What does "Playing Well" mean to elite sports coaches?, implicit thinking of elite Spanish soccer coaches

  1. González Víllora, Sixto
  2. Serra Olivares, Jaime
  3. González Martí, Irene
  4. Hernández Martínez, Andrea
Revue:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Année de publication: 2012

Volumen: 1

Número: 1

Pages: 27-32

Type: Article

DOI: 10.7821/NAER.1.1.27-32 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: NAER: Journal of New Approaches in Educational Research

Résumé

People construct knowledge through a set of highly diverse experiences. Despite being personal, this knowledge is strongly influenced by the specific context where it occurs. Such experience-based knowledge is referred to as "implicit theories" because it does not fit in with a systematic and theoretical knowledge context like that of scientific knowledge. Coaches work with a number of implicit theories about aspects such as players, competition or training which determine their professional behaviour to a considerable extent. Thirty-nine Spanish First Division coaches were asked the question "What does playing soccer well mean?" in this study. Their responses were later classified into eight different categories which show the diversity of opinions regarding this matter as well as the possible implicit theories that would guide coaches' actions.

Références bibliographiques

  • Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge. What counts as personal in studies of the personal. Journal of Curriculum Studies, 19(6), 487-500. doi: 10.1080/0022027870190602
  • Côté, J., Salmela, J. H., Baria, A., & Russell, S. J. (1993). Organising and interpreting unstructured qualitative data. The Sport Psychologist, 7(2), 127-137.
  • Côté, J., Salmela, J. H., & Russell, S. (1995). The knowledge of high performance gymnastic coaches: competition and training considerations. The Sport Psychologist, 9(1), 76-95.
  • Chelladurai, P., & Quek, C. B. (1995). Decision style choices of high school basketball coaches: The effects of situational and coach characteristics. Journal of Sport Behaviour, 8(2), 91-108.
  • Elbaz, F. (1991). Research on the teacher’s knowledge: the evolution of a discourse. Journal of Curriculum Studies, 23(1), 1-20. doi: 10.1080/0022027910230101
  • Frauda Uriondo, L. (1999). La visión de juego en el futbolista. Barcelona: Paidotribo.
  • García-Mas, A., & Vicens, P. (1995). Cooperación y rendimiento en un equipo deportivo. Psicothema, 7(1), 5-19. Retrieved from http://www.psicothema.com/pdf/952.pdf
  • García Ucha, F. (2000). Entrenadores y burnout [Electronic Version]. Lecturas: Educación Física y Deportes, 28. Retrieved from http://www.efdeportes.com/efd28/burnout1.htm
  • Goetz, J., & Le'Compte, M. (1984). Ethnography and Qualitative Design in Educational Research. New York: Academic Press.
  • Gréhaigne, J. F. (2001). La organización del juego en el fútbol. Barcelona: INDE.
  • Higgs, J., & Titchen, A. (2001). Practice knowledge & Expertise in Health Professions. Oxford: Butterworth-Heinemann.
  • Jones, R. L. (2000). Toward a sociology of coaching. In R. L. Jones & K. M. Armour (Eds.), The Sociology of Sport: Theory and Practice (pp. 33-43). London: Wesley Longman.
  • Jones, R. L., Armour, K., & Potrac, P. (2003). Constructing expert knowledge: The case of a top-level proffesional soccer coach. Sport, Education and Society, 8(2), 213-229. doi: 10.1080/13573320309254
  • Marrero Acosta, J. (1988). Las teorías implícitas y la planificación de la enseñanza. In C. Marcelo García (Ed.), Avances en el estudio sobre el pensamiento de los profesores (pp. 135-144). Sevilla: Servicio de Publicaciones de la Universidad de Sevilla.
  • Marrero Acosta, J. (1992). Las teorías implícitas del profesorado: Un puente entre la cultura y la práctica de la enseñanza. In A. Estebaranz García & V. Sánchez García (Eds.), Pensamiento de Profesores y Desarrollo profesional (Vol. 1). Sevilla: Universidad de Sevilla.
  • Mombaerts, É. (2000). Fútbol. Del análisis del juego a la formación del jugador. Barcelona: Inde.
  • Nisbett, R. E., & Ross, L. (1980). Human inference: Strategies and short coming of social judgment. Englewood Cliffs, NJ: Prentice Hall.
  • Orlick, T. (2000). In Pursuit of Excellence: How to Win in Sport and Life Through Mental Training (3rd ed.). Champaign, IL: Human Kinetics.
  • Potrac, P., & Jones, R. L. (1999). The invisible ingredient in coaching knowledge: a case for recognizing and researching the social component [Electronic Version]. Sociology of Sport Online, 2(1). Retrieved from http://physed.otago.ac.nz/sosol/v2i1/v2i1.htm
  • Potrac, P., Brewer, C., Jones, R. L., Armour, K. M., & Hoff, J. (2000). Toward an holistic understanding of the coaching process. Quest, 52(22), 186-199. doi: 10.1080/00336297.2000.10491709
  • Potrac, P., Jones, R. L., & Armour, K. M. (2002). “It's all about getting respect”: The coaching behaviors of an expert English soccer coach. Sport, Education and Society, 7(2), 183-202. doi: 10.1080/1357332022000018869
  • Saury, J., & Durand, M. (1998). Practical knowledge in expert coaches: On-site study of coaching in sailing. Research Quarterly for Exercise and Sport, 69(3), 254-266.
  • Savelsbergh, G., & Van Der Kamp, J. (2005). A especificidade da prática: o fútbol como ejemplo. In D. Aráujo (Ed.), O contexto da deciçao. A acçao táctica no desporto (pp. 391-395). Lisboa: Visão e Contextos.
  • Scodel, A., & Minas, J. S. (1960). The behavior of prisoners in a “Prisioner's Dilemma Game”. The Journal of Psycology, 50(1), 133-138. doi: 10.1080/00223980.1960.9916429
  • Schempp, P. (1993). Constructing professional knowledge: A case study of an experienced high school teacher. Journal of Teaching in Physical Education, 13(1), 2-23. Retrieved from http://journals.humankinetics.com/AcuCustom/SiteName/Documents/DocumentItem/9936.pdf
  • Stake, R. (1995). The Art of Case Study Research (2nd ed.). London: Sage.
  • Tesch, R. (1990). Qualitative Research Analysis Types and Software Tools. Philadelphia: RoutledgeFarmer.
  • Wade, G., Coté, J., & Mallet, C. (2006). Developmental paths and activities of successful sport coaches. International Journal of Sports Science & Coaching, 1(1), 69-76. doi: 10.1260/174795406776338526
  • Williams, A. M., & Hodges, N. (2005). Practice, instruction and skill acquisition in soccer: Challenging tradition. Journal of Sports Sciences, 23(6), 637-651. doi: 10.1080/02640410400021328
La source de données: Dialnet