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Coaching Pedagogy

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Akin Lord

on 27 April 2015

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Transcript of Coaching Pedagogy

Coaching Pedagogy 3
Coaching Journey: Progress, Current Strengths and Areas for Future Development
Akin Lord
33357749
Who
What
How
Why
"Coaching might be best described as a process of ‘orchestration’ by which coaches are required to steer the complex interactions and ambiguous environments in which they operate"
(Jones & Wallace, 2006)
References
- Abraham, A & Collins D (2011) Taking the Next Step: Ways Forward for Coaching Science. B. Quest. 63, pp. 366-384.

- Argyris, C., & Schon, D. (1978) Organisational learning: A theory of action perspective. Reading, Mass: Addison Wesley.

- COOMBES, PH. and AHMED, M. (1974) Attacking Rural Poverty. How non formal education can help, Baltimore. John Hopkin University Press.

- Cushion, C. J., Armour, K. M. & Jones, R. L. (2003) Coach education and continuing professional
development: experience and learning to coach, Quest, 55, 215􏰀230.

- Cushion, C. (2010a). The coaching process in elite youth soccer: The players’ experiences in Drust, B., Reilly, T., & Williams, M. (Eds) International Research in Science and Soccer: The Proceedings of the First World Conference on Science and Soccer, p207-213. Abingdon: Routledge.

- Hays, K., Thomas, O., Maynard, I & Bawden M (2009) The role of confidence in world class sport performance. Journal of Sports Sciences. 27, pp. 1185-1199. Citied in: Thatcher, J., Day, M & Rahman, R (2011) Sport and Exercise Psychology. Devon, Learning Matters.

- Irwin, G., Hanton, S., & Kerwin, D. (2004). Reflective practice and the origins of elite coaching knowledge. Reflective Practice, 5, 426-442.

- Jones, R.L. & Wallace, M. (2006). The coach as ‘orchestrator’. More realistically managing the complex coaching context. In R.L. Jones (Ed.), The sports coach as educator. Reconceptualising sports coaching (pp.51–64). London: Routledge.

- Swieringa, J and Wierdsma, A (1992) Becoming a Learning Organization: Beyond the Learning Curve. Wokingham: Addison-Wesley

Personal Theory
Academic Theory
Practice
Coaching Practice
Planning
Feedback
2013
2014
2015
2012
Six Strands Of The Course
Research and Personal Journey
Research Methods
Major Independent Study: Dissertation
Coaching Pedagogy 1: Introduction to the Principles of Learning and the Implications for Coaching
Coaching Pedagogy 2: Understanding Learning - Implications for Structuring Practice Activities and Coach Behaviour
Coaching Pedagogy and Practice in Context
Sport Curriculum 1: An Introduction to the Development of Movement, Technical and Tactical Skills in Sport for Children and Young People
Sport Curriculum 2: Understanding and Analysing the Demands of Sport for Children and Young People
Sport Curriculum 3: Sports Specific
Coaching Practice 1: An Introduction to Planning, Delivering and Analysing Coaching Activities
Coaching Practice 2: Planning, Delivering and Evaluating Coaching Practice in Applied Contexts
Coaching Pedagogy and Practice in Context
Participant Development 1b: Paediatric Physiology

Participant Development 1a: Developmental Psychology
Participant Development 2: Analysing the Bio-psycho-social Needs of Children and Young in Sport
Participant Development 3: Developing Interventions to Meet the Needs of Children and Young People within Inclusive Sporting Contexts
Develop understanding of technical and tactical skills in sport for children and young people.
Develop understanding of pedagogy. Acknowledge theory and practice of education.
Develop understanding of coaching process and practice in applied contexts.
Develop understanding of the bio-psycho-social needs of an children and young people in sport.
Develop understanding of self and academic theory based problem solving.
(Coombs & Ahmed, 1974; Cushion et al. 2010)
Experience and reflection, imitation and apprenticeship
FA Level 1 (April 2010)
Time-bound, Certified, Hierarchical,Facilitated, Assessed, Institutional
CPD, Workshops, Seminars, Clinics, Not Assessed, Often Certified
Immediate institutional arrangements/policies

Cultural norms
Wider social structures
Coaching and learning to coach have been described as socialisation processes to an ‘apprenticeship’ (Cushion et al., 2003).
Social Context of Coaching
Student Practice
Personal Development
Professional Development
Academic Development
Coaching Practice
Year 1
Year 3
Year 2
Year 1
Year 3
Year 2
Hays et al, 2009 Citied in: Thatcher, Day & Rahman (2011)

Learning over the three years
S.M.A.R.T Goals
Reflection
Year 1
Year 2
Argyris, C., & Schon, D. (1978)
Swieringa, J and Wierdsma, A (1992)

Year 1; No academic theory
Year 3; Constructive Alignment
Irwin et al, 2004
Liam Sutcliffe (Head of Youth Recruitment)

“Akin is one of our new coaches, who has been at the club since July 2014.In his short time at the club, he has already implemented new ideas which have been included into the development centre's curriculum alongside leading a topic within the clubs internal CPD event. Akin is very strategic in his planning and preparation, he considers the minute detail to enhance the children's learning and doesn’t leave things to chance. His relationship with the children are always positive, and he prides himself on knowing every individual.”


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