Coaching efficacy research: learning from the past and looking to the future

Coaching efficacy (CE) represents the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes, and the CE model details antecedents, dimensions and outcomes of CE. Based around the CE model, the present paper had two main aims. First, to present a comprehensive and critical review of the research underpinned by the CE model. Studies were categorised by whether they investigated antecedents, outcomes or athletes’ perceptions of their coach. Twenty-one published studies were identified for the review. Overall the review provides support for the main tenets of the CE model, with researchers establishing links between CE and many of the antecedents and outcomes proposed in the model. The second aim was to assimilate findings from the review, limitations in the CE model and relevant conceptual models to present a revised CE model. Whilst retaining the essence of the original model, the revised model also incorporates explicit processes linking coach beliefs and athlete perceptions, antecedents of athlete perceptions and an intrarelationship source of CE. It also incorporates specific categories of coach behaviour and athlete-/team-level outcomes. The paper concludes by identifying limitations in the literature and review, and by proposing key directions for future research.     

The Development of the Olympic Narrative in Chinese Elite Sport Discourse from Its First Successful Olympic Bid to the Post-Beijing Games Era

Abstract

As a phenomenon exogenous to China, the Olympics have been proactively interpreted in the local context since China’s entry (and subsequent re-entry in 1984) into the Olympic movement. With China’s increasing involvement in promoting three bids to host the Olympic Games, two of which were successful, respectively, in 2001 and 2015, the nature of the discourse of key stakeholders in relation to Chinese elite sport has both reflected and reshaped the meaning of the Games to Chinese elite sport. This paper examines the discursive construction process of the Olympics in the Chinese elite sport system by key stakeholders through analyzing statements of political figures on sport and Olympic phenomena, Chinese elite sport policy documents, and the commentaries of leading Chinese sport academics. The analysis of discourse highlights two main features in the construction of the Games in official accounts during the period under investigation. The development of these two themes reflects the nature of the Chinese Olympic discourse, manifests the political power over the interpretation of the Olympics in Chinese context, and continues to characterize the on-going major themes in Chinese elite sport policy.     

“Science is dead. We have killed it,you and I”—How attacking the presuppositional structures of our scientific age can doom the interrogation of nature

This paper is an attempt to characterize what 20 years of teaching history and philosophy of science to science teachers have suggested to me. The most important thing which I have found is that almost all of my students have the samestandard picture of science. Karl Pearson'sThe Grammar of Science gives the main outlines of this picture. This view emphasizes the centrality of method over particular results and the purely empirical nature of observation and of generalization derived from empirical induction. My paper shows that in giving modern history and philosophy of science to a generation of students, I have sown the seeds of scepticism and disbelief in a fashion parallel to that in which the introduction of science as a sceptical methodvis-à-vis theology undermined the belief in God. Thus I suggest that a danger we may be as yet unaware of is that science as an enterprise can be undermined and so lost, unless we guard against a too facile scepticism—a scepticism quite different from a healthy wait and see or a show me the colour of your argument.     

Formative assessment: translating high-level curriculum principles into classroom practice

The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners.     

‘Their churches are at home’: the communication and definition of values in four aided Church of England secondary schools

The role of head teachers in the formation and transmission of values within schools has long been viewed as pivotal. At a time when the place of faith schools, as part of state funded educational provision, is openly questioned, this paper reports on a small-scale study of the views that four head teachers have of their place in their school's values framework. Special reference is made to the formation of values and to their communication. The expression of these values is then examined with special reference to their application in the context of school admissions policies. It is then suggested that some critiques of church schools adopt an oversimplistic approach and that there is no one overarching understanding of what it means to be a Church of England school.     

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.     

Learning through boundary‐crossing: further education lecturers learning in both the university and workplace

This paper reports on a research project that sought to gain a deeper understanding of the contribution that universities make to the professional learning of teachers. The particular case studied was a group of learners who were engaged in an in‐service teacher education course for further education (FE) whilst also working as lecturers in FE colleges in Scotland. The paper develops the narrative of learning across boundaries (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) drawing on the work of Engeström (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). The claim made is that the learning that takes place across the boundary of the workplace and university has the possibility of helping learners to resolve issues that the workplace alone does not provide them with the resources to resolve.

Cet article fait un compte‐rendu sur un projet de recherche dont le but était d'approfondir les connaissances sur la contribution des universités à la formation professionelle des professeurs. Le cas particulier qu'on a étudié était un groupe d'apprenants qui ont suivi un cours de formation d'enseignement professionnelle en travaillent commme professeurs dans des centres d'enseignement professionnel. L'article se déroule la narration d'apprentissage à travers les frontières (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) et d'après les recherches d'Engstrom (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). On prétend que la connaissance qu'on a produit à travers des frontières du lieu de travail et de l'université pourrait aider les étudiants à résoudre des problèmes qu'ils ne pourraient pas résoudre en travaillant seulement.

Este trabajo presenta un proyecto de investigación que ha buscado una comprensión más detallada sobre la contribución aportada por la universidad al aprendizaje profesional del profesorado. El trabajo ha estudiado un grupo de alumnos que participaron en un curso avanzado de educación mientras trabajaban como profesores en institutos de enseñanza en Escocia. El estudio desarrolla la temática del aprendizaje a través de límites (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) inspirándose en el trabajo de Engeström (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). La reivindicación hecha es que el aprendizaje que tiene lugar a través del límite del lugar de trabajo y la universidad tiene la posibilidad de ayudar a los alumnos en resolver asuntos en que el lugar de trabajo por si solo no puede proveerles con los recursos para su resolución.

Dieser Artikel berichtet die Resultate eines Forschungsprojektes, dass zu verstehen versuchte, was Universitäten zum professionellen Lernen von Lehrern beitragen. Ein Gruppe von Studenten wurder untersucht, die in Schottland an Berufsschulen unterrichteten und gleichzeitig an einem Weiterbildungskurs fuer Lehrkräfte an der Universität teilnahmen. Der Artikel ist auf der Arbeit von Engström basiert und konzentriert sich auf Lernen, das über Grenzen hinweg stattfindet (Saunders) (in unserem Fall Arbeitsplatz und Universität). Wir behaupten, dass das solches Lernen grössere Moeglichkeiten bietet, Probleme zu lösen, als Lernen, welches nur am Arbeitsplatz stattfindet.     

Analyzing Contemporary Introductory Textbooks on Correctional Administration/Management/Organization: A Content Analysis

This book review essay discusses and analyzes how introductory textbooks on correctional administration, written primarily for the American university market, frame the discourse on this subject matter. The writer presents both quantitative and qualitative empirical evidence of coverage given to prison administration. In addition to traditional content analysis methods, the authors of these books were contacted and asked to explain the decision‐making processes they used for content inclusion, exclusion and/or minimization. The paper concludes with a handful of recommendations on improving texts in this subdiscipline.     

The value and valuing of continuing professional development: current dilemmas,future directions and the case for action research

This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’