Coaching knowledges : understanding the dynamics of sport by Jim Denison

By Jim Denison

Too usually training is obvious by means of activities technological know-how scholars as mechanistic and prescriptive. What a trainer does in education and at the sidelines, even if, is way extra complicated and concerned than just environment routines and drills. potent training calls for a variety of 'knowledges', from the pedagogical to the sociological, physiological and mental. during this publication lecturers, teachers and coaches from tub University's 'Team bathtub' training and educating college examine how numerous 'knowledges' impact each coach's day-by-day practices.

The e-book can have 3 sections. the 1st part can be written by means of activities students who've or are nonetheless training. part could be written by means of trainer educators who're lively elite coaches. the ultimate part will characteristic 3 indepth interviews with 3 grasp foreign coaches.

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It has to come inherently from athletes who day by day feel an increase in their respect and trust for the coach. For a player to show and feel respect for the coach can never be a consequence or taken-for-granted as a result of the coach’s power position. Nevertheless, showing respect is a legitimate way through which athletes exercise their freedom to recognise the coach’s authority. This chapter deals with the respect between coaches and players/parents. To clarify what respect might mean, we will first discuss the coach–athlete relationship as a power relationship and what this might mean in terms of gaining respect.

There are several reasons why coaches maintain such power in shaping the norms of their teams. First, social psychologists frequently refer to five basic types of power (French & Raven, 1959), of which coaches often possess all five. qxd:249M 3/8/07 11:04 Page 29 coaching today : coaching identity and social exclusion each of these powers is and operates, it is important to understand that few other occupations/professions offer individuals the ability to associate with all five types of power (Jones, Armour & Potrac, 2004).

Crosset, T. Benedict, J. & MacDonald, M. (1995). ‘Male student athletes reported for sexual assault: A survey of campus police departments and judicial affairs offices’. Journal of Sport and Social Issues (19), pp. 126–140. P. & Raven, B. (1959). ‘The Bases of Social Power’. In Studies in Social Power. Cartwright, D. ). Ann Arbor, MI; University of Michigan Press. Greendorfer, S. (1992). ‘A critical analysis of knowledge construction in sport psychology’. In Advances in Sport Psychology. Horn, T.

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