Andrew Bennie
Western Sydney University, Health and Physical Education, Faculty Member
- Coaching (Education), Challenges Facing Provinsion of Physical Education in Schools, Sport, Sports Coaching, Community Development, Physical Education, and 6 moreCommunity Engagement & Participation, Sport Psychology, Indigenous Sports and Games, Sociology of Sport, Sports Management, and Sportsedit
- Sport coaching and physical education academic with interests in motivation, coaching/teaching pedagogy, physical activity, and First Nations peoples' sport participation.edit
Received 11 July 2017 accepted 30 october 2017 KEYWORDS aboriginal sport; coaching; socio-ecological theory; mentoring; racism ABSTRACT Sport researchers have begun to appreciate the perspectives and experiences of... more
Received 11 July 2017 accepted 30 october 2017
KEYWORDS
aboriginal sport; coaching; socio-ecological theory; mentoring; racism
ABSTRACT
Sport researchers have begun to appreciate the perspectives and experiences of Aboriginal athletes in various global communities, yet little is known about Aboriginal sport coaches. Considering sport can play a positive social, psychological, and physical role in the lives of Aboriginal people, it is problematic that there is a dearth of academic literature exploring the narratives of Aboriginal coaches. This is one of the rst studies to speci cally explore Aboriginal Australian peoples’ experiences in sport coaching roles. Using a socio-ecological framework to frame our discussions, we share the insights of 28 Aboriginal Australian sport coaches from a variety of team and individual sports as they describe an array of factors that facilitated and impeded their sport coaching journeys. By shedding light on these narratives this paper performs two main tasks. First, taking a qualitative approach, it gives agency and voice to Aboriginal people, long-neglected in academic sports scholarship. Second, it provides insights for coaches, athletes, academics, policy-makers, and sporting organisations interested in enhancing opportunities and developing pathways for Aboriginal people in sport coaching roles.
KEYWORDS
aboriginal sport; coaching; socio-ecological theory; mentoring; racism
ABSTRACT
Sport researchers have begun to appreciate the perspectives and experiences of Aboriginal athletes in various global communities, yet little is known about Aboriginal sport coaches. Considering sport can play a positive social, psychological, and physical role in the lives of Aboriginal people, it is problematic that there is a dearth of academic literature exploring the narratives of Aboriginal coaches. This is one of the rst studies to speci cally explore Aboriginal Australian peoples’ experiences in sport coaching roles. Using a socio-ecological framework to frame our discussions, we share the insights of 28 Aboriginal Australian sport coaches from a variety of team and individual sports as they describe an array of factors that facilitated and impeded their sport coaching journeys. By shedding light on these narratives this paper performs two main tasks. First, taking a qualitative approach, it gives agency and voice to Aboriginal people, long-neglected in academic sports scholarship. Second, it provides insights for coaches, athletes, academics, policy-makers, and sporting organisations interested in enhancing opportunities and developing pathways for Aboriginal people in sport coaching roles.
Research Interests:
AbsTrACT Objective Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the... more
AbsTrACT Objective Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA.
The purpose of this study was to develop and deliver a humanistic coaching workshop, as well as investigate coaches' perceptions of this workshop and their experiences using humanistic coaching. Participants were 12 coaches of grade 7–11... more
The purpose of this study was to develop and deliver a humanistic coaching workshop, as well as investigate coaches' perceptions of this workshop and their experiences using humanistic coaching. Participants were 12 coaches of grade 7–11 basketball teams from schools in low socioeconomic communities in a major Canadian city. Data were collected using semistructured interviews and personal journals. An inductive thematic analysis revealed coaches perceived the workshop to be effective in teaching the humanistic principles and how to apply them in youth sport settings. The perceived strengths of the workshop included the group discussions, use of videos, practical coaching examples, and learning about the findings from empirical studies. The participants applied the humanistic principles with their teams by asking questions that guided athlete learning and by requesting feedback about various individual and team matters. Despite facing challenges such as increased time and effort to implement humanistic coaching principles, the participants reported positive outcomes in their athletes related to autonomy, communication, motivation, and willingness to help teammates. These results are discussed using literature on youth sport coaching, knowledge translation, and youth development through sport. Findings from this study can be used to enhance youth sport coach training protocols. William Falcão is a doctoral student in sport psychology in the Department of Kinesiology & Physical Education at McGill University. His research focuses on coaching strategies that promotes personal development, health, and well-being of athletes through sport. His research emphasizes the experiences of coaches and athletes in low-socioeconomic settings as well as the parasport context.
Representations of Aboriginal Australian peoples as genetically predisposed to sporting prowess are pervasive and enduring perceptions. This rhetoric belongs to a larger narrative that also describes a peculiarly Aboriginal style of play:... more
Representations of Aboriginal Australian peoples as genetically predisposed to sporting prowess are pervasive and enduring perceptions. This rhetoric belongs to a larger narrative that also describes a peculiarly Aboriginal style of play: full of flair, speed and 'magic'. Such imagery has informed a common perception that, in many team sports, Aboriginal athletes are biologically more suited to playing positions characterised by pace, trickery and spontaneity, rather than those that utilise leadership acumen and intellectual skill. There has been a great deal of academic research exploring how such essentialised and racialised representations play out for Aboriginal athletes. In this paper, however, we extend that research, examining how racialised representations of Aboriginal athletic ability affect Aboriginal coaches. Premised on interviews with 26 Aboriginal Australian coaches, we argue that representations of Aboriginal athletes as naturally suited to speed and flair, rather than leadership and sporting-intellect, help maintain an environment that limits opportunities for Aboriginal Australians seeking to move into sporting leadership roles, such as coaching. This paper sheds light on the ways in which racialised representations of Aboriginal athletes feed into a settler colonialist narrative that stymies opportunities for aspiring Aboriginal professional coaches, and speculates on the limitations of this approach, in challenging the political hegemony of settler colonialism.
Research Interests:
School physical education (PE) aims to develop students’ knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of... more
School physical education (PE) aims to develop students’ knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three self-determination theory-based motivational strategies on students’ PA, motivation, and learning during PE lessons. Thirteen PE teachers from five schools in Western Sydney, Australia, participated in this study. We carried out semi-structured post-lesson interviews with PE teachers to gather information about the perceived effectiveness and acceptability of the three intervention strategies and whether these were sustainable teaching methods: (1) explaining relevance; (2) providing choice; and (3) complete free choice. Analysis of interview data revealed that teachers believed each strategy successfully enhanced student PA, enjoyment, motivation, and student learning. The findings also showed that our motivational teaching strategies were acceptable when embedded within certain PE contexts. Overall, the results have implications for future pre-service and in-service PE teaching practice.
Research Interests:
Research Interests:
This paper examines perceptions of effective coaching and coach-athlete relationships within professional team sports in Australia. The findings are based on interviews with six male professional coaches and 25 players from cricket, rugby... more
This paper examines perceptions of effective coaching and coach-athlete relationships within professional team sports in Australia. The findings are based on interviews with six male professional coaches and 25 players from cricket, rugby league, and rugby union. Qualitative data analysis reveals that relationships within professional sport settings are based on mutual respect, trust and honesty. The results also indicate that professional coaches and players describe two different types of coach-athlete relationships-the close, `family' oriented relationship or the `professional', arms-length relationship-both of which are considered equally effective as long as the coaches and athletes share the same attitude towards the relationship. These findings have implications for effective coaching and how coaches interact to develop relationships with their athletes. They demonstrate that if coaches are to be perceived as effective, it is crucial to consider individual athlete pre...
This study investigated the reasons why elite junior track and field athletes continue or discontinue with elite level athletic participation during the transition years (18-24 years). Data was collected from 20 semi-structured interviews... more
This study investigated the reasons why elite junior track and field athletes continue or discontinue with elite level athletic participation during the transition years (18-24 years). Data was collected from 20 semi-structured interviews that were conducted with current and former elite track and field athletes, elite track and field coaches and Australian athletics administrators. Results indicated that a combination of psychological, social, economic, educational and political forces manifest extraordinary pressure on the athlete during the transition years, whilst also contributing to the phenomenon of elite athlete withdrawal. However, the results highlight that there are increasing opportunities for elite athletes to continue participating at an elite level during the transition years if the athlete is determined and supported in an appropriate manner. The participants provided recommendations for the administrators of the sport and advice to future athletes, parents and coach...
... Telephone: 44 1603 591004. Fax: 44 1603 593752. E-mail: Paul.Hunter/at/uea.ac.uk. The authors declare they have no competing financial interests. Received April 19, 2007; Accepted September 24, 2007. This article has been cited by... more
... Telephone: 44 1603 591004. Fax: 44 1603 593752. E-mail: Paul.Hunter/at/uea.ac.uk. The authors declare they have no competing financial interests. Received April 19, 2007; Accepted September 24, 2007. This article has been cited by other articles in PMC. ...
Research Interests:
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical... more
In this paper, we investigate the effects of a community- and school-based
service learning experience (SLE) on pre-service physical education teachers’
Indigenous knowledge, cultural competency and pedagogy. Informed by the
theoretical tenets of Indigenous research methodologies, experiential learning
and critical reflection, we examine 55 final-year pre-service physical education
teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and
competency in a core unit of study with a six-week SLE. Measures of their experiences
included reflective journals, multicultural teaching competency scales
and focus group interviews. Findings support the design of the SLE, with statistically
significant changes in pre-service teachers’ perceptions of their cultural
competency (p < 0.001). Pre-service teachers were able to challenge their
assumptions about Indigenous students, plan and implement student-centred and
culturally relevant pedagogies. Attention is drawn to the design of this SLE
and demonstrates the importance of using Indigenous community members
service learning experience (SLE) on pre-service physical education teachers’
Indigenous knowledge, cultural competency and pedagogy. Informed by the
theoretical tenets of Indigenous research methodologies, experiential learning
and critical reflection, we examine 55 final-year pre-service physical education
teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and
competency in a core unit of study with a six-week SLE. Measures of their experiences
included reflective journals, multicultural teaching competency scales
and focus group interviews. Findings support the design of the SLE, with statistically
significant changes in pre-service teachers’ perceptions of their cultural
competency (p < 0.001). Pre-service teachers were able to challenge their
assumptions about Indigenous students, plan and implement student-centred and
culturally relevant pedagogies. Attention is drawn to the design of this SLE
and demonstrates the importance of using Indigenous community members
Research Interests:
Research Interests: Program Evaluation, Health Promotion, Health Behavior, Australia, Physical Activity, and 26 morePreventive medicine, Health, Beliefs, Adolescent, Physical Education, Motivation, Humans, Child, Human Behaviour, Female, Male, Child and Adolescent Psychology, Attitudes, Cluster Analysis, Self Determination Theory, New South Wales, Questionnaires, Public health systems and services research, Curriculum and Pedagogy, Psychological Theory, Adolescent Behavior, Choice Behavior, Physical Education and training, Personal autonomy, Motor activity, and attitude to health
The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches' perceptions of... more
The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches' perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews 1 were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.
Research Interests:
Sport presents an opportunity for young people to experience the joys of success and cope with setbacks to develop resilient behaviours. However, there is a lack of clarity about how sport can cultivate resilience, particularly within a... more
Sport presents an opportunity for young people to experience the joys of
success and cope with setbacks to develop resilient behaviours. However,
there is a lack of clarity about how sport can cultivate resilience, particularly
within a female youth gymnastics context. The purpose of this study was
to investigate gymnast and coach perceptions about the development of
resilience through gymnastics participation. Underpinned by a qualitative
framework, 22 female gymnasts and seven gymnastics coaches
participated in semi-structured interviews. Data analysis revealed that
aspects of the gymnastics environment created stress and exposed
gymnasts to many challenges in training and competition. Features of the
sport environment, such as interpersonal relationships and positive coach
behaviours, supported gymnasts through these challenges and
encouraged them to overcome failure. Gymnastics participation was
perceived to develop resilience, as well as life skills, self-efficacy, and selfesteem.
The findings support the notion that youth sport may be an
appropriate avenue for the development of resilience and have implications
for future coaching practice.
success and cope with setbacks to develop resilient behaviours. However,
there is a lack of clarity about how sport can cultivate resilience, particularly
within a female youth gymnastics context. The purpose of this study was
to investigate gymnast and coach perceptions about the development of
resilience through gymnastics participation. Underpinned by a qualitative
framework, 22 female gymnasts and seven gymnastics coaches
participated in semi-structured interviews. Data analysis revealed that
aspects of the gymnastics environment created stress and exposed
gymnasts to many challenges in training and competition. Features of the
sport environment, such as interpersonal relationships and positive coach
behaviours, supported gymnasts through these challenges and
encouraged them to overcome failure. Gymnastics participation was
perceived to develop resilience, as well as life skills, self-efficacy, and selfesteem.
The findings support the notion that youth sport may be an
appropriate avenue for the development of resilience and have implications
for future coaching practice.
Research Interests:
he primary aim of this study was to investigate the effect of a community and school sport pro-gram (SCP) on Indigenous adolescents' life skills and physical activity levels within program ses-sions. A secondary aim was to determine the... more
he primary aim of this study was to investigate the effect of a community and school sport pro-gram (SCP) on Indigenous adolescents' life skills and physical activity levels within program ses-sions. A secondary aim was to determine the acceptability of the SCP. Participants in the SCP (n = 34; 89%) participated in a 10-week case study (age = 13.7 ± 1.16; 58% girls). Systematic observa-tions of SCP sessions were conducted to determine physical activity levels and a life skills ques-tionnaire was implemented. Acceptability measures included retention, implementation, atten-dance rates, and interviews with participants [n = 18] and key stakeholders [n = 6]. Systematic observations indicated that Indigenous students were engaged in MVPA for 58% of lesson time. Participants' life skills remained unchanged (p = 0.93). Interview data showed that Indigenous students and key stakeholders believed the SCP was acceptable. This study highlights the need for partnerships between Indigenous community organisations and schools to design sport-based programs to promote Indigenous adolescents' MVPA.
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Research Interests:
Research Interests:
The aim of this article is to review selected literature pertaining to the reasons why youth sport coaches continue or discontinue with coaching. This review will elucidate initial motives for coach participation and outline some of the... more
The aim of this article is to review selected literature pertaining to the reasons why youth sport coaches continue or discontinue with coaching. This review will elucidate initial motives for coach participation and outline some of the main reasons for coach withdrawal. In addition, insight into what action must be taleen to retain more coaches at youth level will be provided. Consequently, strategies and recornmendations regarding how coach participation can be maximised at youth level also will be outlined.
Research Interests:
Background The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged... more
Background The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low.