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Creating and disseminating coach education policy: a case of formal coach education in grassroots football

Dempsey, NM, Richardson, DJ, Cope, E and Cronin, CJ (2020) Creating and disseminating coach education policy: a case of formal coach education in grassroots football. Sport, Education and Society. ISSN 1357-3322

Dempsey 2020 Creating and dissemination coach ed policy Authors Accepted Version.pdf - Accepted Version

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By examining on-course pedagogical practices, recent research has sought to inform the development of National Governing Body (NGB) coach education courses. Coach education programmes are, however, social constructs, and are influenced by policies and socio-economic factors. To inform future provision, there is a need to understand the construction of policy and the influences affecting course design. This study examined how the English Football Association (FA) redeveloped their coach education policy in 2016. The 2016 changes are pertinent because calls for educational provision to be informed by social constructivism have been made. The FA’s coach education policy (2016) claim to be informed by such a philosophical stance. This study, therefore, reports on what policy was created, and how it had been disseminated within the organisation. Twenty-eight interviews were conducted with 14 participants (staff members with different roles within the FA) across two separate points in time, 12 months apart. A thematic analysis identified three key themes: (1) Three Elements of Curriculum/Course Design (A learning strategy informed by social constructivism; a body of content for courses; a coaching competency framework and qualification specification); (2) Recontextualisation of the policy and some confusion during dissemination; and (3) A restricted code when disseminating policy. The significance of these findings extends beyond the case presented and policy makers who seek to inform course design with learning theory may wish to offer elaboration throughout the workforce via text and discourse. Future research should build on these findings and consider how knowledge is selected and legitimised by policy makers, and how coach developers implement recontextualised policies.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Sport, Education and Society on 03/08/2020, available online: http://www.tandfonline.com/10.1080/13573322.2020.1802711
Uncontrolled Keywords: 1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
Subjects: L Education > L Education (General)
G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports > GV711 Coaching
G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports
Divisions: Sport & Exercise Sciences
Publisher: Taylor & Francis (Routledge)
Date Deposited: 05 Aug 2020 09:14
Last Modified: 03 Feb 2022 00:50
DOI or Identification number: 10.1080/13573322.2020.1802711
URI: https://researchonline.ljmu.ac.uk/id/eprint/13447

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