yourself as a learner but also knowing what makes your coach tick and how that relates to your own model of learning.

Another way of viewing these learning groups is as a ‘community of practice’ (Lave and Wenger 1998), and this may have real relevance to the field of coaching. Such communities operate within a sport and can be seen as a formal arrangement with boundaries, rules and expectations on both sides of the teaching and learning experience. Whatever the sport, the novice sportsperson will enter the field on the periphery of its community of practice and rely on the coach to initiate them into its culture, rules and practices.

Writers such as Free and Sabini (1985) and Leont’ev (1981) (in Gauvin 1998: 71) have argued that the ‘purpose for conducting an activity may influence how the activity is organised which in turn may influence the learning’. They suggest that how the learner sees the activity, what he/she thinks is its purpose and his/her background, will affect his/her learning. Engestrom (2004) captures this in the equation, ‘will capital’ = human initiative + intentionality. This is an interesting concept in a coaching situation as it embraces both the need for content (the sport) and commitment to succeed in that sport; a recognisable combination at the competent and elite level.

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