Subjective lived experience: A resource for coaches’ education
Abstract
The conceptual contributions of psychophenomenology (Vermersch,
2012) as well as explicitation interviews (Vermersch, 2006) can stimulate
debates on reflexive practice and suggest original perspectives in coaches‟
education. Thus, our aim is to present a „Spiral training approach‟, through
which research and training can influence each other and become a
resource to promote skill development and provide an environment to
enhance learning. The coaches‟ subjective lived experience is at the heart of
this analysis, particularly focused on their professional practices and
respective transformations. This spiral approach facilitated the analysis of
coaches‟ behaviour who were working within the same team. Furthermore,
this multi-method approach included collective training sessions with a
group of coaches from the same club. This training approach was employed
with rugby union coaches in France, targetting their ability to do half-time
speeches during games. Results showed the use and growth of experiential
knowledge and effective routines within the technical staff and shared
professional knowledge within the club. The effects of the spiral training
approach were also analysed with consideration toward the coaches‟
perceptions and behaviour. We discuss the interest of this approach as an
innovative intervention strategy, considering the role of coaches‟ subjective
lived experience in coach education