A Study on Problems of the Teacher/Coach
A critical examination to the argument that a coach is a teacher
1992 Volume 12 Issue 1 Pages 9-16
Details
1992 Volume 12 Issue 1 Pages 9-16
The purpose of this study is the quest for educational problems of athletics. In recent years, athletic programs become important curriculum under an educational system in Japan. This tendency in an educational system indicates the diffusion of the concent that athletics is physical education However. athletics involve many educational problemes and there is not good-enough on discussions about this concept.
From the viewpoint of the physical educator, this question can be put in an another ways. Can the physical educator regard coaching as teaching? In short, whether a coach is a teacher or not.
For one of the answer to this question, this study attepmts to examine the traditional concept of “a coach is a teacher” in America.
In studies on physical education or coaches, many authors have reffered to coaching as teaching. They expressed, at the same time, that a coach is a teacher. These refferences that a coach is a teacher seemed to be based on three points as follows.
1) Institutional position as a teacher.
2) Educational effectiveness of athletics.
3) Educational function on the relationship between coaches and athletes.
Those arguments were criticized as follows.
1) The position of a teacher is justified in teaching a course of study. It was recognized some different actions between coaching and teaching. For the justification of this argument, it is necessary to prove the identification of the action as a teacher and the action as a coach.
2) Athletics are effective program for the goal of education, but that is only a means to an en d. it is doubtful whether coaches use these means for the educational goal or not. It becomes important to discussion about the goal of athletics.
3) The relationship between coaches and athletes can make up effective situations for education. However, this function is also available to organize the coach-dominated structure that is against the educational goal.
These arguments that a coach is a teacher were based on no more than effective means of situations for education. For the justification of these arguments, it is necessary to examine the goal of coaches.
