Ed Cope
Datos Biográficos
| ID | 3749519 |
|---|---|
| NOMBRE | Ed Cope |
| NOMBRES | Ed |
| APELLIDO | Cope |
| FIRMA | COPE E |
| AFILIACIONES | Loughborough University |
| ORCID | 0000-0002-6554-504X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 24 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Exploring the impact of a coach development programme through the perspectives of Saudi Arabian sport coaches
Background: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic for…
Pedagogical dynamics of language use in coach–athlete orchestration
Background: Ludwig Wittgenstein played a pivotal role in sparking the linguistic turn (i.e. shifting the focus of social research from what reality is to how reality is constructed through language). Some sport-related studies have paid attention to the therapeutic feature of Wittgenstein's philosophy, which stresses the descriptive orientation towards everyday language use and its resistance to aprioristic theorisation. However, another gist of …
It Is a Team Game
Interpersonal violence is now widely acknowledged as a key concern throughout sport. In response, governing bodies have started to introduce safeguarding strategies. One such example is the FIFA Guardians programme, which aims to introduce stronger safeguarding measures throughout global football. The programme includes nominated learners from FIFA’s 211 Member Associations completing the FIFA Guardians Safeguarding in Football Diploma. There is …
Coaching player decision making in rugby union
Introduction: Researchers exploring how coaches can best support the development of their players decision making within team invasion sports have often been conducted from a cognitive or ecological approach, which differ in their views regarding the presence and absence of memory representations. This difference has, in turn, resulted in practical implications that are theoretically different, but not pedagogically different. Research has catego…
Coach experiences of formal coach education developed by national governing bodies
Am I becoming better? A life-long and life-wide analysis of sport coaches’ ecological realities and (mal)adaptation in the workplace
Sport coaches’ occupational adaptation is a continuous learning process (re)shaped through interactions with their biography and context. Although existing studies have established solid grounds for coaches’ workplace learning beyond the dualistic view of it as either cognitive acquisition or social participation, (a) the nested structures of coaching workplace ecology and (b) agents’ maladaptive experiences remain under-explored. Comprehending t…
Understanding in-situ complexities
Sport pedagogue–learner interactions encompass complex dynamics of (who, what, when, where, why, and how) speaking and listening acts. As discursive practice normatively frames embodied, pedagogic, and socio-cultural values/biases beyond information transmission, coach–athlete dialogues (CADs) mediate their way of being-in-the-world across multi-dimensions. Recognising this significance, a growing body of qualitative coaching research has applied…
Crossing the line
This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that inten…
How did we get here; a historical and social exploration of the construction of English FA coach education
Formal coach education, such as courses experienced by coaches, is part of a wider education system, constructed by policy developers, course designers and coach educators. To date, research has explored the complex micro-pedagogical interactions between coach educators and coaches on courses, yet there is little understanding of the historical and social influences on the development of these systems. In response, this study analyses the social …
An examination of content knowledge in formal coach education curriculum
Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered what knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches …
Re-visiting systematic observation
Systematic observation has been one of the most employed data collection methods in sport coaching literature. Initial work, originally undertaken in the 1970's, and gaining traction in the 80's and 90's looked to predominately offer descriptions of coaches' behavior. While this research continues to offer a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has un…
Investigating the impact of a Freirean informed coach education programme
Background: Coach education discourse has largely suppressed learners’ involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes.Purpose: The purpose of this study was to investigate the impact a theoretically informed learning pr…
Creating and disseminating coach education policy
By examining on-course pedagogical practices, recent research has sought to inform the development of National Governing Body (NGB) coach education courses. Coach education programmes are, however, social constructs, and are influenced by policies and socio-economic factors. To inform future provision, there is a need to understand the construction of policy and the influences affecting course design. This study examined how the English Football …
Investigating the alignment between coaches’ ideological beliefs and academy philosophy in professional youth football
The impacts of professional sporting culture and institutional discourse on coaching practices and ideologies have largely been unconsidered and undiscussed. Understanding coaching practice from a social perspective can provide insights into the prevailing culture that coaches are immersed within, pointing to patterns of discourse, norms and values that govern coaches’ actions. The purpose of this study was to investigate the potential for (mis)a…
Learning from the past; a Freirean analysis of FA coach education since 1967
Formal coach education has been described as an activity which promotes conformity from course attendees. To date, however, few studies have looked at how coach education has been socially constructed over time. The present study addresses this gap and provides a Freirean account of English Football Association (FA) coach education since 1967. Specifically, this study focuses on coach education in the participation domain (grassroots football) wh…
An investigation of professional top-level youth football coaches’ questioning practice
To position learners as more central components in the coaching process, scholars suggested that coaches should employ a questioning approach, which may lead to the development of desirable learner outcomes (i.e. increased problem solving and decision-making skills). Studies, however, indicate that coaches rarely employ questions within their practice. When questions are asked, these questions rarely move beyond lower-order or ‘fact seeking’ enqu…
The pursuit of lifelong participation
Physical Education and School Sport (PESS) offers a key vehicle to support the development of lifelong participation in children and young people. At a time of government cuts and the emergence of external providers, including professional football clubs, it is pertinent to explore current practice. This research set out to explore the delivery, and partnerships involved within the School Sports Premium, particularly the relationship between the …
Learning from the past; a Freirean analysis of FA coach education since 1967
Formal coach education has been described as an activity which promotes conformity from course attendees. To date, however, few studies have looked at how coach education has been socially constructed over time. The present study addresses this gap and provides a Freirean account of English Football Association (FA) coach education since 1967. Specifically, this study focuses on coach education in the participation domain (grassroots football) wh…
Crossing the line
This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that inten…
Investigating the alignment between coaches’ ideological beliefs and academy philosophy in professional youth football
The impacts of professional sporting culture and institutional discourse on coaching practices and ideologies have largely been unconsidered and undiscussed. Understanding coaching practice from a social perspective can provide insights into the prevailing culture that coaches are immersed within, pointing to patterns of discourse, norms and values that govern coaches’ actions. The purpose of this study was to investigate the potential for (mis)a…
An examination of content knowledge in formal coach education curriculum
Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered what knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches …
Re-visiting systematic observation
Systematic observation has been one of the most employed data collection methods in sport coaching literature. Initial work, originally undertaken in the 1970's, and gaining traction in the 80's and 90's looked to predominately offer descriptions of coaches' behavior. While this research continues to offer a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has un…
Creating and disseminating coach education policy
By examining on-course pedagogical practices, recent research has sought to inform the development of National Governing Body (NGB) coach education courses. Coach education programmes are, however, social constructs, and are influenced by policies and socio-economic factors. To inform future provision, there is a need to understand the construction of policy and the influences affecting course design. This study examined how the English Football …
The pursuit of lifelong participation
Physical Education and School Sport (PESS) offers a key vehicle to support the development of lifelong participation in children and young people. At a time of government cuts and the emergence of external providers, including professional football clubs, it is pertinent to explore current practice. This research set out to explore the delivery, and partnerships involved within the School Sports Premium, particularly the relationship between the …
The pursuit of lifelong participation
Physical Education and School Sport (PESS) offers a key vehicle to support the development of lifelong participation in children and young people. At a time of government cuts and the emergence of external providers, including professional football clubs, it is pertinent to explore current practice. This research set out to explore the delivery, and partnerships involved within the School Sports Premium, particularly the relationship between the …
An investigation of professional top-level youth football coaches’ questioning practice
To position learners as more central components in the coaching process, scholars suggested that coaches should employ a questioning approach, which may lead to the development of desirable learner outcomes (i.e. increased problem solving and decision-making skills). Studies, however, indicate that coaches rarely employ questions within their practice. When questions are asked, these questions rarely move beyond lower-order or ‘fact seeking’ enqu…
Learning from the past; a Freirean analysis of FA coach education since 1967
Formal coach education has been described as an activity which promotes conformity from course attendees. To date, however, few studies have looked at how coach education has been socially constructed over time. The present study addresses this gap and provides a Freirean account of English Football Association (FA) coach education since 1967. Specifically, this study focuses on coach education in the participation domain (grassroots football) wh…
Creating and disseminating coach education policy
By examining on-course pedagogical practices, recent research has sought to inform the development of National Governing Body (NGB) coach education courses. Coach education programmes are, however, social constructs, and are influenced by policies and socio-economic factors. To inform future provision, there is a need to understand the construction of policy and the influences affecting course design. This study examined how the English Football …
Investigating the alignment between coaches’ ideological beliefs and academy philosophy in professional youth football
The impacts of professional sporting culture and institutional discourse on coaching practices and ideologies have largely been unconsidered and undiscussed. Understanding coaching practice from a social perspective can provide insights into the prevailing culture that coaches are immersed within, pointing to patterns of discourse, norms and values that govern coaches’ actions. The purpose of this study was to investigate the potential for (mis)a…
Investigating the impact of a Freirean informed coach education programme
Background: Coach education discourse has largely suppressed learners’ involvement in learning. To address this, there have been calls for more humanistic approaches to form the basis of formal learning programmes. However, there remains a paucity of research that has investigated what works and why when it comes to the impact of these programmes.Purpose: The purpose of this study was to investigate the impact a theoretically informed learning pr…
An examination of content knowledge in formal coach education curriculum
Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered what knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches …
Re-visiting systematic observation
Systematic observation has been one of the most employed data collection methods in sport coaching literature. Initial work, originally undertaken in the 1970's, and gaining traction in the 80's and 90's looked to predominately offer descriptions of coaches' behavior. While this research continues to offer a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has un…
Crossing the line
This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that inten…
How did we get here; a historical and social exploration of the construction of English FA coach education
Formal coach education, such as courses experienced by coaches, is part of a wider education system, constructed by policy developers, course designers and coach educators. To date, research has explored the complex micro-pedagogical interactions between coach educators and coaches on courses, yet there is little understanding of the historical and social influences on the development of these systems. In response, this study analyses the social …
Coaching player decision making in rugby union
Introduction: Researchers exploring how coaches can best support the development of their players decision making within team invasion sports have often been conducted from a cognitive or ecological approach, which differ in their views regarding the presence and absence of memory representations. This difference has, in turn, resulted in practical implications that are theoretically different, but not pedagogically different. Research has catego…
Coach experiences of formal coach education developed by national governing bodies
Am I becoming better? A life-long and life-wide analysis of sport coaches’ ecological realities and (mal)adaptation in the workplace
Sport coaches’ occupational adaptation is a continuous learning process (re)shaped through interactions with their biography and context. Although existing studies have established solid grounds for coaches’ workplace learning beyond the dualistic view of it as either cognitive acquisition or social participation, (a) the nested structures of coaching workplace ecology and (b) agents’ maladaptive experiences remain under-explored. Comprehending t…
Understanding in-situ complexities
Sport pedagogue–learner interactions encompass complex dynamics of (who, what, when, where, why, and how) speaking and listening acts. As discursive practice normatively frames embodied, pedagogic, and socio-cultural values/biases beyond information transmission, coach–athlete dialogues (CADs) mediate their way of being-in-the-world across multi-dimensions. Recognising this significance, a growing body of qualitative coaching research has applied…
Exploring the impact of a coach development programme through the perspectives of Saudi Arabian sport coaches
Background: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic for…
Pedagogical dynamics of language use in coach–athlete orchestration
Background: Ludwig Wittgenstein played a pivotal role in sparking the linguistic turn (i.e. shifting the focus of social research from what reality is to how reality is constructed through language). Some sport-related studies have paid attention to the therapeutic feature of Wittgenstein's philosophy, which stresses the descriptive orientation towards everyday language use and its resistance to aprioristic theorisation. However, another gist of …
It Is a Team Game
Interpersonal violence is now widely acknowledged as a key concern throughout sport. In response, governing bodies have started to introduce safeguarding strategies. One such example is the FIFA Guardians programme, which aims to introduce stronger safeguarding measures throughout global football. The programme includes nominated learners from FIFA’s 211 Member Associations completing the FIFA Guardians Safeguarding in Football Diploma. There is …
Sport Psychology and Performance (15 obras) · Psychology (13 obras) · Coaching (12 obras) · Physical Education and Pedagogy (12 obras) · Pedagogy (11 obras) · Sociology (10 obras) · Political science (9 obras) · Football (7 obras) · Motivation and Self-Concept in Sports (7 obras) · Qualitative research (6 obras)