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Less may be more: how do coach developers reproduce “learner-centred” policy in practice?

Dempsey, NM, Cope, E, Richardson, DJ, Littlewood, MA and Cronin, CJ (2021) Less may be more: how do coach developers reproduce “learner-centred” policy in practice? Sports Coaching Review. ISSN 2164-0629

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Abstract

Past research has explored coach developers’ practice and called for learner-centred coach education provision. However, understanding of how “learner-centred” policies are reproduced in practice remains partial. In response, a multiple methods case study explored three introductory coach education courses. The Bernsteinian concept of “framing” was introduced to coach education research for the first time, and used to examine how coach developers implemented “learner-centred” policy. A composite creative non-fiction narrative revealed courses have: (1) A high volume of strongly framed assessment; (2) A wide range of strongly framed content; and (3) Coach developers who attempt to weakly frame pedagogic practice. Findings highlight tensions between being “learner-centred” and covering content and assessment that were prescribed by stakeholders in the coach education system. This study provides a significant contribution by connecting policy to practice, and highlighting the challenges of implementing learner-centred education policy.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Sports Coaching Review on 5th January 2021, available online: http://www.tandfonline.com/10.1080/21640629.2020.1866851.
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports > GV711 Coaching
Divisions: Sport & Exercise Sciences
Publisher: Taylor & Francis (Routledge)
Date Deposited: 07 Jan 2021 11:46
Last Modified: 07 Jan 2021 11:46
DOI or Identification number: 10.1080/21640629.2020.1866851
URI: https://researchonline.ljmu.ac.uk/id/eprint/14233

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