Main dissemination presentation, the schools and community football conference
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The main dissemination presentation from our ongoing research at The Schools and Community Football Conference, 24 June at Burton Albion Football Club.
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Main dissemination presentation, the schools and community football conference
- 1. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES The Schools and Community Football Conference
- 2. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Sarah Buxton, Simone Buchhauser, Rebecca Adams, Des Hewitt & Dan Parnell. .
- 3. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Outline for today Background Overview of Methods Key Findings Recommendations Reflections
- 4. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Background • Early Football Club Community Engagement • Football and the Community • The now:
- 6. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES School Sport • School Sport Partnerships Unprecedented funding and subsequent reorganisation in through the School Sports Partnerships. • OFSTED report “Physical Education NOT physical enough”. Beyond 2012 – outstanding physical education for all (Feb 2013) • Government funding “New funding for school sport and PE worth £150m a year for the next two years.”
- 7. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES • The coach can play a significant developmental role (Wylleman, Alfermann, and Lavallee, 2004) • In sport and physical activity the coach child relationship is deemed to be particularly crucial and essential foundations to any coaching (Lyle, 1999; Jowett & Cockerill, 2003; Jowett, 2005, Dwyer, et al., 2006) • In football in the community, research suggests coaches require further professional development (Parnell, Stratton, Drust and Richardson, 2013) Role and Skill Base of Coaches Responsiball (2012)
- 8. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Purpose of the research This research aims to explore the relationships between football clubs and schools Including: - Effective practice - Barriers and challenges to effective practice - Developing ways to improve practice
- 9. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Methods Semi-structured interviews (April-June 2013, lasting approx 1hr each) Football Clubs • Heads (Directors/CEOs) of Football Club Community Programmes (n=4) midlands Clubs • Club positions and context: A – top of the table EPL Club, B – mid-table League 1 Club, C - mid-table Championship Club, D - promotion contenders League 2 Club. Schools • 7 Primary school head teachers • 1 Consortium Operations Manager from a Co-operative Learning Trust Staffordshire (n=2) , Derbyshire (n=3), Leicestershire (n=2) Burton on Trent, Staffs (n=1)
- 10. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Schedule for interview FOOTBALL CLUB Interview Schedule EDUCATION Interview Schedule Phase 1 - Introduction and familiarisation Phase 2 - Exploring Personal Coaching Philosophy Phase 3 - PE and School Sport Phase 4 - Key Players in School Sport Phase 5 - Benefits of Schools and Community Sports Partnerships. Phase 6 - Clarification of the conversation and any additional comments Phase 1 - Introduction and Familiarisation Phase 2 - Effective Teaching and Learning Phase 3 - PE and School Sport Phase 4 - Involvement with Sports Organisations Phase 5 - Benefits and Barriers to Schools and Community Sports Partnerships Phase 6 - Clarification of the conversation and any additional comments
- 11. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Methods ANALYSIS • Thematic analysis (Strauss and Corbin 1998).
- 12. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES “I think the benefits for working with partnerships is that you’re getting good quality coaching ” (School - H) “being able to develop a sustainable organisation needs a lot of time and effort” (Football Club - B) Results Partnerships
- 13. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES “If you’ve got skilled coaches who have got that set of expertise they are better in my experience” (School - J) “they’ve got the basic skills. They’ve got what they need to coach” (Football Club - B) Results
- 14. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES “communication is the key” (Football Club - C) “they’ve got to engage, they’ve got to be with you” (School - E) “you need to be able to adapt to suit those needs” (Football Club - D) “having that male role model and coach as well it really helps” (School - H) Results
- 15. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES The Role of the Coach Skills Applied Meeting different needs Learning Environment Engaging, Passionate Enjoyment Qualification Delivery Assessment High-quality sessions Role Model Motivated Making a difference in behaviour Confidence Promoting a healthy lifestyle Signposting Communication Safeguarding Evidence-based practice Working with all ages
- 16. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Skills Based Shortage Communication Safeguarding School Ethos, Principles, Policies Quality Assurance The Role of the Coach continued..
- 17. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Results “suppose it’s making sure they have the same kind of philosophy and ethos” (School - H) “I think you’ve got to very much work consistently in the behaviour policy of that school” (School - E) “I would imagine that there are a dozen sports coaches in south Derbyshire that haven’t got into our school because of that requirement for health and safety for well-being of children for safeguarding issues” (School - G)
- 18. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Coaches providing CPD for Schools “We get very little PE training” (School - E) “it’s good to get coaches into school to teach specifics ...it is quite hard for teachers unless they’ve done the training” (School - H) “I think it’s almost continuing professional development for teachers to see the coaches working and to get the opportunity to have a look at that” (School - E)
- 19. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Key Findings • Effective Partnership Total reports - 71 • The Role of the Coach Total reports - 81 • Continuing Professional Development Total reports - 31
- 20. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Recommendations • Sports Perspective • Educational Perspective
- 21. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Sports Perspective Total Quality Management SOFT Tendencies (or Social Dynamic Approach): Audit Skill Set, address shortages in skills, providing time to develop, understanding partner philosophies Continuous Improvement Customer Focused Total Involvement (Commitment) HARD Tendencies (or System Technical Approach): Strategic intent/purpose and Quality Assurance
- 22. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Educational Perspective • Beyond activity: physical activity and physical education; • Working together towards a community-based curriculum; • Professional development in partnership for teachers and coaches should be coordinated towards common ends; • The new National Curriculum: what it is and whatever the government, it will offer flexibilities to schools, but there will be continuing focus on standards in literacy and numeracy; • What can community sports education partnerships contribute to the standards agenda?
- 23. www.derby.ac.uk EDUCATION,HEALTHANDSCIENCES Search for us – The Community Football Hub Connect with us on Facebook Follow us on Twitter @ComFootballHub Email us: TheCommunityFootballHub@gmail.com Dan Parnell School of Science University of Derby t: 07538500348 e: d.parnell@derby.ac.uk w: www.derby.ac.uk Thank you
Hinweis der Redaktion
- However, there are concerns over the skill base of coaches working in schools. Research suggests a lack of relevant skill base in community football coaches in promoting physical activity It has been suggested that the FA’s accreditation programme does not equip the ‘community coach’ with a full skill set to work across complex situationsFor example, Parnell Stratton, Drust and Richardson (2013) It appears that due to the deficiencies (or gaps) in the coaches’ skill base, and subsequent inappropriate working practices, the potential effectiveness of this intervention has been limited to ‘keeping active children active, through fun and enjoyable sessions. Therefore, FitC schemes must make sure the right people with the right skills are employed (i.e. including the coaches’ skill base, qualifications and experience across populations) in order to ensure that FitC schemes can attend to the increasingly complex social and health agendas that they are being asked to tackle. Consequently, it therefore appears pertinent to explore this on-going relationship between football clubs and schools (Number 10, 2013).
- Survey data will collect both statistical and qualitative data responses, which will add to the research in future publications and reports.After transcribing sport and education interviews, making participants and locations anonymous, we began extracting common themes. We read through the transcripts several times and began picking out common words and terminology between the different discourses. Through doing this we were able to remain as objective as possible as we were looking at words rather than interpreting their meaning. We made lists of the themes identified and began searching for them, which enabled us to see whether there was enough content to create a theme under this heading or not. For example, themes we thought may be likely would be taken out if they were only actually referred to a couple of times. We used an excel spreadsheet to collect the extracts alongside the themes. Firstly themes were extracted amongst all sport interviews then all education interviews. We then collaborated common themes between both interview sets. We have put together some preliminary findings as the research project is currently on-going and has not been completed.
- ABCD – footballE onwards is school
- The role of the coach, became a re-emerging theme, with all participants highlighting skills and the importance of the coach in effective delivery. From communication, engagement, being a role model to being able to adapt.Communication needed between sports/schools-To make partnerships effective communication appeared a vital aspect both for sports clubs and schools. Communication between organisations, staff and the ability to communicate with the children in sessions.EngagementBeing able to engage children in sports sessions was highlighted by both schools and sports clubs.The following suggestions can help coaches provide multiple means of engagement: Goal Setting, build a community of practice, know customer interests, ask questions, peer demonstration, allow risk taking, structure, Adapting to needs – the coaches ability to adapt to different needs came into both school and sports clubs discourse. Being able to adapt and deliver according to the individual child was highlighted as a Role Model: Research emphasizes that coaches have a critical role in conducting developmentally appropriate programs that focus on the enhancement of strengths and personal resources.Developmental research also consistently highlights the impact of supportive relationships with adults and role models as essential in bringing about positive developmental outcomes
- As such a common theme we have collated some key areas highlighted within our interviews.
- School Ethos – (Int H I suppose it’s making sure they have the same kind of philosophy and ethos in terms of behaviour and that kind of thing if they’re working with children) Quality Assurance Int H “I think there has to be um mm, quality assurance you need to make sure that whatever is happening is some quality assurance there for the partnerships ” Int A “So there’s a real need for quality assurance and development of coaches” Ways to assure quality is through setting targets and evaluations considering strategic intent.