Connecting knowledge(s) to practice: a Bernsteinian theorisation of a collaborative coach learning community project

ABSTRACT

Collaborative action learning was undertaken in response to the growing criticisms of formal coach education. Since it is strongly felt that we can no longer merely commentate on what is not happening in terms of coach learning, a key requirement now is to demonstrate there are other options. The Coach Learning and Development (CLAD) programme was devised and implemented at a community rugby club in Wiltshire, England. The CLAD programme supported volunteers to engage more with contemporary designs for learning, acknowledging a fundamental problem with formal coach education in the way learning (and knowledge) is decontextualised. The theoretical endeavours of Basil Bernstein are introduced to Sport Coaching Research (SCR) for the first time, specifically the ‘pedagogical device’ to illustrate a process of recontextualisation. Findings suggest that the CLAD programme was successful in encouraging coaches to engage with more positive forms of coaching pedagogy. Therefore, the findings draw on the pivotal outcomes of the CLAD programme to re-configure more successful outcomes for coach education, coach learning and volunteers rights to knowledge.

KEYWORDS:

• Collaboration
• volunteers
• coach learning
• coaching pedagogy
• community project
• coaching knowledge(s)

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Light and Robert (2010); Coaching Edge (2011): Game Sense Learning; Davids et al. (2015); Renshaw and Clancy (2009); Renshaw et al. (2012); Jacobs, Claringbould, and Knoppers (2014).