Reconceptualising professional learning through knowing-in-practice: a case study of a coaches high performance centre

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@article{8f5cb1d4014e4824a9597d0982c2ab2b,
title = "Reconceptualising professional learning through knowing-in-practice:: a case study of a coaches high performance centre",
abstract = "In response to learning development literature that is negative regarding the formal education coaches{\textquoteright} encounter, there has been a conceptual/practical shift towards recognising the coaching workplace as a legitimate site for professional knowledge development. Building upon contemporary studies of learning {\textquoteleft}in situ{\textquoteright}, this paper draws upon the theory of practice architectures to provide an innovative language by which to capture the complexity of learning within this context. In doing so, the cultural-discursive, material-economic, and socio-political arrangements of practice are shown to either enable or constrain learning activities. Findings from a 10-month ethnographic study of a high-performance training centre (n= 9 coaches/support staff), highlighted the significant role the macro-structural features of sport, and the inherent {\textquoteleft}learning culture{\textquoteright}, played in determining the learning valued within this context. This study draws attention to the challenges a transient coaching workforce, within a dynamic environment, presents to those attempting to foster learning in this context.",
keywords = "workplace learning, knowing-in-practice, Sports coaching, practice architecture, CPD, professional development",
author = "Simon Phelan and Mark Griffiths",
year = "2018",
month = jan,
day = "10",
doi = "10.1080/21640629.2018.1424405",
language = "English",
pages = "1--21",
journal = "Sports Coaching Review",
issn = "2164-0629",
publisher = "Taylor & Francis",

}

RIS

TY - JOUR

T1 - Reconceptualising professional learning through knowing-in-practice:

T2 - a case study of a coaches high performance centre

AU - Phelan, Simon

AU - Griffiths, Mark

PY - 2018/1/10

Y1 - 2018/1/10

N2 - In response to learning development literature that is negative regarding the formal education coaches’ encounter, there has been a conceptual/practical shift towards recognising the coaching workplace as a legitimate site for professional knowledge development. Building upon contemporary studies of learning ‘in situ’, this paper draws upon the theory of practice architectures to provide an innovative language by which to capture the complexity of learning within this context. In doing so, the cultural-discursive, material-economic, and socio-political arrangements of practice are shown to either enable or constrain learning activities. Findings from a 10-month ethnographic study of a high-performance training centre (n= 9 coaches/support staff), highlighted the significant role the macro-structural features of sport, and the inherent ‘learning culture’, played in determining the learning valued within this context. This study draws attention to the challenges a transient coaching workforce, within a dynamic environment, presents to those attempting to foster learning in this context.

AB - In response to learning development literature that is negative regarding the formal education coaches’ encounter, there has been a conceptual/practical shift towards recognising the coaching workplace as a legitimate site for professional knowledge development. Building upon contemporary studies of learning ‘in situ’, this paper draws upon the theory of practice architectures to provide an innovative language by which to capture the complexity of learning within this context. In doing so, the cultural-discursive, material-economic, and socio-political arrangements of practice are shown to either enable or constrain learning activities. Findings from a 10-month ethnographic study of a high-performance training centre (n= 9 coaches/support staff), highlighted the significant role the macro-structural features of sport, and the inherent ‘learning culture’, played in determining the learning valued within this context. This study draws attention to the challenges a transient coaching workforce, within a dynamic environment, presents to those attempting to foster learning in this context.

KW - workplace learning

KW - knowing-in-practice

KW - Sports coaching

KW - practice architecture

KW - CPD

KW - professional development

U2 - 10.1080/21640629.2018.1424405

DO - 10.1080/21640629.2018.1424405

M3 - Article

SP - 1

EP - 21

JO - Sports Coaching Review

JF - Sports Coaching Review

SN - 2164-0629

ER -