This paper presents a fictional dialogue that supports the application of theory in coaching pedagogy. The “constraints led approach” (CLA) is promoted throughout in conversation form, providing pedagogic solutions in response to the...
moreThis paper presents a fictional dialogue that supports the
application of theory in coaching pedagogy. The “constraints
led approach” (CLA) is promoted throughout in conversation
form, providing pedagogic solutions in response to the
decaying performance levels of a fictitious football team. This
deterioration is linked to “poor” coaching and the merits of
a more innovative pedagogy through a discussion between
“manager” and “coach” are presented. Recommendations are
made with particular reference to developing games players,
who are skilful, perceptive and intelligent, through being able
to initiate and modify actions in dynamic contexts. Through
substantiating a platform for both changing perceptions
about coaching practice and challenging assumptions about
learning, such accessibility to unfamiliar knowledge(s) can
allow coaches to clearly consider possibilities for change.
It is further suggested that through embracing the use of
novel methodologies to consider unfamiliar theoretical
territory, this demonstrates a responsibility to close and not
widen a theory-practice gap. By presenting Mark (coach) as
“theoretical negotiator”, this paper emphasises the potency
of experimenting with nuanced methods that can be part of
an academic process to help shape more theoretically literate
coaches.