Learning from the Past; a Freirean Analysis of FA Coach Education since 1967

Autor/inn/en	Chapman, Reece; Richardson, Dave; Cope, Ed; Cronin, Colum
Titel	Learning from the Past; a Freirean Analysis of FA Coach Education since 1967
Quelle	In: Sport, Education and Society, 25 (2020) 6, S.681-697 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chapman, Reece) ORCID (Cope, Ed) ORCID (Cronin, Colum)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1654989
Schlagwörter	Athletic Coaches; Teaching Methods; Team Sports; Professional Associations; Program Descriptions; Policy Analysis; Educational Policy; Tutors; Educational Practices; Educational Benefits; Foreign Countries; Power Structure; Teacher Student Relationship; Problem Solving; Educational History; Standards; Certification; Learning Theories; Learning Processes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mannschaftssport; Politikfeldanalyse; Politics of education; Bildungspolitik; Förderlehrer; Lehrender; Tutor; Bildungspraxis; Bildungsertrag; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Problemlösen; History of education; Bildungsgeschichte; Standard; Abschlusszeugnis; Zertifizierung; Learning theory; Lerntheorie; Learning process; Lernprozess
Abstract	Formal coach education has been described as an activity which promotes conformity from course attendees. To date, however, few studies have looked at how coach education has been socially constructed over time. The present study addresses this gap and provides a Freirean account of English Football Association (FA) coach education since 1967. Specifically, this study focuses on coach education in the participation domain (grassroots football) where many participants first experience football. Data were collected through an analysis of 47 documents including coaching materials and FA policies. In addition, an oral history of 16 participants whom had all experienced FA coach education were conducted. This paper presents five findings which explain the development of pedagogy over time. The findings illustrate a move away from oppressive, dogmatic pedagogical methods towards a more liberating form of coach education policy. For example, FA formal coach education policy now embraces in-situ methods to situate learning in the lives of coaches. The paper supports the trajectory towards liberation by advocating for more humility and critical-consciousness between tutors and coaches, thus rejecting the concept of banking education. In doing so the paper makes three novel contributions by; (1) describing the development of FA coach education over time; (2) introducing a Freirean theoretical perspective to coach education research; and (3) prompting course tutors to consider how they can enhance their practice to be more liberating. These lessons may benefit educators both in football and other contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01