Becoming a 'good coach'

The purpose of this paper was to gain insight into how coaches problematized their coaching practices and the process in which they engaged to become what they perceived to be better coaches using a course based on critical reflective practice. We assumed that constant critical self-reflection would...

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Bibliographic Details
Published in:Sport, education and society education and society, 2016-04, Vol.21 (3), p.411-430
Main Authors: Jacobs, Frank, Claringbould, Inge, Knoppers, Annelies
Format: Article
Language:English
Subjects:
Athletic Coaches
Behavior Change
Change Strategies
Coach education
Coaches & managers
Course Content
Educational Philosophy
Ethics
Evaluation
Focus Groups
Foreign Countries
Good coach
Netherlands
Questionnaires
Reflection
Reflective practice
Reflective Teaching
Self Evaluation (Individuals)
Semi Structured Interviews
Teaching
Teaching Methods
Transformation
Volunteers
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Summary:The purpose of this paper was to gain insight into how coaches problematized their coaching practices and the process in which they engaged to become what they perceived to be better coaches using a course based on critical reflective practice. We assumed that constant critical self-reflection would enable coaches to move closer to their individual idea of a 'good coach.' Scholars and coaches collaborated to develop course content. The course was built on principles of rational-emotive education. We drew on Foucault's conceptualization of self-constitution or modes of subjectivation and confessional practice and Knaus' approach to teaching for our analytical framework. Thirty-five coaches participated in this study. The data consisted of semistructured interviews, field notes, open-ended questionnaires and focus group. The results are presented per mode of change or transformation. We explored how coaches wanted to transform their coaching practice (ethical substance), how they defined a good coach (mode of subjection), how they worked on change (ethical work) and how they transformed themselves (telos). To gain further insight into this process, we also examined narratives of three coaches as they described why and how they changed. The practice of critical reflection seemed to meet the needs of the coaches involved in the study. They used it to continually examine their behavior and their normalized taken-for-granted beliefs and to transform themselves in the direction of their idea of a 'good coach.' Ontological reflection was seen as a tool and a process that requires continual practice.
ISSN:1357-3322
1470-1243
DOI:10.1080/13573322.2014.927756