'It's All About Getting Respect': The Coaching Behaviors of an Expert English Soccer Coach

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

339 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation

View Paper: https://www.semanticscholar.org/paper/e6e33f228bea51e24b616a8e1d5f8c961d8d4e60

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In Physical Therapy, Sports Therapy and Rehabilitation

Citations in the corpus

Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching (2014, background): “Indeed, research demonstrates how coaches employ ‘impression management’ (Goffman, 1959) strategies (e.g. Potrac et al., 2002; Jones, 2006; Chesterfield et al., 2010, inter-alia) to meet and exceed perceived coaching and contextual norms and expectations.”
‘Studentship’ and ‘impression management’ in an advanced soccer coach education award (2010, methodology): “The transcripts were then returned to the respondent coaches for confirmation of their accuracy, both in terms of the words spoken and the meaning of what was expressed (Potrac et al., 2002).”
Another bad day at the training ground: Coping with ambiguity in the coaching context (2005, background): “In many ways, this presentation of coaching can be attributed to the positivistic dominance of psychology, and to a lesser extent physiology and biomechanics, as its traditional disciplinary guides: knowledge bases which reflect a product-orientated view of practice (Potrac et al ., 2002).”
Enhancing the provision of coach education: the recommendations of UK coaching practitioners (2013, methodology): “However, a semi-structured interview guide was used to structure the discussion and was based upon previous research investigating coach education and learning (e.g. Cassidy, Potrac, and McKenzie 2006; Irwin, Hanton, and Kerwin 2004; Potrac, Jones, and Armour 2002).”
Learning a new method: Teaching Games for Understanding in the coaches’ eyes (2010, background): “To this end, research should address individual coaches’ interpretations of their experiences and the process by which meanings and knowledge are used to guide actions (Potrac, Jones, and Armour 2002).”
Coach Learning and Development: A Review of Literature (2010, background): “Coaching cannot be viewed as occurring in a vacuum, but as part of complex realities associated with modern day sporting environments, which involve interactions between individuals of different ages, class, experiences, gender, philosophies, race, and values (Potrac et al., 2002).”
Power, Conflict, and Cooperation: Toward a Micropolitics of Coaching (2009, background): “Similarly, the work of Potrac et al. (2002) points to the manipulatory actions of coaches in protecting carefully built up self-images in the face of contextual difficulties.”
“An Eye for Talent”: Talent Identification and the “Practical Sense” of Top-Level Soccer Coaches (2009, methodology): “I add that assessment and judgment of talent in top-level soccer resides primarily with coaches whose practical sense and eye for talent are formed and developed by individual trajectories (Jones et al., 2003; Potrac et al., 2002).”
The Delivery of Video-Based Performance Analysis by England Youth Soccer Coaches: Towards a Grounded Theory (2011, methodology): “For example, Potrac et al. (2002), using a case study approach, reported that an elite soccer coach was conscious of coaching points and ensuring that they directly related to physical practice that could hold the players’ concentration.”
Power, consent and resistance: an autoethnography of competitive rowing (2008, background): “In many ways, the findings build on those of previous research (e.g. Potrac et al., 2002) which determined that, if effective coaching is to be achieved, coaches need to be sensitive to, and never take for granted, the various forms of power inherent within the coach athlete relationship.”
Receiving video-based feedback in elite ice-hockey: a player's perspective (2014, methodology): “Similar to much of the recent coaching research (e.g. Potrac et al., 2002; Jones et al., 2003; Potrac & Jones, 2009), taking the findings and our theoretical explanation back to John was not considered a test of truth but, instead, an opportunity for reflexive elaboration (Sparkes, 1989).”
Coaching redefined: an everyday pedagogical endeavour (2007, background): “( 2002 ), among others, has also emphasised the importance of flexibility and the micro-interactions that take place within the coach–athlete relationship.”