David Piggott

Bio: David Piggott is an academic researcher from Leeds Beckett University. The author has contributed to research in topics: Coaching & Sport psychology. The author has an hindex of 15, co-authored 31 publications receiving 1196 citations. Previous affiliations of David Piggott include The Football Association & University of Lincoln.

Coaches' experiences of formal coach education: a critical sociological investigation

Abstract: According to recent academic reviews, formal coach education courses are rarely considered important or useful events in a broader coach learning process. At present, there is insufficient research to define the nature and extent of this problem which is likely to become more important under the prevailing governing rationalities of modernisation and professional accreditation. The purpose of this paper, therefore, was to explore coaches' experiences of formal coach education to determine the extent to which they are considered useless and to describe their nature. Neo-Foucauldian concepts, specifically ‘governmentality’ and ‘power/knowledge’, were drawn on to interpret data from semi-structured interviews with 12 coaches from a range of sports. The findings suggest that, where courses were governed by prescriptive and rigid rationalities, coaches found them useless; whereas, open and discursive courses, though in the minority, were considered more useful.

The Open Society and coach education: a philosophical agenda for policy reform and future sociological research

Abstract: Background: The realisation of the strategic importance of high quality coaching to the achievement of national sport policy objectives is resulting in extensive movements to professionalise the coaching industry. Interest in coach education is therefore growing among academics and policy-makers alike. A recent review of literature in this field, however, reveals a troubling problem situation: formal coach education is important for coach learning but tends to be expensive, inflexible and overly technical and therefore has little real impact on coaching practice. The solutions offered by many academics are, unfortunately, vague and often philosophically flawed. This is particularly so when the descriptive model of communities of practice (CoP) is suggested as a prescriptive model for coach education. The first part of the paper, therefore, ends with an extended critique of the use of CoP as a model for coach education. Purpose: To provide a clear philosophical argument for the direction of reform for coach education, drawing on a normative theory of the ideal conditions for the growth of knowledge. Discussion: Starting with the argument that any descriptive (or ‘evidence-based’) model is inherently conservative, the second part of the paper offers an alternative solution to the problem of coach education that is openly prescriptive (or normative). It is the Popperian ideal type of an Open Society (OS). It is argued that the concept of an OS is a better prescriptive model for coach learning for a number of reasons. First, it is based on a logically sound epistemological theory of the ideal social conditions for the growth of knowledge. Second, it is simple and easy for lay people to understand. Third, as an ideal type, it offers a target or goal against which progress towards a better method of coach education can be measured. In this final sense, it also offers a clear agenda for policy reform and future sociological research. Conclusions: The paper makes a series of practical recommendations for reforming coach education and its institutions based on the model of the OS. Foremost among these are making learning resources free at the point of use and using Web 2.0 technologies to democratise educational episodes and widen participation in coach education programmes of all kinds.

The archaeology of knowledge

Abstract: We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน