Making mentoring work: The need for rewiring epistemology

To help produce expert coaches at both participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of the limited literature on coach mentoring, as well as the risks of superficial treatment by coach education systems, this paper therefore critically discusses the role of the mentor in coach development, the nature of the mentor-mentee relationship and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches then we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education

The Development and Initial Validation of a Measure of Coaching Behaviors in a Sample of Soldiers Under Training

In this article we outline a model of coaching that is conceptually grounded in workplace and sport coaching literature and present 2 studies conducted to test this model: the extent that coaching behaviors are present in a military training setting, and their association with performance-related outcomes. Following an extensive review of literature and rigorous development and validation procedures the 28-item Military Coaching Behavior Scale was tested. The measure showed good content and predictive validity for 2 dependent variables (satisfaction and resilience). We concluded that the Military Coaching Behavior Scale offers a psychometrically sound, brief, and easy-to-administer measure of high-performance coaching behavior

Echinocandin Treatment of Pneumocystis Pneumonia in Rodent Models Depletes Cysts Leaving Trophic Burdens That Cannot Transmit the Infection

Fungi in the genus Pneumocystis cause pneumonia (PCP) in hosts with debilitated immune systems and are emerging as co-morbidity factors associated with chronic diseases such as COPD. Limited therapeutic choices and poor understanding of the life cycle are a result of the inability of these fungi to grow outside the mammalian lung. Within the alveolar lumen, Pneumocystis spp., appear to have a bi-phasic life cycle consisting of an asexual phase characterized by binary fission of trophic forms and a sexual cycle resulting in formation of cysts, but the life cycle stage that transmits the infection is not known. The cysts, but not the trophic forms, express β -1,3-D-glucan synthetase and contain abundant β -1,3-D-glucan. Here we show that therapeutic and prophylactic treatment of PCP with echinocandins, compounds which inhibit the synthesis of β -1,3-D-glucan, depleted cysts in rodent models of PCP, while sparing the trophic forms which remained in significant numbers. Survival was enhanced in the echincandin treated mice, likely due to the decreased β -1,3-D-glucan content in the lungs of treated mice and rats which coincided with reductions of cyst numbers, and dramatic remodeling of organism morphology. Strong evidence for the cyst as the agent of transmission was provided by the failure of anidulafungin-treated mice to transmit the infection. We show for the first time that withdrawal of anidulafungin treatment with continued immunosuppression permitted the repopulation of cyst forms. Treatment of PCP with an echinocandin alone will not likely result in eradication of infection and cessation of echinocandin treatment while the patient remains immunosuppressed could result in relapse. Importantly, the echinocandins provide novel and powerful chemical tools to probe the still poorly understood bi-phasic life cycle of this genus of fungal pathogens

The traditional, the ideal and the unexplored: sport coaches’ social identity constructs in film

The sport coaching construct within mainstream fiction films has been described as stereotypical, reinforcing the traditional notion of the sport coach as a technician who conquers all, or a hapless individual, open to ridicule from athletes and fans. Although this depiction is also prevalent in some independent fiction films and documentaries, film sub genres such as social realism and “fly on the wall” style documentaries move away from the “Hollywood sports film structure” towards stories that focus on everyday coaching moments. Through a critical discourse analysis of two U.K. films (Bend it Like Beckham and Twenty Four Seven), both featuring sport coaches in central roles, we reflect critically on these mass media multidimensional representations in terms of the sport coaching professionalisation agenda in the U.K. and the social identification process of sport coaches within their sporting environments. Keywords: Sport coaching, film, social identification, professionalisation, coaching roles

Normative perspectives on journalism studies: Stock-taking and future directions

Journalism has advanced greatly as a field in its own right in recent decades. As well as a cause for celebration, however, this may give rise to concerns – in particular that scholars may pay increasing attention to the inner workings of journalistic institutions at the expense of their external ties, impact and significance, including their normative ones. It is true that important normative analyses have appeared in the literature, six of which the article defines and exemplifies. So far, however, these ideas have had relatively little influence on the thought or practice of journalists. The article concludes by suggesting a way in which a closer and more constructive dialogue could be achieved between journalism scholars and practitioners, centring on the normative challenges faced by both sides

Nurture, nature and some very dubious social skills: An interpretative phenomenological analysis of talent identification practices in elite English youth soccer

This paper reports qualitative findings regarding the concepts and practices utilised in talent identification (TI) among professional coaches working in English youth soccer. Using interpretative phenomenological analysis, detailed interviews with seven such coaches are explored, with a view to elucidating the links between understanding, practice, experience and professional context. Findings reveal three superordinate themes, relating to (1) a primarily ‘nurtured’ and trainable understanding of the broad concept of talent itself, (2) an ostensibly contradictory model of semi-static player psychology, and (3) a highly selective mechanism for separating evidence for ‘mental strength’ and ‘social skills’. It is contended that these findings underscore a case for more thorough interrogation of the real worlds inhabited by coaches, such that ideas about ‘good practice’ in TI might be more effectively reconciled with grounded knowledge of the practical everyday necessities of being a coach

A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice

This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The “constraints led approach” (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the decaying performance levels of a fictitious football team. This deterioration is linked to “poor” coaching and the merits of a more innovative pedagogy through a discussion between “manager” and “coach” are presented. Recommendations are made with particular reference to developing games players, who are skilful, perceptive and intelligent, through being able to initiate and modify actions in dynamic contexts. Through substantiating a platform for both changing perceptions about coaching practice and challenging assumptions about learning, such accessibility to unfamiliar knowledge(s) can allow coaches to clearly consider possibilities for change. It is further suggested that through embracing the use of novel methodologies to consider unfamiliar theoretical territory, this demonstrates a responsibility to close and not widen a theory-practice gap. By presenting Mark (coach) as “theoretical negotiator”, this paper emphasises the potency of experimenting with nuanced methods that can be part of an academic process to help shape more theoretically literate coaches

Sports coaching and the law of negligence: implications for coaching practice

The ordinary principles of the law of negligence are applicable in the context of sport, including claims brought against volunteer and professional coaches. Adopting the perspective of the coach, this article intends to raise awareness of the emerging intersection between the law of negligence and sports coaching, by utilising an interdisciplinary analysis designed to better safeguard and reassure coaches mindful of legal liability. Detailed scrutiny of two cases concerning alleged negligent coaching, with complementary discussion of some of the ethical dilemmas facing modern coaches, reinforces the legal duty and obligation of all coaches to adopt objectively reasonable and justifiable coaching practices when interacting with athletes. Problematically, since research suggests that some coaching practice may be underpinned by ‘entrenched legitimacy’ and ‘uncritical inertia’, it is argued that coach education and training should place a greater emphasis on developing a coach’s awareness and understanding of the evolving legal context in which they discharge the duty of care incumbent upon them