| |
| |
| List of illustrations | |
| |
| |
| List of contributors | |
| |
| |
| Preface to 2nd edition | |
| |
| |
| |
| |
| |
| |
| Reflective Practice in Sports Coaching: Thoughts on Process, Pedagogy and Research | |
| |
| |
| |
| Introduction | |
| |
| |
| Reflective practice in sport coaching pedagogy | |
| |
| |
| Reflective practice in applied sport settings | |
| |
| |
| Doing reflection | |
| |
| |
| Staged reflection | |
| |
| |
| Final thoughts | |
| |
| |
| |
| |
| |
| |
| Pedagogy for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| Learning theories | |
| |
| |
| Behaviourist learning theories | |
| |
| |
| Constructivist learning theories | |
| |
| |
| The spectrum of teaching styles (Mosston and Ashworth, 2002) | |
| |
| |
| Motivational climate | |
| |
| |
| Conclusion | |
| |
| |
| |
| Skill Acquisition for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| Structuring the practice environment | |
| |
| |
| Blocked versus random practice | |
| |
| |
| Factors influencing the contextual interference effect | |
| |
| |
| Constant versus variable practice | |
| |
| |
| Specificity of practice and learning | |
| |
| |
| Nature and administration of feedback | |
| |
| |
| Types of augmented feedback | |
| |
| |
| The frequency and timing of augmented feedback | |
| |
| |
| Attentional focus | |
| |
| |
| Support for an external focus of attention | |
| |
| |
| Outcome tasks versus form sports | |
| |
| |
| Practical implications | |
| |
| |
| Conclusion | |
| |
| |
| |
| Psychology for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| What is sport psychology? | |
| |
| |
| Motivation | |
| |
| |
| Promoting motivation in athletes: A self-determination approach | |
| |
| |
| Self-confidence in sport | |
| |
| |
| Promoting confidence in athletes | |
| |
| |
| Stress and anxiety in sport | |
| |
| |
| Competitive stress | |
| |
| |
| Managing the stress process | |
| |
| |
| Conclusion | |
| |
| |
| |
| |
| |
| |
| Sociology for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| What is sociology? | |
| |
| |
| So bow can sociology help coaches? | |
| |
| |
| Macro-sociology: Helping coaches understand their social context | |
| |
| |
| Micro-sociology: How might it help coacbes? | |
| |
| |
| Conclusion | |
| |
| |
| |
| History for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| The sports coach in history | |
| |
| |
| History and national identity | |
| |
| |
| Sports coaching and national identity | |
| |
| |
| Making sense of the past | |
| |
| |
| Conclusion | |
| |
| |
| |
| Philosophy for Coaches | |
| |
| |
| |
| Introduction: What is philosophy and how, can it help us understand coaching? | |
| |
| |
| The tools of philosophy and how they can be used in coaching | |
| |
| |
| Axiology (values) | |
| |
| |
| Ethics (morality) | |
| |
| |
| Ontology (the meaning of coaching) | |
| |
| |
| Phenomenology | |
| |
| |
| Applying philosophy to coaching | |
| |
| |
| Conclusion | |
| |
| |
| |
| Ethics for Coaches | |
| |
| |
| |
| Introduction: What are ethics and how can they help us understand coaching? | |
| |
| |
| Moral concepts in sport | |
| |
| |
| Fairness, cheating and competition | |
| |
| |
| Gamesmanship | |
| |
| |
| Merit, admiration and luck | |
| |
| |
| Autonomy, freedom and paternalism | |
| |
| |
| Equity, equality and justice | |
| |
| |
| A moral point of view - the objectivity, subjectivity and normativity of sport coaching | |
| |
| |
| Types of ethics in sport | |
| |
| |
| The nature and practice of coaching ethics | |
| |
| |
| The ethics of sports coaching - example | |
| |
| |
| Conclusion | |
| |
| |
| |
| Sports Development for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| Key concepts | |
| |
| |
| Sports development | |
| |
| |
| Community development | |
| |
| |
| Policy context | |
| |
| |
| The UK Coaching Certificate | |
| |
| |
| The UK Coaching Framework | |
| |
| |
| Insights for sports development and sports coaching | |
| |
| |
| Conclusion | |
| |
| |
| |
| |
| |
| |
| Biomechanics for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| The conceptual model of technique and performance | |
| |
| |
| The coaching-biomechanics interface | |
| |
| |
| Enhancing coaches' technical understanding of skills | |
| |
| |
| Evaluating coaching practices to enhance skills | |
| |
| |
| Evaluating training practices to develop skills | |
| |
| |
| Facilitating the evolution of technique within sport (i.e. through the development of new skills) | |
| |
| |
| Assisting in optimising performance (i.e. by theoretically justifying the modification of skills) | |
| |
| |
| Types of analysis in sports biomechanics | |
| |
| |
| Qualitative analysis (e.g. matching to a mental image of a skill) | |
| |
| |
| Semi-quantitative analysis (e.g. analysis of angles and temporal aspects of movements) | |
| |
| |
| Quantitative analysis (e.g. full kinematic and kinetic analyses) | |
| |
| |
| Modelling in biomechanics | |
| |
| |
| Concluding thoughts: The future | |
| |
| |
| |
| Match Analysis for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| System development | |
| |
| |
| Overview of the system development process | |
| |
| |
| |
| Requirements' analysis | |
| |
| |
| |
| Evolutionary prototyping | |
| |
| |
| |
| System reliability and validity | |
| |
| |
| |
| System operation and maintenance | |
| |
| |
| Match analysis within coaching | |
| |
| |
| The match analysis cycle | |
| |
| |
| Instructional feedback | |
| |
| |
| Conclusion | |
| |
| |
| |
| Sports Medicine for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| What is sports medicine and how can it help coaches? | |
| |
| |
| Understanding sports injuries | |
| |
| |
| Injury prevalence | |
| |
| |
| Injury causation | |
| |
| |
| Injury prevention | |
| |
| |
| Injury management | |
| |
| |
| The rehabilitation process | |
| |
| |
| Summary | |
| |
| |
| |
| Physiology for Coaches | |
| |
| |
| |
| Introduction | |
| |
| |
| The physiological components of sport performance | |
| |
| |
| An overview of sports physiology | |
| |
| |
| Initiation of movement | |
| |
| |
| The maintenance of muscle activity | |
| |
| |
| Intermittent muscle activity | |
| |
| |
| Training to improve physical performance | |
| |
| |
| General considerations | |
| |
| |
| Specific considerations | |
| |
| |
| Physiological issues in exercising children | |
| |
| |
| Training in children | |
| |
| |
| Maturational status | |
| |
| |
| Conclusion | |
| |
| |
| |
| |
| |
| |
| Tying it All Together | |
| |
| |
| |
| Introduction | |
| |
| |
| Differing views of coaching knowledge | |
| |
| |
| Kieran's interpretation | |
| |
| |
| Robyn's view | |
| |
| |
| Finding agreement: Concluding thoughts | |
| |
| |
| References | |
| |
| |
| Index | |