"Beat the Game": A Foucauldian Exploration of Coaching Differently in an Elite Rugby Academy

Autor/inn/en	Avner, Zoë; Denison, Jim; Jones, Luke; Boocock, Emma; Hall, Edward Thomas
Titel	"Beat the Game": A Foucauldian Exploration of Coaching Differently in an Elite Rugby Academy
Quelle	In: Sport, Education and Society, 26 (2021) 6, S.676-691 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Edward Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1782881
Schlagwörter	Athletic Coaches; Coaching (Performance); Problem Based Learning; Athletes; Athletics; Team Sports; Training; Competition; Power Structure; Leadership Styles; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Athlet; Leichtathletik; Mannschaftssport; Ausbildung; Wettkampf; Führungsstil; Ausland
Abstract	Problem-based learning along with other game and player-centred approaches have been promoted as valuable alternatives to more traditional, skill-based, directive, and leader-centric pedagogical approaches. However, as research has shown, they are not unproblematic or straightforward to apply. Heeding to calls for more empirical studies of game-centred approaches in coaching contexts, this study explored the impact of a unique problem-based learning (PBL) informed academy-wide coaching approach to athlete learning and development known as "Beat the Game" within a top-level rugby union professional club. Drawing on Michel Foucault's ([1977]. "Discipline and Punish: The Birth of the Prison." Vintage) disciplinary framework, we specifically sought to critically examine "whether, to what extent, and how" a PBL informed academy-wide coaching approach challenges the dominant disciplinary logic of elite sport. Our data, based on observations and semi-structured interviews with three academy coaches and sixteen junior and senior academy players, showed a definitive loosening of disciplinary aspects in both training and game environments accompanied by a shift towards a less leader-centric, linear, and hierarchical understanding of leadership and decision-making. Despite these promising shifts, the application of a PBL-informed coaching approach within this elite development context also presented many challenges, not the least of which resulted from the non-alignment of academy and first team coaching approaches. Our analysis, therefore, indicated the need for more research which focuses on the short-term and long-term impact that such disconnects have on continued progression, performance, physical and mental wellbeing, and job satisfaction and longevity especially given the growing popularity of non-linear pedagogies in youth sporting contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01