Show simple item record

dc.contributor.authorAldous, David
dc.contributor.authorFreeman, Jane
dc.date.accessioned2016-04-07T07:45:30Z
dc.date.available2016-04-07T07:45:30Z
dc.date.issued2015
dc.identifier.citationAldous, D. and Freeman, J. (2015) 'Framing pedagogic relations within the boundaries of Foundation Degree sport and coaching qualifications', Sport Education and Society, pp.1-11. doi:10.1080/13573322.2015.1069740en_US
dc.identifier.issn1357-3322
dc.identifier.urihttp://hdl.handle.net/10369/7838
dc.descriptionThis article was published in Sport Education and Society on 10 August 2015 (online), available at http://dx.doi.org/10.1080/13573322.2015.1069740en_US
dc.description.abstractChanges to the relations between sport-education and employment labour markets have resulted in the increasing diversity of how academic and vocational skills, knowledge and practices are valued within the micro-level of qualifications. The implications of this are particularly felt by further education (FE) sport-lecturers in the UK, who are required to select, transform and transmit messages from both vocational education policy and the sport-industry sectors. To illustrate the implications of these changing relations, the paper offers insight into the experiences of one FE sport-lecturer, Janet (all names are pseudonyms), who, as part of her professional development, engaged within a process of reflective practice that focused on her pedagogic interactions within a Foundation Degree in Sport Coaching (FdSC). Drawing upon a Bernsteinian informed analysis we illustrate how Janet attempted to use a range of pedagogical strategies to frame the selection, transmission and evaluation of academic skills. This process supported students to begin recognising the value of academic skills and assimilate these with the more established vocational skills within the FdSC qualification. The experiences of Janet are then used as a starting point from which to discuss how the possibilities of change to pedagogic relations within the FdSC may be encouraged, developed and enacted across the vocational sport-education sector. We suggest that institutions and stakeholders responsible for shaping higher education sport-qualifications should consider how lecturers are supported in the framing of pedagogical relations that enable academic skills and practices to be integrated and valued within FdSC curricula.en_US
dc.language.isoenen_US
dc.publisherTaylor and Francisen_US
dc.relation.ispartofseriesSport Education and Society
dc.subjectvocational educationen_US
dc.subjectfoundation degree sport coaching (FdSC)en_US
dc.subjectBernsteinen_US
dc.subjectframingen_US
dc.subjectpedagogic relationsen_US
dc.titleFraming pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualificationsen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1080/13573322.2015.1069740
dc.date.dateAccepted2015-07-02
dc.rights.embargodate2017-01-10
dc.rights.embargoreason18 month embargo requested by publisher
rioxxterms.freetoread.startdate2017-01-10


Files in this item

Thumbnail

This item appears in the following collection(s)

Show simple item record