An autoethnographical account of the impact of a coach education programme in preparing a newly qualified football coach.
Cardiff Metropolitan University
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The primary aim of this research study was to report and investigate how a coach education programme impacted my preparation as a newly qualified football coach. An autoethnographical approach was adopted to present personalised accounts of my actual lived experiences of a Football Association Level 2 Certificate in Coaching Football. The short personal stories in this paper are based around three main themes and experiences that occurred whilst I completed the programme. The first sets of short stories are based on experiences on the coach education programme that had an impact upon my preparation as a coach. The second set of stories are based around experiences where the programme attempted to prepare me, as a coach, for the complex and dynamic nature of the coaching process. The final set of stories are based on my experiences where I felt I was being encouraged to be an original and imaginative new coach. The discussion chapter highlights how the programme had a limited impact on my development and preparation as a football coach. One of the main reasons for this limited impact on me as a coach was the emphasis on technical knowledge rather than on information that related to coaching. The effects of the power relationships that existed on the programme also had a negative impact on my development and preparation as a coach. My experiences also highlighted that the programme did not sufficiently prepare me, as a coach, to be able to work within the complex and dynamic environment that coaching exists within. Finally, through a general indoctrination approach to teaching, coach education is not encouraging the production of coaches who are “imaginative, dynamic and thoughtful” (Cushion et al., 2003, p. 216).
DEGREE OF BACHELOR OF SCIENCE (HONOURS) SPORT AND PHYSICAL EDUCATION
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