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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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In recent years, international scholars have drawn increasing linkages between coaching and teaching. Educational theories and more in particular, pedagogical theory, has been a focus of efforts to encourage new thinking about the professional work of coaches and ways in which that work may be further enhanced. This paper seeks to extend contemporary discussions about 'the sports coach as educator (Jones, 2006) by focusing attention on the concept of curriculum. Following (Deng, 2007), it is argued that understanding coaching as an educational act and educational practice requires that far greater attention be paid to coaching as a curricular not merely pedagogical task. The paper therefore critically explores the potential relevance of curriculum as a focus for research and professional development in coach education. Notions of the curriculum as contested, inherently political, an expression of power-relations, as socially and culturally constructed, and as perhaps resistant to change, are explored as tools to inform the critique and advancement of contemporary sports coaching. Questions are posed about the ways in which coaches and athletes currently engage in the design and enactment of curriculum, and the significance of that engagement for pedagogical experiences and performance.
목차
Introduction
What am I referring to when I speak of ‘curriculum‘?
What curriculum purposes are being served by contemporary coaching curricula?
What is accepted and recognised as legitimate in relation to the form and content of coaching curricula?
Who has what say in curriculum construction?
References
ABSTRACT
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