1. A critical pedagogy for sports development
Jon Cryer and Andy Pitchford
University of Gloucestershire

2. Models of understanding Values and pedagogy
Some history
Models of understanding
Values and pedagogy
PhASE: a learning experiment

3. Where does higher knowledge come from?
Internal generation
Conceptual breakthrough
Internal generation
Synergy
External generation
Professional competencies
External stimulation
State demands

4. Cultural construction
Internal generation
Cultural construction
(Bacon and Pitchford, 2005)

5. Recreation Management
Sports Studies
Recreation Management
New and improved
New and improved
Just add placements!
Sports Science
Physical Education
New and improved
New and improved

6. So are we decided on the core modules then?
I’m sorry but sociology simply has to be compulsory. Or I’m leaving
Only because you can’t teach anything else
Did I really leave industry for this?
I think you’ll find we need community biomechanics at every level

7. Open Day Today! And why do you want to apply for sports development?
To perpetuate my social indeterminacy… And play football.

8. Our curriculum journey
Advised by;
Our existing provision (MA Sports Development from 1996)
Other courses in the sector
Traffic & content gained in the construction of the website
Our own discomfort…….

9. Four perspectives on Sports Development education
Adapted from Caplan (1993)
Theories of radical change
Radical Sports Development
Radical Structuralist Sports Development
Sport and the individual
Traditional Sports Development
Theories of social regulation

10. Modules in sports development courses
Theories of radical change
Sport as an analytical tool
Radical Sports Development
Sport as a context for analysing the conflicts and contradictions in society
Sociology
Philosophy
Traditional
Sport and the individual
Theories of social regulation

11. Modules in sports development courses
Theories of radical change
Sport as an analytical tool
Radical Sports Development
Sport as a context for analysing the conflicts and contradictions in society
Sociology
Philosophy
The business of sports development
Structures / Governance
History and historical context
Principles of practice / Management
Initiatives and more initiatives
Traditional
Sport and the individual
Theories of social regulation

12. Traditional Sports Development
The sector appears successful in teaching the who, where, what and how of sports development at a descriptive level and that over time such description had taken on the appearance of theory.
…… often an inability to move beyond the descriptive to a more fundamental theoretical level.
What defines graduateness? Is it the ‘why’ of sports development?

13. Modules in sports development courses
Theories of radical change
Sport as an analytical tool
Radical Sports Development
Sport as a context for analysing the conflicts and contradictions in society
Sociology
Philosophy
The business of sports development
Structures / Governance
History and historical context
Principles of practice / Management
Initiatives and more initiatives
Sport’s impact on individuals
Social sciences
Construction of meaning through sport
Natural sciences
Sport education / Coaching / Performance
Traditional
Sport and the individual
Theories of social regulation

14. Modules in sports development courses
Theories of radical change
Sport as an analytical tool
Radical Sports Development
Community Development
Alternative delivery structures
Empowerment / Social capital
De-professionalisation
Humanities
Sport as a context for analysing the conflicts and contradictions in society
Sociology
Philosophy
The business of sports development
Structures / Governance
History and historical context
Principles of practice / Management
Initiatives and more initiatives
Sport’s impact on individuals
Social sciences
Construction of meaning through sport
Natural sciences
Sport education / Coaching / Performance
Traditional
Sport and the individual
Theories of social regulation

15. More questions than answers…..
Is Sports Development about managing resources?
Is Sports Development about the delivery of sport & PA ?
To what extent should modules reflect current practice ?
Has the descriptive taken on the appearance of theory?
What are the academic domains that are central to Sports Development?
What are the values that underpin Sports Development ?
How do we translate our own philosophy ?

16. A working definition for the curriculum?
Sports development is a form of social intervention comprising sets of principles, processes and practices [based on theory] that seek to provide opportunities designed to motivate and encourage people to take part in sport and physical activity at all levels of ability and through all stages of the life cycle for a variety of personal and societal rationales.
Adapted from Hylton, et al (2001)

17. SOCIOLOGY PHILOSOPHY Core Curriculum University of Gloucestershire
Sociology of Sport (I)
Football & Community (II)
Sport & Social exclusion (II)
Youth Sport & Leisure (III)
Sport & Society (II)
Sport Meaning & Value (III)
Philosophy (I)
Ethics & Morality (II)
Ethics (III)
Social Education (II)
Core Curriculum
University of Gloucestershire
SOCIOLOGY
PHILOSOPHY
Sports Organisations (I)
Community Placement (I)
The Fitness Industry (I)
Exercise Development (I)
Community Placement (II)
Planning for Sports Dev (II)
Delivering Sports Dev (II)
Vocational Experience (III)
Evaluating Sports Dev (III)
Partnerships (III)
Contemporary Issues (III)
Activity Leadership (I)
Coaching principles (I)
Physiology & Anatomy (I)
Psychology (I)
Sports Coaching (II)
Coaching Science (II)
Exercise prescription (III)
Sports Coaching (III)
Sport & mental health (III)
Performance Sports Dev (III)

18. Learning on placement: *Managerialism *Submission *Dependency
Autonomy, innovation See Baxter Magolda, (1994, 1996)

21. Individual volunteers and coaches
Students on Level 3 evaluation projects
SCA
Sports CVs
Students on individual placements
Students running Level 2 ‘events’ and initiatives

23. PhASING in: The student experience
This is the only module where I can remember punching the air in celebration before I got my mark back. We managed to negotiate a major deal with the owners of a stadium so that we could run our event. It felt like a real achievement.
There are so many modules where we are guided by the lecturers so I think to do something different, to figure things out for ourselves, work in a group and make our own decisions rather than being told exactly what we are going to do…I think it’s a really good idea.

24. It surprises me every meeting, as this goes along, how free we are to do what we want. They’ve never said to us, ‘You can’t do this’. We have asked them for advice and when we have done they have been helpful, but even when we’ve chosen no to take their advice they have been fine with that. It’s gone where they would have wanted and they’ve been quite excited about what we have done and pleasantly surprised. There is a support system and I think if anything went wrong they would pick up the ball and get it back on track.

25. PhASING out: The staff experience
It was horrible, no really horrible. I went through what they were there for, what they could do and what they couldn’t, and then how we could help and what we as staff could do. And then I dried up…and it was a proper cold sweat. I remember the beads of sweat dripping down the back of my neck, because I couldn’t think of what to say next. And the reason was that this was actually the point I had to go. To exit. To let them get on with it…but it wasn’t easy to do, to let go in that way.

26. PhASE could be so good. It could dwarf what other local organisations do. We’re sitting on a real opportunity here. But to do that we’ve got to take more of a lead. We can let this student do it one year, then another the next. I do think we’re missing a great opportunity here.

27. Conclusion Do you have an equivalent of PhASE? If so, how does it run?
How do you think we could develop PhASE further?
How do you think we should act as academics in relation to PhASE?
And more broadly, what are your values, and how do these inform the curriculum? And how do these inform your pedagogy?