Phronetic social science: A means of better researching and analysing coaching?

Sport, Education and Society, 2014

Physical Education & Sport Pedagogy, 2010

Background: The argument in this paper is founded on two related premises. First, we claim that the moral imperative of sport is derived not from specific rules or laws associated with it but from its intrinsic nature. As engaging in sporting practices inevitably require us to be pre-occupied with central principles such as fairness (and therefore justice), our encounters with notions of ‘fair play’ and of a ‘level playing field’ provide practical examples of where sport and the moral inherently coexist. Though such encounters are contextualised through particular sporting environments, they nonetheless require sportspersons to acquaint themselves, contemplate and act upon moral principles, and elsewhere challenge and confront those whom they suspect do not. Sport, therefore, provides the context and wherewithal to ‘explore the contours of morally relevant possibilities’ and is why it can be considered a ‘moral laboratory’. The second premise we establish is that the coach plays a central role in influencing the moral terrain within contemporary sports practices. The coaching session, the training field, the changing room, the game, are all environments where children (and older athletes), alongside the presence of the coach, develop and test the moral dimensions of their evolving characters. Purpose: Our argument is that the coach, having a central role in this process, ought to positively influence what is happening, endeavouring to ensure that the moral encounters possible within the coaching context go well rather than badly. Like it or not then, we argue that coaching is to be recognised and conducted as a moral enterprise. Interventions: Drawing on the philosophical principles of virtue ethics we attempt to illuminate and make more explicit what has often been muddy and implicit with regard to the positive moral influence and role of the coach. We do this by identifying three distinct normative questions and suggest some practical implications for coaching practice based on critical reflection. First, we assess what kinds of person a coach should be. Second, we consider how a coach should behave and act. Third, we deliberate on what should be the purpose of coaching. Throughout the article we provide examples to illustrate our arguments. We suggest ways in which change to individual coaching practice and the wider institutional structures in which coaches operate can overcome actual socio-cultural and political barriers that currently prevent a more fruitful sporting environment for all.

2011

The strategy of the International Council for Coach Education (ICCE) has placed the development of sport coaching as a profession at the core of the mission of the organisation. The authors examine the basis for this aspiration against criteria associated with established professions, taking into account the unique features of sport coaching. It is concluded that, at a global level, sport coaching does not meet a number of the traditional hallmarks of a profession, primarily due to its current position on key descriptors such as purpose, knowledge base, organisation and ethics. In addition, the lack of fit of traditional ‘right to practice’ provisions within the established professions is identified as problematic. Sport coaching status categories include volunteer coach, professional coach, and the preparatory category of pre-coach. It is suggested that sport coaching should define its future identity as a blended professional area, operating within the wider field * Address for co...

Abstract The aim of this paper was to critically review existing literature relating to, and critically analyse current conceptualisations of, ‘coaching philosophy’. The review reveals a bewildering approach to definitions, terms and frameworks that have limited explanation and reveal a lack of conceptual clarity. It is argued that rather than provide clarification and understanding the existing literature conflates coaching rhetoric and ideology with coaching philosophy and serves to reproduce existing coaching discourse rather than explain coaching practice. The paper problematises the unquestioned assumptions currently underpinning ‘coaching philosophy’; namely the overemphasis of coaches’ agency and reflexivity, the downplaying of the significance of social structure on coaches’ dispositions and the acceptance that coaching practice is an entirely conscious activity. The paper argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology, and critically evaluate the assumptions and beliefs underpinning their practice. Keywords: Coaching philosophy, philosophical enquiry, coach education, coaching, critical analysis, ideology, coaching discourse.

International Journal of Sports Science & Coaching, 2017

Sports Coaching Review, 2015