Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty
De Martin Silva, Luciana
Taylor and Francis
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Despite recent attention, research is yet to adequately focus on sports coaches’ intellectual development as a consequence of their formal learning experiences. Drawing on the work of Perry, the aim of this article was to explore how the intellectual development of undergraduate sports coaching students was affected by the social pedagogical setting exposed to. Twenty-seven students from two different universities were selected through network and convenience sampling, and ‘tracked’ over their three year course(s) of study. Data were gathered through focus groups, video diaries and reflective written logs. Findings revealed that over the course of their study students generally progressed from a dualist to a more relativist view of the world. Such a movement, however, was far from unproblematic and uniform. Rather, it was subject to the vagaries of assessment, course structure, the epistemic range of modules experienced, and in particular the relationships established with staff members.
Teaching in Higher Education
De Martin Silva, L., Fonseca, J., Jones, R.L. and Morgan, K. (2015) 'Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty', Teaching in Higher Education, 20(7), pp. 669-683
This article was published in Teaching in Higher Education on 11 August 2015 (online), available at http://dx.doi.org/10.1080/13562517.2015.1072153
- Sport Research Groups 
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