Coaching and the Freedom to Learn: A Conversation with Tim Gallwey and John Whitmore (original) (raw)
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A Life of Learning and Teaching at the University of California, Santa Cruz, 1965-2000
2012
It is Wednesday, November 2 nd , [2011] we are at John Dizikes' house on King Street in Santa Cruz and we are conducting part one of his oral history. My name is Cameron Vanderscoff, and I will be conducting the interview. John is here with us. With that, let's get started. What made you want to be a teacher? John Dizikes: Well, that's the-curiously, the ultimate 64 million dollar question. I'm not sure what made me want to be a teacher. I grew up in a family that had very little education. My father came from Greece when he was eleven, he'd gone through the fifth grade, my mother left high school in the-I think the 11 th grade-but they were very interested in contemporary affairs. My father would bring magazines home-he worked as a night watchman many years-and so we read and talked about things. I had an older brother who was not very interested in politics, but I was, my father and mother were, and I was a bookish student. I was good at school, I liked school, they encouraged me of course, always, and I think I just assumed-since I did not know what it would be to become a lawyer, or a doctor-I assumed I would be a teacher. That seemed agreeable, and it always did seem agreeable, because you're dealing with ideas, with people, with things I cared about. So I think it was just an assumption that was never very seriously questioned thereafter, and later on, when I became a little more sophisticated and went on to college, I tried different subjects. Literature was a great interest; the classics were an interest, psychology-. But I knew I didn't do science, wasn't a mathematician, and that what I really wanted was American history because it helped explain who I was-or am. Vanderscoff: Right. Dizikes: So I think it was partly the circumstances in which I grew up, and the fact that many, many students have come to understand, and that is if you want some kind of intellectual life-that sounds pretentious, but a life where you talk about ideas with people, and things, not professional, not commercial, teaching is what you have in American culture.
Finding our way home: coaching's search for identity in a new era
Coaching: An International Journal of Theory, Research and Practice, 2008
Coaching is at a crossroads as it moves into its second decade as an emergent profession. In some ways, its future will depend in part on its search for a past. As such, this paper offers an historical framework based on Peterson's (1991, 2004) work on the evolving relationship between science and practice in psychology across three eras Á the preprofessional, the scientist-practitioner, and the professional Á and a fourth era, the postprofessional (Drake, 2005), which began in 1990 with the identification of systemic evidence as an explicit basis for practice. Lessons to be learned from these eras by coaches are identified while recognizing that coaching is, in many ways, an unprecedented phenomenon that requires new levels of thinking. The second half of the paper lays out the possibility that a fifth era is dawning Á the era of the artisan Á in which coaches are seen as master craftspeople skilled in an applied art. The role of evidence in a new era is explored as part of a larger goal of helping coaches and coaching evolve and, in doing so, find their way home to their deepest calling and contribution.
Sport Education and Society, 2012
Discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education have started to gain increasing popularity in the field of coaching science. While it has been suggested that these ‘learner-centered’ approaches arguably align with the theoretical ideals of humanistic psychology, an in-depth examination of the implications of this learning orientation to sports coaching remains elusive. Rather, discussions have tended to be detached from theory, focusing instead on practices and methods. In light of this development, the present paper provides a detailed and critical overview of one of the leading humanistic thinkers’ work, namely Carl Rogers, in order to consider what implications his theorising about ‘person-centered’ learning could have for the development of athletes and coaches. In doing so, we hope that this article will serve to advance understanding and theoretically underpin what have tended to be largely a-theoretical and superficial discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education.
Re-wiring personal epistemology : a framework for effective mentoring
University of Central Lancashire, 2020
The aim of this thesis was to explore the contribution that mentoring can make to supporting grassroots coaches develop expertise through the current Football Association (hereafter the FA) Mentoring programme. Accordingly, Chapter 2 defines the concept of expertise and discusses the limitations of formal coach education programmes in developing expertise with specific reference to the goals, processes and epistemology of mentors and mentees. In summary, Chapter 2 then presents a conceptual framework by Entwistle and Peterson (2004) that can be utilized to support the development of a more sophisticated epistemology that underpins the development of an expert coach. In the first empirical chapter, Chapter 3 sought to evaluate a general view of the FA's Mentoring programme by mentors and mentees. The results indicated that mentors generally had a more sophisticated epistemology than mentees, although not as sophisticated as might be expected. Consequently, this difference led to what Light (2008) termed an epistemological gap which often resulted in a lack of coherence between mentors and mentees in what they believed the goals and processes of mentoring were. To build on the findings from Chapter 3 and provide greater clarity and an insight into the relationship between mentor pairs, Chapter 4 describes a multiple case study investigation that revealed that whilst mentors and mentees shared the goals of developing knowledge of tactics and techniques and some pedagogical practices (procedural knowledge) there was limited evidence that a wider declarative knowledge base was encouraged or indeed developed by mentors. Indeed, whilst there was evidence of an epistemological gap between mentors and mentees, mentors appeared to default to learn-drilldo philosophy of coach development. Chapter 5 then draws together the main conclusion by highlighting the implications of the research and considering a way forward to support the development of more expert coaches. In closing, Chapter 6 summarises the findings and iii suggests a pragmatic way forward to support the development of more creative forwardthinking coaches (Olsson, Cruickshank and Collins, 2017).