“You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy
The sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagog...
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/109 |
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| author | Jack Emmerson Stephen Macdonald |
| author_facet | Jack Emmerson Stephen Macdonald |
| author_sort | Jack Emmerson |
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| description | The sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagogical practice. Semi-structured interviews and thematic analysis were used to explore this area with eleven teacher-coaches. Results were consistent with previous work on coaches’ and the perceived impact of formal coach education; however, certain aspects conflicted in the teacher-coach context. Teacher-coaches reported certain elements of their knowledge as fixed (such as technical models of skills) while acknowledging others such as pedagogical content as tentative. Similarly, although formal coach education was consistently regarded as low-impact due to prior teacher education, those teacher-coaches who had progressed furthest in this field displayed greater declarative nuance and adaptability. This suggests tacit benefits of formal coach education in the role of the theoretical underpinning of coaches’ practice. |
| format | Article |
| id | doaj-art-3580bcce527b462793effc871e940593 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-3580bcce527b462793effc871e9405932025-01-24T13:30:38ZengMDPI AGEducation Sciences2227-71022025-01-0115110910.3390/educsci15010109“You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach PedagogyJack Emmerson0Stephen Macdonald1Faculty of Health Science and Sport, University of Stirling, Stirling FK9 4LA, UKFaculty of Health Science and Sport, University of Stirling, Stirling FK9 4LA, UKThe sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagogical practice. Semi-structured interviews and thematic analysis were used to explore this area with eleven teacher-coaches. Results were consistent with previous work on coaches’ and the perceived impact of formal coach education; however, certain aspects conflicted in the teacher-coach context. Teacher-coaches reported certain elements of their knowledge as fixed (such as technical models of skills) while acknowledging others such as pedagogical content as tentative. Similarly, although formal coach education was consistently regarded as low-impact due to prior teacher education, those teacher-coaches who had progressed furthest in this field displayed greater declarative nuance and adaptability. This suggests tacit benefits of formal coach education in the role of the theoretical underpinning of coaches’ practice.https://www.mdpi.com/2227-7102/15/1/109sport coachingteacher-coachespedagogycoaching knowledgecoach educationcoach learning |
| spellingShingle | Jack Emmerson Stephen Macdonald “You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy Education Sciences sport coaching teacher-coaches pedagogy coaching knowledge coach education coach learning |
| title | “You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy |
| title_full | “You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy |
| title_fullStr | “You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy |
| title_full_unstemmed | “You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy |
| title_short | “You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy |
| title_sort | you know coaching it feels like a bit of a magpie game a qualitative investigation into sources of teacher coach knowledge and the subsequent impact on espoused teacher coach pedagogy |
| topic | sport coaching teacher-coaches pedagogy coaching knowledge coach education coach learning |
| url | https://www.mdpi.com/2227-7102/15/1/109 |
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