Understanding the Coaching Process: A Framework for Social Analysis

By Robyn L. Jones, K. Armour, P. Potrac. 2002

186 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/444a3dc3783926fd95d4f4171dd4f38a11bcc0a9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. C. Cushion
2. Robyn L. Jones
3. P. Potrac
4. Lee J. Nelson
5. D. Collins
6. R. Groom
7. J. Denison
8. K. Armour

In Clinical Psychology

1. C. Cushion
2. J. Denison
3. Robyn L. Jones
4. D. Collins
5. P. Potrac
6. J. Stoszkowski
7. Lee J. Nelson
8. R. Groom

In Developmental and Educational Psychology

1. C. Cushion
2. P. Potrac
3. Robyn L. Jones
4. Lee J. Nelson
5. D. Collins
6. R. Groom
7. J. Denison
8. J. Stoszkowski

Citations in the corpus

• Another bad day at the training ground: Coping with ambiguity in the coaching context (2005, background): “Consequently, when athlete consultation is requested, the pre-set agenda confines any input to the asking of ‘safe’ questions, a strategy which enables coaches to determine outcomes from behind the scenes (Jones et al ., 2002).”
• Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “…of significant others and multiple stakeholders (e.g. athletes, administrators, colleagues, role models, parents, policy makers, NGBs), who may all be working to varying agendas, with competing egos, and within complex hierarchies (Jones et al., 2002; Cushion et al., 2003; Abraham et al., 2010).”
• Modelling the Complexity of the Coaching Process (2007, background): “Arguably to date, research has taken an overly simplistic approach to coaching resulting in a dearth of useful research into the conceptual development of the coaching process [2, 6].”
• Slim Bodies, Eating Disorders and the Coach-Athlete Relationship (2005, background): “Third, Anne’s story also raises questions about coach education programmes (Jones et al., 2002) in terms of their adequacy to equip coaches to deal with complex human problems and issues.”
• Locating the coaching process in practice: models ‘for’ and ‘of’ coaching (2006, background): “Perhaps it is as a consequence of this simplified approach to complex social interactions that scholars have increasingly claimed there to be a dearth of useful research into the conceptual development of the coaching process (e.g. Cushion, 2001; Jones et al., 2002).”
• Social Theory for Coaches: A Foucauldian Reading of One Athlete's Poor Performance (2007, background): “But rather than seeing this as undermining my Foucauldian reading of Brian’s performance, because of its lack of generalizability, I believe it confirms, as scholars before me have contended [12-14], how context-dependent coaching is and that “the coach as problem solver” really does need Internatio”
• The Delivery of Video-Based Performance Analysis by England Youth Soccer Coaches: Towards a Grounded Theory (2011, background): “Similarly, Jones et al. (2003) highlighted the danger of giving the player “too much” information and the associated negative effects of such coaching practice upon the athlete’s capacities.”
• Positive Coaching: Ethical Practices for Athlete Development (2011, background): “According to Lawson (1984) problems in sport are not just out there, like objects of nature, waiting for the emergence of a profession or a specific discipline to come along and solve.”
• The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice (2011, unknown): “Social and cultural contexts have a large influence on the role, interactions, and power of sport coaches ( Jones, Armour & Potrac, 2002 ).”
• Coach Learning and Development: A Review of Literature (2010, background): “Power dynamics are an inherent underlying component of this social system and can manifest itself in competing egos and hidden hierarchical structures (Cushion, 2001; Cushion and Jones, 2006; Jones, Armour, and Potrac, 2002; Jones et al., 2004; Potrac et al., 2002; Purdy, Potrac, and Jones, 2008).”
• 'It's All About Getting Respect': The Coaching Behaviors of an Expert English Soccer Coach (2002, background): “In this respect, we believe that such inquiry is capable of making a valuable contribution to existing coach education programmes by providing a more critical understanding of the complexity of the coaching process (see Jones et al., 2001).”