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In our increasingly risk-averse society, touch and touching behaviours between professionals and children have become a fraught issue. In sports coaching and physical education, touching young sports performers and participants has, in some contexts, come to be redefined as dubious and dangerous. Coaches find themselves operating in a framework of regulations and guidelines that create anxiety, for them and others, and for many volunteer (and sometimes professional) coaches, this fearful context has led them to question the risks and benefits of their continuing involvement in sport. Touch in Sports Coaching and Physical Education is the first book to explore this difficult topic in detail. Drawing on a series of international studies from the US, UK, Australia, Canada, Sweden and elsewhere, it presents important new research evidence and examines theories of risk and moral panic that frame the discussion. By challenging prevailing orthodoxies the book makes a significant contribution to critical discussion around practice, pedagogy, politics and policy in sport and physical education, and also informs current debates around the nature and quality of all in loco parentis relationships.
In our increasingly risk-averse society, touch and touching behaviours between professionals and children have become a fraught issue. In sports coaching and physical education, touching young sports performers and participants has, in some contexts, come to be redefined as dubious and dangerous. Coaches find themselves operating in a framework of regulations and guidelines that create anxiety, for them and others, and for many volunteer (and sometimes professional) coaches, this fearful context has led them to question the risks and benefits of their continuing involvement in sport. Touch in Sports Coaching and Physical Education is the first book to explore this difficult topic in detail. Drawing on a series of international studies from the US, UK, Australia, Canada, Sweden and elsewhere, it presents important new research evidence and examines theories of risk and moral panic that frame the discussion. By challenging prevailing orthodoxies the book makes a significant contribution to critical discussion around practice, pedagogy, politics and policy in sport and physical education, and also informs current debates around the nature and quality of all in loco parentis relationships.
Sports Coaching: The Basics is an engaging and provocative introduction to sports coaching which combines coaches’ views and experiences of their work with discussions and topical issues that feature in this fast-growing field. In doing so, coaches are placed at the centre of the discussions relating to philosophical, historical, sociological, psychological and pedagogical interpretations of contemporary practice. Consequently, the book prompts questions such as: What is coaching? What does it mean to be a coach? How do coaches influence athletes/players? How do coaches learn? What is it like to be a coach? In considering these questions, readers are encouraged to reflect upon their experiences of coaching and to start conversations with others about coaches’ work. Therefore, the book is of use for coaches, those interested in studying sports coaching, and coach educators or facilitators of coach learning initiatives.
Developing Game Sense in Physical Education and Sport provides coaches and teachers with practical instructions to help learners develop the skills and understanding they need to effectively play games and sports. It offers instruction in invasion games, striking and fielding games, and net and wall games.
This book lifts the lid on the high pressured, complex world of women’s artistic gymnastics. By adopting a socio-cultural lens incorporating historical, sociological and psychological perspectives, it takes the reader through the story and workings of women’s artistic gymnastics. Beginning with its early history as a ‘feminine appropriate’ sport, the book follows the sport through its transition to a modern sports form. Including global cases and innovative narrative methods, it explores the way gymnasts have experienced its intense challenges, the complexities of the coach-athlete relationship, and how others involved in the sport, such as parents and medical personnel, have contributed to the reproduction of a highly demanding and potentially abusive sporting culture. With the focus on a unique women’s sport, the book is an important read for researchers and students studying sport sociology, sport coaching, and physical education, but it is also a valuable resource for anyone interested in the development of sporting talent.
This book focuses on sports coaching and sports teaching and how touching young sports participants has been redefined as dubious and dangerous. Coaches are constrained by a framework of regulations and guidelines which create anxiety, and many coaches now question the risks and benefits of their continuing involvement. The book includes some data from a recently completed ESRC project: (‘Hands-off’ sports coaching: the politics of touch) and builds on previous ESRC research (Touchlines – the problematic of touching between children and professionals) which illuminated tensions in touching behaviours between professionals and children in education and care settings. It considers the negative effects of particular understandings of risk and moral panic around touching and related behaviours where adults, children and young people interact, and makes a significant contribution to critical discussions around related practice, pedagogy, politics, and policy. While focussed on sports coaching and teaching, it is germane to the situation of all those acting in loco parentis. This book was originally published as a special issue of Sport Education and Society.
Athletic Development offers a rare opportunity to learn and apply a career full of knowledge from the best. World-renowned strength and conditioning coach Vern Gambetta condenses the wisdom he's gained through more than 40 years of experience of working with athletes across sports, age groups, and levels of competition, including members of the Chicago White Sox, New York Mets, and U.S. men's 1998 World Cup soccer team. The result is an information-packed, myth-busting explanation of the most effective methods and prescriptions in each facet of an athlete's physical preparation. Gambetta includes never-before-published and ready-to-use training approaches in - sport-specific demands analysis, - work capacity enhancements, - movement skills development, - long- and short-term training program progressions, and - rest and regeneration techniques. Athletic Development explains what works, what doesn't, and why. Gambetta's no-nonsense approach emphasizes results that pay off in the competitive season and reflect his work at the highest echelons of sport. Merging principles of anatomy, biomechanics, and exercise physiology with sports conditioning applications and four decades of professional practice, this is the definitive guide to performance-enhancing training.
The concept of positive pedagogy has transformed the way we understand learning and coaching in sport. Presenting examples of positive pedagogy in action, this book is the first to apply its basic principles to individual sports such as swimming, athletics, gymnastics and karate. Using the game based approach (GBA) (an athlete-centred, inquiry-based method that involves game-like activities), this book demonstrates how positive pedagogy can be successfully employed across a range of sports and levels of performance, while also providing insight into coaches’ experiences of this approach. Divided into three sections that focus on the development, characteristics and applications of positive pedagogy, it fills a gap in coaching literature by extending the latest developments of GBA to activities beyond team sports. It pioneers a way of coaching that is both efficient in improving performance and effective in promoting positive experiences of learning across all ages and abilities. Positive Pedagogy for Sport Coaching: Athlete-centred coaching for individual sports is invaluable reading for all sports coaching students as well as any practising coach or physical education teacher looking for inspiration.
Technology for Physical Educators, Health Educators, and Coaches guides instructors and coaches in taking full advantage of current technology to help them enhance their instruction, assessment, management, communication, professional development, and advocacy.
Some social issues and practices have become dangerous areas for academics to research and write about. ‘Academic freedom’ is increasingly constrained, not just by long established ‘normal’ factors (territoriality, power differentials, competition, protectionism), but also by the increased significance of social media and the rise of identity politics (and activists who treat work which challenges their world view as abusive hate-speech). So extreme are these pressures that some institutions and even statutory bodies now adopt policies and practices which contravene relevant regulations and laws. This book seeks to draw attention to the limiting and damaging effects of academic ‘gagging’. The book, drawn from a special edition of Societies, offers an eclectic series of international articles which may annoy some people. The book challenges taken for granted mainstream assumptions and practices in a number of areas, including gender mainstreaming, social work education, child sexual abuse, the ethnic disaggregation of population groups, fatherhood and masculinity, the erosion of democratic legitimacy, the trap of victimhood and vulnerability, employment practices in universities, and the challenges presented by the widespread and deliberate suppression of scholarship and research. In an analytic postscript Laurent Dubreuil discusses the nature of identity politics and the manner in which its effects can be identified across the many topics covered in these challenging articles.