A phenomenological interpretation of the parent-child relationship in elite youth football

Youth sport parenting research, in psychology, has methodologically prioritised individual level analysis of the behaviours, perceptions or needs of parents and young athletes. While this has contributed greatly to understanding the role of parents in sport, children’s parenting preferences and the challenges of parenting in this unique setting, an exploration of parenting in youth sport from a dyadic, inter-individual perspective has received far less attention. Accordingly, the purpose of this research was to explore parent’s and children’s experience of their interaction and relationship, in the context of elite youth football. Eight parent-player dyads, recruited from English professional football club youth academies, participated in phenomenological interviews. A two-stage analysis process was performed to explore individual parent and player experiences and examine how accounts related dyadically. Findings present a detailed description and interpretation of the parent-player relationship; as one constituted by relations with other family members, an embodied sense of closeness, the temporal significance of football transitions, and gender relations. This research advocates the need for a view of parenting in youth sport that accounts for how interaction is experienced by both parents and children and highlights the importance of conceptualising parenting as an embodied, temporal process, constituted through interaction and the social context

Players’ Understanding of Talent Identification in Early Specialisation Youth Football

Despite research illustrating the socially constructed and subjective nature of talent identification in football, little research has explored how players make sense of ‘being talented’ and how this shapes their identity experiences. Five football academy players aged 11 years participated in five focus group interviews. Thematic and interactional qualitative analyses were performed to examine the content and function of participants’ talk. Findings described how players constructed being scouted as authentically choosing, or being chosen by, a club, which worked to protect or enhance participants’ talented identities and self-worth. Talent was regarded as dynamic, but players’ perceived expectation to continuously improve implied a potentially problematic view of development as linear. Evidence of early socialisation into the academy culture indicated that while effort was seen as virtuous, it was used to judge performance in comparison to peers, suggesting that effort had become a rhetorical device that reflected conformity, rather than player motivation

Beyond ‘crude pragmatism’ in sports coaching:Insights from C.S. Peirce, William James and John Dewey: a commentary

We agree that there is a lack of clarity in the sports coaching literature about philosophical pragmatism, but this is inevitable when there is a lack of consensus in the literature of philosophical pragmatism itself. In the writing of classical pragmatists there are a “plurality of conflicting narratives” (Bernstein, 1995 p.55). For instance, Charles Sanders Peirce acknowledged notable theoretical divergence between his pragmatism and that of William James (Hookway, 2012). In fact, Peirce viewed the availability of nuanced approaches as a mark of the vitality of this school of thought. After all, pragmatists value diversity, they accept that current thinking, hypotheses and practices may require revision – they are flexibly minded. Such revision, however, must be built upon well-reasoned doubt (Hookway, 2012). In other words, a clear argument is necessary if an alternative proposition is to be considered. In this vein, though we have sympathy for the thrust of his argument, and support calls for more “legitimate philosophical thinking” and “empirical philosophical enquiry” (Cushion & Partington, 2016 p.863), our aim in this commentary is to address a lack of clarity and utility in some of Jenkins’ propositions about philosophical pragmatism and sports coaching

Coaching as a social process

In this conceptual paper, we argue the importance to the coaching profession of a critical understanding of coaching as a social process, in order to promote coaching as an enabler for change, and facilitate its use in other cultures and challenging contexts. We start with a critical analysis of the origin of coaching, arguing that neoliberal values have been embedded in the discourse of coaching. We also discuss the impact of coaching as an instrumental and ideological device, sometimes used in organisations as a process of control, and suggest that understanding coaching as a social process has the potential to transform it into an enabler for change. We propose a framework for understanding how different philosophical positions affect the way coaches may respond to the challenges of intercultural or oppressive social contexts. We conclude with a discussion of the implications for coaching research and development

The Structure and Delivery of Police Use of Force Training: A German Case Study

The current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment

Infusing disability into coach education and development: a critical review and agenda for change

Background: The training of coaches is considered central to sustaining and improving the quality of sports provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches’ development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches. Purpose: The purpose of this paper is to address the central theme of disability and coach education reform in sport. The aim is to review critically the emerging literature on coach development in Parasport to provide some clarity and consensus on existing pathways and models for coach development, before outlining some potential ways forward for coach education. Discussion and Conclusions: Starting with a critical review of existing research on coaches’ learning and development in Parasport, we then examine potential approaches to coach education, providing examples from existing research in coaching and the wider field of education. This is followed by some modest suggestions for coach education reform as it pertains to the inclusion of disability