An investigation into why coaches prefer certain sources of knowledge
Vince, Henry Sinclair
Cardiff Metropolitan University
MetadataShow full item record
Background: research on how coaches learn and acquire knowledge is very vague and lacks crucial details of why coaches prefer to learn in those. Which led to the gap in the research and this study aiming to find out why coaches prefer the way they learn. Purpose: An investigation into why coaches prefer certain sources of knowledge. Participants and setting: 7 novice UK coaches all having studied or studying a university degree. All participants had been coaching over three years in football, rugby or basketball all to a minimum of level one with majority level two qualification that is recognisable in the field. Research design: A qualitative research design using a semi-structured open-ended interview format was employed in the current study. The qualitative approach will generate rich data that explores the coach’s knowledge of why they prefer each method in discussion. Data collection: Participants were selected on the bases they met required criteria of coaching for over a year and had a formal UKCC recognised qualification. Participants were contacted by email with a brief overview of what would be expected of them and the nature of the study and then asked if willing to participate. Following this each participant was asked to complete a consent form before starting the study. The coaches were interviewed individually for a period of time varying at a mutually convenient location. Data analysis: data was analysed to create a system in which themes could be categorised and sections could be formed in code date format, so it was easily analysed. Findings: results found that each coach had a unique and personal journey on how they developed as a coach, each coming up with slightly different reasoning on why they preferred the learning method they did. Two key themes came from the study one being observational as they could see what happened first hand and reflective practice as it was a self-learning process to put forward positive changes. Conclusions: Given that coaches preferred to learn from a variety of sources, it can be concluded that coaches learn in a unique way and it is personal to each individual and is a continuous development process.
Showing items related by title, author, subject and abstract.
Ruck, Gareth (University of Wales, 2011)The aim of the present study was to analyse participant’s perceptions of two contrasting coaching styles for more effective rugby training. The study also evaluated participant engagement under the two contrasting coaching ...
Morgan, Kevin; Jones, Robyn; Gilbourne, David; Llewellyn, David (Taylor & Francis (Routledge), 2013)Background: Coaching holistically and viewing coaching as interdisciplinary, where different knowledges meet, interconnect and dissect, has increasingly gained recognition. In an effort to engage more effectively with this ...
The perceived impact of athlete-centred coaching approaches on athletes’well-being and performance Bateman, Laura (Cardiff Metropolitan University, 2013)The aim of this study is to explore a variety of opinions and preferences on the athlete-centred approach and whether it has an effect on the athlete’s performance. There is a wide scope of methods that sport coaches can ...