Sports coaching students' learning and identity development: A longitudinal study

<p>Despite the rise in sports coaching programmes, limited attention has been given to</p> <p>understanding the learning experienced on them and their contribution to students’ identity</p> <p>development. In this context, little evidence exists about how students are influenced by such</p> <p>programmes; that is, what impact they have on the process of socially and dynamically</p> <p>constructed identities (Wenger, 2010). The aim of this study is subsequently twofold.</p> <p>Firstly, to explore students’ perceptions and experiences of the sports coaching undergraduate</p> <p>degree enrolled upon; and secondly, to examine how these experiences shaped</p> <p>students’ identities over the length of the given three-year course.</p> <p>Participants comprised twelve BSc sports coaching undergraduate students from Cardiff</p> <p>Metropolitan University who were ‘followed’ through their three-year degree course.</p> <p>Adopting a constructivist-interpretive paradigm, the students were tracked through reflective</p> <p>logs, video diaries and focus group interviews. Data were analysed using Charmaz’s (2006)</p> <p>process of inductive analysis. The results showed a move from a surface and strategic</p> <p>approach to learning to better acceptance of the contested nature of coaching. This was</p> <p>reflected in the movement from a dualistic to a relativistic view of knowledge. In this</p> <p>context, ‘caring’ was one of the most influential aspects associated with the role of the</p> <p>teaching staff throughout the three years of the course. Finally, the findings also suggested</p> <p>that the students simultaneously occupied a role and belonged to a group, making role</p> <p>identities and social identities always relevant in explaining action (Stets and Burke, 2000).</p> <p>The findings suggest the need to encourage student-coaches to seek an increased acceptance</p> <p>of uncertainty and a better understanding of who they are early in their professional</p> <p>development. Similarly, the close link between assessment and learning, invites coach</p> <p>educators to provide supportive and caring environments, including assessments that are in</p> <p>line with the ambiguous and contested nature of the work.</p>