Attending a university degree course and from previous involvement within sport, I have recognised that several coaching philosophies are utilised within coaching. These experiences have provided me with a viewpoint that one philosophy does not fit all, due to different environments, abilities, ages and sporting backgrounds/traditions which will affect the way a certain sport or skill is coached. Lyle (2002) argues that coaches should not conform to one ideal philosophy; instead creation of an individual philosophy is necessary, as there is no set way of coaching. Lyle (2002) instead suggests that the coaching is a social process, with an emphasis upon the interpersonal dimension relating to ethical and moral questions for a coach to consider. Throughout this essay it will be necessary to outline my own philosophy, drawing upon the backgrounds which have helped to formulate it. Particular attention will be given to the coaching documentation and developments that currently present themselves to the UK and the countries coaches.
The major aim outlined within the coaching documents of this decade is the call for coaching to be considered a profession, by the year of 2012 (DCMS, 2002, SCUK, 2006). Furthering upon this wish is the aim of the country to have a sports system that is the envy of the world by 2016 (SCUK, 2007). Therefore it is clear to see that coaching is attempting to progress, despite scepticism in the likely progress from Lyle (2002) and Jones (2007). It is clear to me that many of the aims of the Coaching Task Force document (DCMS, 2002), UK Action Plan for Coaching (SCUK, 2004) and the latest 3-7-11 document (SCUK, 2007); continue place emphasis on similar goals. For example, all three documents are of the opinion that greater quantity and better quality coaches are needed. This could infact raise the question that coaching has not developed at the rate necessary for professional status. This is an assertion held by Jones (2007) who points to the relative mass of teaching frameworks and their success, in comparison to coaching. Jones (2007) suggests that coaches do not have a clue how to implement strategies that are outlined at coaching courses due to the short time spent on them. This could give credit to the notion that more time has to be spent qualifying coaches within a university setting. Lyle (2002) is of the belief that to be considered professional, an individual has to have had completed an academic qualification with considerable practical experience. This is something personally I agree with and a topic I will cover in further detail later in the text. The coaching documents also realise the importance of higher education to assist with professionalism (SCUK, 2007). Liaising with higher education will in the view of the 3-7-11 document (SCUK, 2007), help to give greater credibility to coaching, whilst also providing the latest viewpoints of academics in how to structure coaching practice.
The National Governing Bodies (NGBs) are also said to have a role within developing the profession (SCUK, 2004). The previous method of each NGB offering their own structured courses has since been largely been discontinued, with the UK Coaching Certificate (UKCC) now largely responsible in regulating courses and certifying them in order to produce coaches of similar ability across the board (UKCC, 2007). This will therefore help to lead to greater standards within coaching (SCUK, 2004). After completing some coach education courses, I would disagree with this ideal, highlighting that different courses still follow different criteria’s with greater technical knowledge being given in some courses compared to others. This led to me being more comfortable coaching one sport compared to another, after the completion of a UKCC Level 1 course. However, Muir (cited in Jones et al., 2004) asserts that completing coaching courses do not make you a good coach. Instead the management of people and a firm belief in...
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