Abstract
 Using semi-structured tape-recorded interviews with twenty-two players and eighteen managers, this paper utilizes the work of Max Weber in exploring the role of the manager in professional football (soccer). More specifically, Weber's writings on legitimate authority are used to explore traditional aspects of the role of the contemporary football manager. The findings highlight the lack of formal management training and the widespread assumption within football that previous playing experience is sufficient preparation for entry into management. While many aspects of the management of football clubs have involved increasing professionalization and bureaucratization, the role of the manager has proved remarkably resistant to these processes. The authority of the football manager continues to be based on traditional forms of authoritarianism and this allows managers an unusually high degree of autonomy in defining their own role and places few constraints on the appointment of their support staff.

Understanding the Role of the Football Manager in Britain and Ireland: A

There has been a growing trend of elite athletes being fast-tracked into post-athletic high-performance coaching roles in association football and rugby union in England and Wales. This has been fa...

Negotiating a coach identity : a theoretical critique of elite athletes’ transitions into post-athletic high-performance coaching roles

Coach educators’ voices rarely feature in the coaching literature. To address this gap, this research
explored the journeys and perceptions and understandings of learning of 16 coach educators (tutors)
in the United Kingdom (UK). As such, the research enabled the voices of these coach educators to
be heard and their socialisation processes to be investigated. Semi-structured interviews were used
to gain exploratory insights and the data were analysed thematically through inductive and deductive
processes. Themes were identified that related to the coach educators’ journeys and lives as well as
their understandings of learning and coach education. To offer a theoretically informed and
sophisticated appreciation of coach educators and coach education, the sociological framework of
Pierre Bourdieu was adopted. The analysis showed the coach educators’ beliefs and perceptions had
been formed, inculcated and reproduced as a result of taken-for-granted and doxic experiences
(Bourdieu, 1977) as athletes, learners and coaches and in coach education and tutor training (and
tertiary education in some cases). The coach educators suggested that knowledge of ‘learning’ was
important for coaching and coach education and associated it with contextualised and situated
practice. The participants viewed the coach education they delivered to be decontextualised and to
have low impact. Additionally, the findings suggested that coach educators may have limited
pedagogical knowledge and conceptual understanding. The analysis typically positioned the
professional coach educator habitus as being unreflective, unreflexive, and compliant as they
appropriated legitimate (but questionable) methods. The findings are significant in that they
highlight the need to: i) appreciate and explore coach educators’ roles, contexts, experiences, and
understandings; and ii) conduct critical inquiry with coach developers, those occupying senior Sport
Governing Body (SGB) positions, policymakers, and stakeholders in order to enhance our
knowledge of this complex but crucial practitioner and role, and ultimately tutor training and
practice.

Exploring professional coach educators’ journeys and perceptions and understandings of learning

Coaches are key socializing agents who influence the sociomoral context. A function of socialization in coaching is the imparting of values and ideology, which guide behavior. English professional football is known for authoritarian and subservient cultures whereby coaches will enforce cultural norms and values, which consequently shape their players’ moral development. Therefore, from a contextual viewpoint, professional football serves as a suitable site for exploring coaches’ views of morality. This study consisted of two aims: (a) explore English professional football coaches’ experiences of morality in football and (b) share coaches’ accounts of how they create and manage a moral atmosphere. Semistructured interviews were conducted with eight male professional English football coaches. Thematic analysis resulted in two general dimensions: coaches’ experiences of morality and recommendations for creating and managing a moral atmosphere. Coaches shared accounts of the moral conflicts and antisocial behaviors they experienced. The findings suggest that coaches struggle to define morality while highlighting the lack of coach education on the topic. Furthermore, similarities were observed in relation to coaches’ recommendations for creating and managing a moral atmosphere. Therefore, the study concludes by providing a selection of guiding principles that professional football coaches could implement when creating and managing a moral atmosphere. 

/pdf/coaches-experiences-of-morality-in-english-professional-3h7vu3mh.pdf

Coaches’ Experiences of Morality in English Professional Football Environments: Recommendations for Creating a Moral Atmosphere

This article draws on the findings of a three-year, inter-disciplinary study conducted on the journeys of sixteen Australian Indigenous sportsmen from their first touch of the ‘footy’ to the most e...

The long road from local communities to professional sport and the culture of the global sport industry for indigenous Australians

This article focuses on the influence of early life experiences and sociocultural context on coach learning in the sport of rugby league. It draws on the findings of a study that investigated the influence of cultural context on the development of elite-level rugby league coaches in England and Australia. The article focuses on the influence of experience from early childhood to the end of compulsory schooling on the development of three English and three Australian rugby league coaches who, at the time of the study, were working, or had worked, in the Super League.

/pdf/the-influence-of-early-life-experiences-on-english-and-4t6bmb1qfd.pdf

The influence of early life experiences on English and Australian Super League coaches’ learning

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The influence of early life experiences on English and Australian Super League coaches’ learning