Don Vinson - Böcker

Sport, physical activity and play are key constituents of social life, impacting such diverse fields as healthcare, education and criminal justice. Over the past decade, governments around the world have begun to place physical activity at the heart of social policy, providing increased opportunities for participation for young people. This groundbreaking text explores the various ways in which young people experience sport, physical activity and play as part of their everyday lives, and the interventions and outcomes that shape and define those experiences.The book covers a range of different sporting and physical activities across an array of social contexts, providing insight into the way in which sport, physical activity and play are interpreted by young people and how these interpretations relate to broader policy objectives set by governments, sporting organisations and other NGOs. In the process, it attempts to answer a series of key questions including: How has sport policy developed over the last decade? How do such policy developments reflect changes at the broader political level? How have young people experienced these changes in and through their sporting lives? By firmly locating sport, physical activity and play within the context of recent policy developments, and exploring the moral and ethical dimensions of sports participation, the book fills a significant gap in the sport studies literature. It is an important reference for students and scholars from a wide-range of sub-disciplines, including sports pedagogy, sports development, sport and leisure management, sports coaching, physical education, play and playwork, and health studies.

Social Learning in Sport illuminates the work of social learning leadership through narratives that illustrate how the theoretical concepts of social learning can deepen our appreciation of effective support for 21st century sport professionals who care to make a difference in sport coaching development. Wenger-Trayner’s Social learning theory has evolved substantially in the last decade, moving beyond the consideration of communities of practice to examining landscapes of practice and social learning spaces. This evolution provides a valuable resource for social learning leaders to support practitioners operating in global contexts of increasing ambiguity, uncertainty, and volatility.This new text examines the wide range of roles involved in social learning leadership and illustrates the practices and people who are working ‘behind the curtains’, often invisible to others. The book is divided into four sections. The introductory section provides social learning leaders with a brief overview of recent developments in the theory, including the value creation framework, and its use in sport. In sections two and three, the reader learns through engaging with the stories of practitioners from around the world who are inspired by a social learning approach with a principal focus on coach development. The concluding section includes examples of challenges drawn from practice and provides social learning leaders with recommendations for future directions. Social Learning in Sport is invaluable for all social learning leaders, including sport coaches, administrators, coach developers, and academics.

Social Learning in Sport illuminates the work of social learning leadership through narratives that illustrate how the theoretical concepts of social learning can deepen our appreciation of effective support for 21st century sport professionals who care to make a difference in sport coaching development. Wenger-Trayner’s Social learning theory has evolved substantially in the last decade, moving beyond the consideration of communities of practice to examining landscapes of practice and social learning spaces. This evolution provides a valuable resource for social learning leaders to support practitioners operating in global contexts of increasing ambiguity, uncertainty, and volatility.This new text examines the wide range of roles involved in social learning leadership and illustrates the practices and people who are working ‘behind the curtains’, often invisible to others. The book is divided into four sections. The introductory section provides social learning leaders with a brief overview of recent developments in the theory, including the value creation framework, and its use in sport. In sections two and three, the reader learns through engaging with the stories of practitioners from around the world who are inspired by a social learning approach with a principal focus on coach development. The concluding section includes examples of challenges drawn from practice and provides social learning leaders with recommendations for future directions. Social Learning in Sport is invaluable for all social learning leaders, including sport coaches, administrators, coach developers, and academics.