The main dissemination presentation from our ongoing research at The Schools and Community Football Conference, 24 June at Burton Albion Football Club.
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
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
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)
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.