Drawing on the concept of the sport coach as educator (Jones, 2006) and the idea of an ‘everyday’ philosophy of teaching developed by Green (1998, 2000a, 2002) we create a dialogue between two coach educators who are also practicing coaches to explore the idea that game-based coaching has been better accepted in coach education, policy and academic settings than in the ‘natural’ setting of coaching. We intentionally provoke an assumed acceptance of game-based coaching as it is emphasised in coach education material such as coaching manuals, and suggest that it is a conceptualised instructional approach, while coaches operate from an ‘everyday’ philosophy and pragmatic interpretation of approaches and ‘what works’ for them. This is because coaches do not need to see the boundaries between instructional approaches that coach educators and academics do as theory generators and explainers of theory (Green, 2000a; Stolz & Pill, 2014).
|Name||Routledge Focus on Sport Pedagogy|
- coach educators
- game-based coaching
- pedagogical relationship