Contemplations on sport, complexity, ages of being and practice

From my experience of working alongside coaches, I would say that they are complexpeople. The people they coach are complex too. In the present paper, I considercomplexity as an underlying dynamic to (coaching) practice, something that might beunderstood, not only through one's own life, but through the notion of shared lives.The central thematic of the story to follow is that we live and practice through different‘ages of being' and that our complication changes as we age. These ideas and theirrelevance to critical thinking and personal practice are illustrated through a personal story,a father and son story. The tale begins, as many sporting father and son stories might, asthey run together on a windswept beach. From that childhood memory, a meandering taleof growth, companionship and critical reflection unfolds. By charting this particularrelationship, one shaped and sustained by a shared history, yet defined by different ‘agesof being', I contemplate often fractured and sometimes shared relationships betweenourselves and with sport. It is a story described partly in parallel, across generational andworking contexts and in life-long terms. The story telling ends with an attempt at definingmyself, my complexities and my own practice in the present day. Through this, I urge al lcoaching practitioners to reflect on their work and on the intentions and scope of theirresearch and, finally, the associations of such thinking with their own ages of being

Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing

The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ’reflective-levels’ and builds a case for ’critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones- self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style

INNOVATIVE APPROACHES IN COACH EDUCATION PEDAGOGY

ABSTRACT: We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a ‘quality of mind’ so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students’ discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais devem caminhar nessa direção, tendo em vista a necessidade de transformação qualitativa dessa áreade atuação.http://dx.doi.org/10.14572/nuances.v24i1.217

Personal qualities of effective sport psychologists: a sports physician perspective

Abstract Previous literature within applied sport psychology offers little detailed discussion regarding the personal qualities of sport psychology practitioners and the impact of these qualities on practice. This paper presents an exploration of the views of sport physicians regarding the personal characteristics and qualities of applied sport psychologists deemed necessary for effective practice. Five UK-based physicians and one Head of Medical Services, working in a range of elite and professional sports, were interviewed about their experience and perceptions of working with sport psychologists. The interview transcripts were content analysed and trustworthiness criteria applied. Four key themes emerged from the data, labelled ‘Personal qualities’, ‘Relationship Building’, ‘Professionalism in Practice’, and ‘Similarities between Psychologist and Physician’. The findings within each theme offered interesting insights into the impact of personal qualities on effective sport psychology practice. This study extends the existing literature on sport psychologists’ characteristics and effectiveness and offers new insights into their personal qualities and how these interact with the practice environment. The findings supported the growing emphasis within the field on the importance of the person behind the practitioner. Suggestions are offered with reference to the need to consider how literature from counselling psychology and medical training could assist the development of practice and education and training in sport psychology

Discrete element modelling and simulation of sand mould manufacture for the lost foam process

This paper presents a numerical model of mould manufacture for the lost foam casting process. The process of mould filling with sand and sand compaction by vibration are modelled using spherical (in 3D) or cylindrical (in 2D) discrete elements. The motion of discrete elements is described by means of equations of rigid body dynamics. Rigid particles interact among one another with contact forces, both in normal and tangential directions. Numerical simulation predicts defects of the mould due to insufficient sand compaction around the pattern. Combining the discrete element model of sand with the finite element model of the pattern allows us to detect possible distortion of the pattern during mould filling and compaction. Results of numerical simulation are validated by comparison with experimental data

INNOVATIVE APPROACHES IN COACH EDUCATION PEDAGOGY

ABSTRACT: We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a ‘quality of mind’ so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students’ discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais devem caminhar nessa direção, tendo em vista a necessidade de transformação qualitativa dessa áreade atuação.http://dx.doi.org/10.14572/nuances.v24i1.217

A Creative Writing Case Study of Gender-Based Violence in Coach Education: Stacey’s Story

Accepted author manuscript version reprinted, by permission, from Women in Sport and Physical Activity Journal, 2020, 28 (1): 72–80, https://doi.org/10.1123/wspaj.2018-0046]. © 2020 University of North Carolina at Greensboro (UNCG).Creative nonfiction writing is the literary technique employed in this article to explore insights and assist our understanding of an “alleged” sexual assault in a sport coach education environment. Creative nonfiction employs various narrative tools— characters, setting, figurative language, sequences of events, plot, sub-plot, and dialogue—designed to render the sensitive and controversial elements of sexual assault significant. Readers are, therefore, invited to engage with Stacey’s Story and reflect on the actions of both the perpetrator(s) and the victim. While there are risks associated with the sharing of stories, especially those which are considered dangerous, it is envisaged that Stacey’s Story will be viewed as an opportunity to develop more critical responses and advance our understanding of gender-based violence in sport.Peer reviewe

Integrating the promotion of physical activity within a smoking cessation programme: Findings from collaborative action research in UK Stop Smoking Services

Background: Within the framework of collaborative action research, the aim was to explore the feasibility of developing and embedding physical activity promotion as a smoking cessation aid within UK 6/7-week National Health Service (NHS) Stop Smoking Services. Methods: In Phase 1 three initial cycles of collaborative action research (observation, reflection, planning, implementation and re-evaluation), in an urban Stop Smoking Service, led to the development of an integrated intervention in which physical activity was promoted as a cessation aid, with the support of a theoretically based self-help guide, and self monitoring using pedometers. In Phase 2 advisors underwent training and offered the intervention, and changes in physical activity promoting behaviour and beliefs were monitored. Also, changes in clients’ stage of readiness to use physical activity as a cessation aid, physical activity beliefs and behaviour and physical activity levels were assessed, among those who attended the clinic at 4-week post-quit. Qualitative data were collected, in the form of clinic observation, informal interviews with advisors and field notes. Results: The integrated intervention emerged through cycles of collaboration as something quite different to previous practice. Based on field notes, there were many positive elements associated with the integrated intervention in Phase 2. Self-reported advisors’ physical activity promoting behaviour increased as a result of training and adapting to the intervention. There was a significant advancement in clients’ stage of readiness to use physical activity as a smoking cessation aid. Conclusions: Collaboration with advisors was key in ensuring that a feasible intervention was developed as an aid to smoking cessation. There is scope to further develop tailored support to increasing physical activity and smoking cessation, mediated through changes in perceptions about the benefits of, and confidence to do physical activity

The role of motion analysis in elite soccer

The optimal physical preparation of elite soccer (association football) players has become an indispensable part of the professional game especially due to the increased physical demands of match-play. The monitoring of players’ work-rate profiles during competition is now feasible through computer-aided motion analysis. Traditional methods of motion analysis were extremely labour intensive and were largely restricted to university- based research projects. Recent technological developments have meant that sophisticated systems, capable of quickly recording and processing the data of all players’ physical contributions throughout an entire match, are now being used in elite club environments. In recognition of the important role motion analysis now plays as a tool for measuring the physical performance of soccer players, this review critically appraises various motion analysis methods currently employed in elite soccer and explores research conducted using these methods. This review therefore aims to increase the awareness of both practitioners and researchers of the various motion analysis systems available, identify practical implications of the established body of knowledge, while highlighting areas that require further exploration