1,371
Views
6
CrossRef citations to date
0
Altmetric
Articles

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

& ORCID Icon
Pages 103-123 | Received 01 Dec 2016, Accepted 29 Dec 2017, Published online: 10 Jan 2018
 

Abstract

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.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.