Power, Discourse, and Symbolic Violence in Professional Youth Soccer: The Case of Albion Football Club

By C. Cushion, Robyn L. Jones. 2006

309 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Gender Studies, Physical Therapy, Sports Therapy and Rehabilitation

View Paper: https://www.semanticscholar.org/paper/d17c5c6e35dc1393d9d13b5bf266432cebd0051d

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Citations in the corpus

Power, consent and resistance: an autoethnography of competitive rowing (2008, methodology): “In the context of coaching, Bourdieu’s work could be understood to reflect a situation where athletes are willingly submissive to, and compliant with, coaches’ discourse within a particular sporting context and culture (Cushion & Jones, 2006).”
Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching (2014, background): “…that the development and scheduling of training programmes is primarily the responsibility of the coach, and instruction and prescription from the coach dominate the interactions that occur between coach and athletes (e.g. Potrac et al., 2007; Cushion & Jones, 2006; Potrac et al., 2007).”
'You don’t realize what you see!': the institutional context of emotional abuse in elite youth sport (2017, background): “Cushion and Jones (2006), for example, showed how an authoritarian discourse is established and maintained in youth elite soccer, how it is structured by and subsequently structured the coaching context and how accompanying behaviours were constructed as legitimate by both coaches and players.”
Receiving video-based feedback in elite ice-hockey: a player's perspective (2014, methodology): “Importantly, then, such work (e.g. Jowett & Cockerill, 2003; Cushion & Jones, 2006; Purdy et al., 2008) has suggested that the interactions that occur between coach and athlete can have a significant impact upon athlete learning and the extent to which the two parties ‘connect, bond, and generally…”
“An Eye for Talent”: Talent Identification and the “Practical Sense” of Top-Level Soccer Coaches (2009, background): “For example, Cushion and Jones (2006) found that coaches were “central figures in assigning capital valued by the field amongst the players” (p. 152) on the basis of the coaches’ own professional ideals or classificatory schemes.”
The Delivery of Video-Based Performance Analysis by England Youth Soccer Coaches: Towards a Grounded Theory (2011, background): “This understanding was developed through the integration of contemporary coaching practice research, which recognizes coaching as a complex social process (e.g., Cushion & Jones, 2006; Jones, Armour & Potrac, 2002; Jones, Armour & Potrac, 2003; Potrac et al., 2002).”
Reflection and reflective practice discourses in coaching: a critical analysis (2018, background): “More sociological approaches show coaching as an institution that has a dynamic, complex and diffused network of power relations (e.g. Cushion & Jones, 2006; Denison & Avner, 2011; Jones & Corsby, 2015; Potrac & Jones, 2009).”
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).”
Determinants of coach motivation and autonomy supportive coaching behaviours. (2013, background): “…previous research examining the coaching context has shown that club administrations and the club culture can have a significant impact on coaches (Cushion & Jones, 2006), while motivation research also suggests that athletes can have an impact on coaches’motivation through behavioural…”
‘I found out the hard way’: micro-political workings in professional football (2015, background): “This proved to be a costly error in light of the pressurised, unstable and often paranoid world of professional football (Cushion & Jones, 2006; Roderick, 2006a, 2006b).”
Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “…sticking with ‘safer’, ‘tried and tested’, traditional methods that prove their knowledge and expertise (Potrac, Jones, and Armour 2002; Coakley 2004; Jones, Armour, and Potrac 2004; Cushion, Armour, and Jones 2006; Cushion and Jones 2006; Potrac, Jones, and Cushion 2007; Cushion 2007, 2008, 2009).”
Power, Conflict, and Cooperation: Toward a Micropolitics of Coaching (2009, background): “Recent research in coaching has pointed to the role of micropolitical action in practice (e.g., Jones et al., 2004; Cushion & Jones, 2006).”