Professional Development through Sport - Literature review Example

Professional Development through Sport Name of Student Student Number Name of Institution Course Code Name of Lecturer Date of Submission Professional Development through Sport Introduction Professional development in the sports industry has grown considerably with aspects of continuous professional development finding great relevance. Sports have gained populace in the 20th and 21st centuries and many renowned personalities have become outstanding professionals through making their talents in sports become their source of living (Cottrell 2011). Consequently, the tradition of enhancing games in schools has been taken seriously to enhance healthy lifestyles through inculcating an active lifestyle right from young age. Sporting have become a profession that is adorable and well paying, with sportspersons like Paula Jane Radcliffe (a long distance runner) and David Beckham (a footballer) among others being great examples. However, the achievement has come with great efforts among the sportspersons and the aspect of sport graduate and employability skills have made the field even more competitive (Archer and Davidson 2008). Thus, it is critical to evaluate this aspect within the sport industry and bring out a clear perspective of how well individuals are faring in the sports industry. The whole concept of the paper will be evaluated by critically looking into the coach and physical education teacher as the professionals that present clear emphasis in respect to the objectives of this essay. A critical evaluation on the aspect of professional development through sports by exploring the various roles, responsibilities and their associated skills, as well as and knowledge base will be outlined. In context, this evaluation will look into the key roles and responsibilities that are associated with professional development and employment within the sport industry, and in specific with respect to a coach and a physical education teacher. Further, an assessment of the two employment types that are evident in respect to sports will be evaluated followed by identifying the role and responsibilities that are associated with each prospective role. On the same note, an establishment of the skills and knowledge base necessary for each role will be established. Finally, various academic and employability skills in the field of sporting will be evaluated in order to establish the gaps that apply for the various employment opportunities identified and will outlined in the appendix section. This will ensure a clear analysis of the critical ways whereby effective professional sporting is developed and ensured to acquire greater standards in the field of employment. Continuous Personal and Professional Development in Sports Continuous professional development as defined by Megginson and Whitaker (2007) is a process whereby individuals take control of their learning and development through engaging in a constant course of reflection and action. In context, it refers to the various activities undertaken, either formal course or personal study that aids an individual to perform their task in a better way and thus, propel their career skills to another level (Minten 2010). Sports development is a continuous task and it is upon the sports persons to continue with their practices to keep up their competitiveness prowess. The composition of continuous professional development constitutes what is required as well as the requirements of the employer. Skills Active (2013) identifies that the sports industry comprises one of its largest sectors having a workforce of 371, 800 people who work in 176, 000 business and organisations in the entire United Kingdom. This presents a clear perspective of how the sports industry offers great opportunities in respect to professional developments and career achievement. According to Pool and Sewel (2007), development of practical skills of graduate employability has become a crucial tool for professional development. In this context, sport graduate and employability within the sport industry comes out as critical aspects for consideration, as well as the concept of professional autonomy in regard to roles and responsibilities of individuals working in the sports industry. Megginson and Whittaker (2003) establish that experiences gained within a professional setting are critical for continuous professional development. Various indoors and outdoors games have been documented as presenting great professionals who are categorised among the highest professional earners globally (Trimble et al. 2010). However, these aspects have not just come up per se, but rather, have been developed through series or trainings to acquire skills and experience on how to win over their opponents and emerge the best (Minten 2010). The sports industry has maintained integrity in the establishing of relationships and employment contacts with sportsmen (Trimble, et al. 2010). It is common knowledge that various organisations have continuously trained their employees to keep on developing and thus, offer unique opportunities for skill development. Therefore, this is considered to be the core responsibility of the employee to initiate and take care of their continuous professional development in conjunction with the employing organisation (Wosley, Minten and Abrams 2012). There exist various sports’ career options that arise with development of the industry. However, it is prudent to always consider the requirements of any given professional body in order to pursue the relevant skills and experience to be in line with the organisational requirements (Pool and Sewel 2007). It is common knowledge that many organisations require members to maintain certain levels of knowledge and skills as part of their professional prowess to be assured of continuous membership. Thus, the aspect of continuous professional development becomes a reality for any professional sports person who aspire to remain relevant and competitive viable for long durations. Wosley, Minten and Abrams (2012) opines that the sports industry is based on diverse and fragmented nature and means that there exist a generic labour market aspect that have a direct relation to the sport industry. The fragmentation brings about great difficulty in respect to estimating the actual size of the composition of sports workforce. This is attributed to the problems that are associated with the definition of the scope of the industry (Wosley, Minten and Abrams 2012). Many young athletes, teenagers who play soccer, basketball, baseball among other games always perceive and aspire to have professional careers in the future. The urge is motivated by the many outstanding individuals they have grown to watch and admire (Wilson, et al. 2004). Amid the fact that sports offer great professional options, there are the examples of coaches who contribute greatly in training the players. These professions are achieved after much dedication and investments made through finances and time management to realise the skills necessary to acquire a recognised stature (Lindon 2010). Coaching and Physical Education Professions and the Impact in the Sport Industry The sports industry remains a crucial employment sector for many talented individuals for engage in sporting competitively, as well as other staff who train, manage and cater for the players. This makes the sports industry a crucial sector of creating employment and contributing economic growth and wealth creation. The Sport England (2013), states that sports employment has continuously been termed as a crucial components of the economy in the UK and world over. In 2010, approximately over 400,000 persons had sports related professions which constitute 2.3% of the entire employment statistics in England. The benefits have been extensive in regard to volunteering in sports, as well as the health related benefits that are attached to sports and physical exercises, thus impacting directing to the national economy. Sport England (2013) clearly shows the impact achieved economically from games in 2010 was immense with £20.3 billion per annum generated for the economy through sports in terms of gross value added (See appendix II). In terms of health in 2010, the economic value of sports in terms of health stood and £11.2 Billion per annum. Coaches and PE teachers are not just individuals appointed for the sake of supervising practices, but rather are professionals with skills and experiences to offer guidance to players. The coach for example is mandated to ensure trainees or players in a club or organisation acquire the relevant skills to compete in any given game (North 2007). PE teachers on the other hand are handed the responsibility of teaching students within institutions and also laying down sporting curriculums. This in context means creating a generation that will come up having sports skills right from school and promote the same within the community (Stidder and Hayes 2012). The introduction of sport academies have not only created great sports personality, but have created jobs for coaches and other support staff within the institutions (McQuade and Weare 2005). In every sporting career, it is evident that there is need for continuous skill development not only among the players, but also the trainers and instructors (Lindon 2010). Continuous skill development therefore, comes up as an aspect of sporting profession that enhances employability and ensures continuity of skills necessary for creating a sterling career. Roles and functions are assigned as part of any given task; however, they may be not within the control of the person in question (Weinstein, Deci and Ryan 2011). In contrast, for the two professionals under consideration; Coaching and Physical Education, their identity comes up about due to the efforts of the person carrying out the role and is based on the values, beliefs, attitudes, understanding and feelings of the individual. According to Jacques and Hyland (2007: 202), the collective aspect required brings about a sense of responsibility for managing and maintaining the competence and integrity of the profession as a whole. This is in respect to upholding and maintaining professional ethics within the sports industry and consequently embracing the reality of acquiring skills and to remain relevant and achieve greatly in the profession (Hagger and Chatzisarantis 2007). The role of the coach varies from assisting athletes to developing their full potential through training and analysing their performance (BrianMac 2014). The coach also provides support through encouragement and imparting the relevant skills in the given sport (North, 2007). Through monitoring and evaluation, the coach is able to establish the development of the player, as well as the areas that calls for improvement. However, the coach is also responsible for guiding the player in life and the chosen sporting profession (BrianMac 2014). In context, the coach’s role becomes varied in respect to being the instructor, friend, confidante, demonstrator, facilitator, planner, advisor, supporter, organiser, counsellor, and source of knowledge relevant in the sport profession development. Roles and Responsibilities of the Professions and their Relation to the Theory of Professional Autonomy Effective professional development among the coaches and the PE teacher has its roles and responsibilities that are necessary to achieve better results. Pool and Sewel (2007), indicate that employers are concerned with individuals possessing the right skills in their profession. This emanates from the concept of graduate employability which is all about the capacity of acquiring and maintaining a job that is fulfilling (Minten 2010). In this context, the necessary skills can be attained through embracing the concept of professional autonomy. The aspect of autonomy in the sporting professional finds great relevance in respect to the individuals having the capacity to determine the extent of their achievements. Generally, the aspect of autonomy refers to the amount of control that a given person has on their actions, decisions among others (Forde, et al. 2006). In context, it is the ability of an individual to govern themselves with concrete supervision or control from a second party. Autonomy establishes that the right to negotiate practice, shape, develop, and requires that one has to conform to the set rules and regulations as well as guidelines put in place (Cross 2008). This aids in ensuring that amid the fact that autonomy is being exercised, the given person follows the right channels to achieve the set goals; thus, reaching the necessary standards. The Physical Educator has a key role in the development of professionals’ skills among the young students (Stidder and Hayes 2012). The knowledge and skills imparted in them not only develops the sense sports as a professional undertaking, but as a strategy to promote lifestyle. PE programs have the responsibility of teaching skills necessary to the students for participating in physical activity beyond the precincts of the PE class, as well as skills that would be used for a lifetime for leading an active lifestyle (Stidder and Hayes 2012). Skills are necessary in respect to ensuring that one performs their duties accordingly and consequently PE teachers alike possess the skills necessary to come up with programs which are crucial for teaching in institutions (Brigman and Molina 1999). The end result is imparting of skills to the children which in turn they can utilise on their own to indulge in active lifestyle. Thus, the PE teacher has the greater responsibility of imparting skills into the young ones as well as encouraging them to embrace the active life to promote more physical activity on the playground and their neighbourhood. This means the practice of the teacher spills over to the community thus, impacting on the society positively (Wilson, et al. 2004). In the context of Megginson and Whittaker (2003) argument, the two professionals have the responsibility of wholesomely having a sense of maintaining the competence and integrity of the trainees for the sake of the coach and students in respect to PE educators. With effective legislation in the UK to promote a sporting life for all, the PE educators have a greater role to play in the institutions of learning to help the government achieve its goals (Stidder and Hayes 2012). On the other hand, coaches have the responsibility of ensuring competitive and competent training of community sports clubs to promote active lifestyle in the society (BrianMac 2014). These undertakings have seen an upsurge of curriculum review in schools and promotion of sporting in the community through funding, provision of equipment, renovation of facilities and offering incentives and prizes to winners (Etnier, Sidman and Hancock 2004). This promotes the sense of creating a sporting society and at the same time promotes the professions of the PE educators and the coaches as well. Skills and Knowledge Base Required for Each Role Every role undertaken by the coach and the PE teachers has the base requirement of skills and knowledge to ensure that the end result is competitive and up to required standard levels. As a professional, an individual has the responsibility of promoting their skills and knowledge base by either collaborating with their organisation to further their knowledge base or seek for study leave (Archer and Davidson 2008). This process occurs with effective reflection as illustrated by Moon (2001) to undertake various forms. There is the initiation of a concept and then it is developed through reflection learning to acquire desired skills. The two professions identified though related in respect to the fact that they deal with sports, can vary in respect to the specific roles and responsibilities vested on each profession. In context, Ries (2013) calls it the power of professionalism in respect to the ability of each profession to possess unique skills that can be developed to realise profound effects on the profession. The role of the PE teachers calls for the preparation of students in order to implement an active lifestyle into their adult life (Stidder and Hayes, 2012). Therefore, the ability to develop sports and impart skills through ability appropriate and sequential lessons forms the crucial aspect of the teaching profession in sports for physical activity. The PE teachers are required to have extensive knowledge on various sub-disciplines of physical education and be well versed in the correct and relevant methods necessary for promoting vigorous activity and maximum participation (Stidder and Hayes 2012). The lifetime goal in respect to public health illustrates that youths ought to be aided in knowledge base development which translates into acquisition of relevant skills and sporting strategies. Consequently, the knowledge base and skills bring up the aspect of exercise and health into focus making the upcoming generation get the context of embracing active lifestyles to promote healthy living (Sport England 2013). Thus, the teachers or instructors of sports are required to continue acquiring more knowledge and skills to build a continuous profession that remains relevant and promotes positive attitudes in life. This brings up the aspect of continuous professional development into focus. The coach is expected to possess essential training and motivational skills that are relevant to promote acquisition of skills by the trainees (BrianMac 2014). Possessing relevant skills is an employability aspect which place a professional better placed to get any given job (Weinstein, Deci and Ryan 2011). Lacking professional and experience skills as a coach would be a hard task to competitively bring up a clique of players within the club or organisation one is working for at the onset. This is clearly evident with the employment of coaches by established clubs and organisations who go for the best and experienced personalities to coach or manage their teams (North, 2007). This is crucial to make the team remain relevant and on the winning side within the competitive environment. As the trainees mature and demonstrate sound understanding of the training concepts, they acquire necessary skills to compete and consequently train and guide others professionally. Thus, the coach has the role of passing on knowledge to others to promote growth and development of the sporting profession. Conclusion In conclusion, the aspect of professional development through sport is a critical subject for discussion. In respect to this essay evaluation, the professional development of the coach and the PE teacher emanates from their own conviction and free will to pursue the necessary skills and knowledge to be employable. The acquisition of employability skills though can be done in corroboration with the organisation or institution of concern, the notion of succeeding is based on the concept of professional autonomy (Minten 2010). Self-motivation and determination drives the individual towards ensuring they acquire the integrity and capability to be effective professionals. Thus, the overall impact of the self-motivated actions towards getting skills in the profession contributes in the long run to the overall economic development (Wosley, Minten and Abrams 2012). Consciously, the sports value to England economic state makes the aspect of sports development a factor of great consideration in the economic context. Various studies have been carried out in respect to evaluating the economic impact of sports in the recent past with one study as documented in Sport England (2013) establishing that the Cardiff Millennium Stadium and the City of Manchester Stadium brought about great positive results to the local property markets. In respect to other studies, on-elite and mass-participation on events like marathon may result to raised profiles of the host area and consequently generate tourist income for minimum infrastructural investment. This presents the reality that professional development in sports is a key undertaking in any given development for economic and professional growth. References Archer, W. and Davidson, J., 2008. Graduate Employability: What do Employers Think and Want? London, the Council for Industry and Higher Education (CIHE). BrianMac, 2014. Coaching roles and Skills, Accessed March 27, 2014, from Brigman, G. and Molina, B., 1999. Developing social interest and enhancing school success skills: A service learning approach. Journal of Individual Psychology, Vol. 55, no. 3, pp. 342-355. CBI, 2009. Future Fit: Preparing graduates for the World of Work. CBI, The Voice of Business. ISBN: 978-0-85201-5. . Cottrell, S., 2011. Critical Thinking: Developing Effective Analysis and Argument. 2nd ed. New York: Palgrave Macmillan. Cross, K, 2008. Guiding Client Progress. IDEA Trainer Success, Vol. 5, no. 2, pp. 12- 14. Etnier, J., Sidman, C. and Hancock, L., 2004. An Examination of Goal Orientation Profiles Motivation in Adult Team Support. International Journal of Sport Psychology, Vol. 35, pp. 173-188. Forde, C., McMahon, M., Alastair, D. and McPhee, F., 2006. Professional Development Reflection and Enquiry, London: Paul Chapman Publications. Hagger, M. and Chatzisarantis, N., 2007. Intrinsic Motivation and Self-Determination in Exercise and Sport. Champaign, IL: Human Kinetics. Lindon, J., 2010. Reflective practice of early year’s professionalism: Linking theory and practice. London: Hodder Education. McQuade, S. and Weare, N., 2005. Assessing in Sport. UK: Coachwise business Solutions. Megginson, D. and Whittaker, V., 2003. Continuing professional development. London: CIPD. Minten, S., 2010. Use Them or Lose Them: A Study of the Employability of Sport Graduates through their Transition into the Sport Workplace. Managing Leisure, Vol. 15, pp. 67-82. Routledge, Taylor & Francis Group. Moon, J., 2001. PDP working paper 4: Reflection in Higher Education Learning. York: The Higher Education Academy. Online Available from North, J., 2007. Increasing Participation in Sport: The Role of the Coach. Paper Prepared for UK Sports Coach. Pool, L. D. and Sewel, P., 2007. The Key to Employability: Developing a Practical Model of Graduate Employability. Education and Training, Vol. 49, no. 4, pp. 277-289. Ries, E., 2013. The Power of Professionalism: What is in a Word? A term with profound Implications for patients, PTs, the Profession and Society. Pp. 16-24. Skills Active, 2013. More People, Better Skilled, Better Qualified, Accessed on March, 21, 2014 from Sports England, 2013. Sport and the Economy, Accessed on March 25, 2014 from Stidder, G. and Hayes, S., 2012. Equity and Inclusion in Physical Education and Sport. London: Routledge. Trimble, L., Babatunde, B., Godfrey, D. and Minten, S., 2010. Sport in the UK. Learning Matters, Part 4: The Sports Labour Market, eBook. Warrior, B., 2002. Reflections of an Education Profession. Journal of Hospitality, Leisure, Sport and Tourism Education. Vol. 1, no. 2, pp. 57-63. Weinstein, N., Deci, E. and Ryan, M., 2011. Motivational Determinants of Integrating Positive and Negative Past Identities. Journal of Personality and Social Psychology, Vol. 100, pp. 527-544. Wilson, P., Rodgers, W., Fraser, S. and Murray, T., 2004. Relationships Between Exercise Regulations and Motivational Consequences in university Students. Research Quarterly for Exercise and Sport, Vol. 75, no. 1, pp. 81-91. Wosley, C., Minten, S. and Abrams, J., 2012. Human Resource Management in the Sports and Leisure Industry. London: Routledge. Appendices Appendix I: Self-Assessment of Current Academic and Employability Skills The aim of this assessment is to identify gaps in my ability to apply for the identified employment opportunities Academic Skills/Strengths Degree in Physical Education and Curriculum Planning. I possess strong skills in respect to promoting sports in schools and within the community. I have a strong believe that every young person have the capability to participate in active lifestyle for their health benefit. Involved in extensive teaching of students at elementary and college levels. Employability Skills Teamwork skills Time management skills Enduring skills Creativity Skills Organisational skills Focussed Persistent Competitive skills Gaps There lacks relevant skills among students and young people on how to effectively utilise their leisure time by indulging in physical exercises. There lacks physical education experts who can promote PE curriculum for the benefit of all persons in the community. Increased awareness of active lifestyle but no clear guidelines how to go about the same. Increased need for training and guidance in schools and community in regards to sport activities. (Source: Author 2013) Appendix II: Sports and the Economy in England (Source: Sports England 2013) Read More

According to Pool and Sewel (2007), development of practical skills of graduate employability has become a crucial tool for professional development. In this context, sport graduate and employability within the sport industry comes out as critical aspects for consideration, as well as the concept of professional autonomy in regard to roles and responsibilities of individuals working in the sports industry. Megginson and Whittaker (2003) establish that experiences gained within a professional setting are critical for continuous professional development.

Various indoors and outdoors games have been documented as presenting great professionals who are categorised among the highest professional earners globally (Trimble et al. 2010). However, these aspects have not just come up per se, but rather, have been developed through series or trainings to acquire skills and experience on how to win over their opponents and emerge the best (Minten 2010). The sports industry has maintained integrity in the establishing of relationships and employment contacts with sportsmen (Trimble, et al. 2010). It is common knowledge that various organisations have continuously trained their employees to keep on developing and thus, offer unique opportunities for skill development.

Therefore, this is considered to be the core responsibility of the employee to initiate and take care of their continuous professional development in conjunction with the employing organisation (Wosley, Minten and Abrams 2012). There exist various sports’ career options that arise with development of the industry. However, it is prudent to always consider the requirements of any given professional body in order to pursue the relevant skills and experience to be in line with the organisational requirements (Pool and Sewel 2007).

It is common knowledge that many organisations require members to maintain certain levels of knowledge and skills as part of their professional prowess to be assured of continuous membership. Thus, the aspect of continuous professional development becomes a reality for any professional sports person who aspire to remain relevant and competitive viable for long durations. Wosley, Minten and Abrams (2012) opines that the sports industry is based on diverse and fragmented nature and means that there exist a generic labour market aspect that have a direct relation to the sport industry.

The fragmentation brings about great difficulty in respect to estimating the actual size of the composition of sports workforce. This is attributed to the problems that are associated with the definition of the scope of the industry (Wosley, Minten and Abrams 2012). Many young athletes, teenagers who play soccer, basketball, baseball among other games always perceive and aspire to have professional careers in the future. The urge is motivated by the many outstanding individuals they have grown to watch and admire (Wilson, et al. 2004). Amid the fact that sports offer great professional options, there are the examples of coaches who contribute greatly in training the players.

These professions are achieved after much dedication and investments made through finances and time management to realise the skills necessary to acquire a recognised stature (Lindon 2010). Coaching and Physical Education Professions and the Impact in the Sport Industry The sports industry remains a crucial employment sector for many talented individuals for engage in sporting competitively, as well as other staff who train, manage and cater for the players. This makes the sports industry a crucial sector of creating employment and contributing economic growth and wealth creation.

The Sport England (2013), states that sports employment has continuously been termed as a crucial components of the economy in the UK and world over. In 2010, approximately over 400,000 persons had sports related professions which constitute 2.3% of the entire employment statistics in England. The benefits have been extensive in regard to volunteering in sports, as well as the health related benefits that are attached to sports and physical exercises, thus impacting directing to the national economy.

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