“Value of Different approaches to coaching pedagogy, addressing the problems within Coach Education”.

Abstract

The aim of this research is to explore the value of different approaches to coaching pedagogy: (a) Mentoring, (b) Reflective Practice, (c) Communities of Practice, (d) Problem-based learning addressing the problems within coach education. Specifically, researching the value of these different approaches applied to a high level (Level 4) coach education programme delivered by the Football Association of Wales. A qualitative research style was adopted to present from an ecological perspective, how candidates from the course experienced these innovative approaches, allowing for candidates to share their inner thoughts, emotions and personal experiences. Six candidates were interviewed with a semi structured interview approach, allowing for subjectivity so that the full story can be told. The discussion and results have been included together to tell a coherent story providing clarity of results. The discussion and results section elucidated that these innovative approaches had value and an impact on coach learning and behaviour but not without each having its ills, where candidates provided their own views on improvements for each innovative approach. Furthermore, the final sections of the results and discussion provide an insight into how the coach educators and the course its self have impacted coach learning and behaviour and contributed to the experiences the coaches have had throughout the course. Findings from such notions did not corroborate Chesterfield et al (2010) notion of indoctrination, where candidates were supported on ‘why’ they do what they do and not ‘how’. Finally the preceding suggests the course has gone further to what Jones et al (2005) describe as developing pro-active practitioners with creative thinking skills.