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This innovative book presents a new framework for researchers in
the field of physical education and youth sport. By examining the
complex interplay between values, voice and ethics within the
research process, it showcases how the CREATE Principles for
Research Design can facilitate meaningful research with/for
children and young people. Adopting a design thinking approach -
and underpinned by principles of youth voice - the book rethinks
educational research with children and young people and offers a
new framework for the field. With contributions from leading
international experts, the book exemplifies how the CREATE
Principles for Research Design can be applied in practice across a
range of diverse populations and contexts through ten in-depth case
studies. Reflecting contemporary issues in the field, such as
gender, race and ethnicity, disability and social disadvantage,
these case studies take the reader through the process of applying
the CREATE principles as a reflective lens through which to
consider research design with/for youth. Designed to support
aspiring and experienced researchers alike, this book equips
readers with valuable ideas and tools to enhance their research
praxis and shape meaningful and relevant research with/for children
and young people.
This innovative and user-friendly book uses a design thinking
approach to examine transformative learning and liminality in
physical education. Covering theory and practice, it introduces the
important idea of 'threshold concepts' for physical education,
helping physical educators to introduce those concepts into
curriculum, pedagogy and assessment. The book invites us to reflect
on what is learned in, through and about physical education - to
identify its core threshold concepts. Once identified, the book
explains how the learning of threshold concepts can be planned
using principles of pedagogical translation for all four learning
domains (cognitive, psychomotor, affective and social). The book is
arranged into three key sections which walk the reader through the
underpinning concepts, use movement case studies to explore and
generate threshold concepts in physical education using design
thinking approach and, finally, provide a guiding Praxis Matrix for
PE Threshold Concepts that can be used for physical educators
across a range of school and physical activity learning contexts.
Outlining fundamental theory and useful, practical teaching and
coaching advice, this book is invaluable reading for all PE teacher
educators, coach educators, and any advanced student, coach or
teacher looking to enrich their knowledge and professional
practice.
This innovative and user-friendly book uses a design thinking
approach to examine transformative learning and liminality in
physical education. Covering theory and practice, it introduces the
important idea of 'threshold concepts' for physical education,
helping physical educators to introduce those concepts into
curriculum, pedagogy and assessment. The book invites us to reflect
on what is learned in, through and about physical education - to
identify its core threshold concepts. Once identified, the book
explains how the learning of threshold concepts can be planned
using principles of pedagogical translation for all four learning
domains (cognitive, psychomotor, affective and social). The book is
arranged into three key sections which walk the reader through the
underpinning concepts, use movement case studies to explore and
generate threshold concepts in physical education using design
thinking approach and, finally, provide a guiding Praxis Matrix for
PE Threshold Concepts that can be used for physical educators
across a range of school and physical activity learning contexts.
Outlining fundamental theory and useful, practical teaching and
coaching advice, this book is invaluable reading for all PE teacher
educators, coach educators, and any advanced student, coach or
teacher looking to enrich their knowledge and professional
practice.
Learning to Mentor in Sports Coaching is an innovative,
user-friendly, practical and theoretical guide for educating sports
coaches as mentors. It is the first book to employ design thinking
techniques to develop a new approach to mentor education in sports
coaching. Providing theoretical grounding in mentoring
conversations, design thinking and case study research, the book
centres on a series of redesigned mentoring conversations between
some of the world's leading sports coaching experts, coach
educators, mentors and mentees. It covers topics such as:
supporting novice volunteer coaches' learning the learning needs of
novice volunteer coaches and novice professional coaches
professional communities of learning in coaching the impact of
coaching behaviours on learning environments autonomy-supportive
learning environments coaching children, young people and adults
Closing with a critique of the sports coach mentor as design
thinker, Learning to Mentor in Sports Coaching is important reading
for any upper-level student or researcher working in sports
coaching, sports pedagogy or youth sport, and any coach looking to
integrate sound mentoring theory into their professional practice.
Mentoring is a core element of any successful teacher education or
coach education programme, with evidence suggesting that teachers
and coaches who are mentored early in their careers are more likely
to become effective practitioners. Physical education and sports
coaching share important pedagogical, practical and cultural
terrain, and mentoring has become a vital tool with which to
develop confidence, self-reflection and problem-solving abilities
in trainee and early career PE teachers and sports coaches. This is
the first book to introduce key theory and best practice in
mentoring, for mentors and mentees, focusing on the particular
challenges and opportunities in physical education and sports
coaching. Written by a team of international experts with extensive
practical experience of mentoring in PE and coaching, the book
clearly explains what mentoring is, how it should work, and how an
understanding of socio-cultural factors can form the foundation of
good mentoring practice. The book explores practical issues in
mentoring in physical education, including pre-service and newly
qualified teachers, and in coach education, including mentoring in
high performance sport and the role of national governing bodies.
Each chapter includes real mentoring stories, practical guidance
and definitions of key terms, and a 'pedagogy toolbox' brings
together the most important themes and techniques for easy
reference. This is a hugely useful book for all teacher and coach
education degree programmes, for any practising teacher or coach
involved in mentoring, and for schools, clubs, sports organisations
or NGBs looking to develop mentoring schemes.
Mentoring is a core element of any successful teacher education or
coach education programme, with evidence suggesting that teachers
and coaches who are mentored early in their careers are more likely
to become effective practitioners. Physical education and sports
coaching share important pedagogical, practical and cultural
terrain, and mentoring has become a vital tool with which to
develop confidence, self-reflection and problem-solving abilities
in trainee and early career PE teachers and sports coaches. This is
the first book to introduce key theory and best practice in
mentoring, for mentors and mentees, focusing on the particular
challenges and opportunities in physical education and sports
coaching. Written by a team of international experts with extensive
practical experience of mentoring in PE and coaching, the book
clearly explains what mentoring is, how it should work, and how an
understanding of socio-cultural factors can form the foundation of
good mentoring practice. The book explores practical issues in
mentoring in physical education, including pre-service and newly
qualified teachers, and in coach education, including mentoring in
high performance sport and the role of national governing bodies.
Each chapter includes real mentoring stories, practical guidance
and definitions of key terms, and a 'pedagogy toolbox' brings
together the most important themes and techniques for easy
reference. This is a hugely useful book for all teacher and coach
education degree programmes, for any practising teacher or coach
involved in mentoring, and for schools, clubs, sports organisations
or NGBs looking to develop mentoring schemes.
Learning to Mentor in Sports Coaching is an innovative,
user-friendly, practical and theoretical guide for educating sports
coaches as mentors. It is the first book to employ design thinking
techniques to develop a new approach to mentor education in sports
coaching. Providing theoretical grounding in mentoring
conversations, design thinking and case study research, the book
centres on a series of redesigned mentoring conversations between
some of the world's leading sports coaching experts, coach
educators, mentors and mentees. It covers topics such as:
supporting novice volunteer coaches' learning the learning needs of
novice volunteer coaches and novice professional coaches
professional communities of learning in coaching the impact of
coaching behaviours on learning environments autonomy-supportive
learning environments coaching children, young people and adults
Closing with a critique of the sports coach mentor as design
thinker, Learning to Mentor in Sports Coaching is important reading
for any upper-level student or researcher working in sports
coaching, sports pedagogy or youth sport, and any coach looking to
integrate sound mentoring theory into their professional practice.
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