ISE300

Jutkowitz, J. M. (1976). Venezuelan Values and Venezuelan Classrooms: A Study of Education, Values, and the Politics of a Partially National Society. ProQuest Dissertations Publishing.
The article investigates the intersection of education, values, and politics in Venezuelan classrooms within the context of a partially national society.

Pedrini, L., Brown, D. H. K., & Aimini, G. (2020). Leading the left: sociability and the micropolitics of cultural reproduction in grassroots boxe popolare coaching. Sport, Education and Society, 25(8), 889–903. https://doi.org/10.1080/13573322.2019.1672147
This article delves into coaching in boxe popolare, a style of boxing developed by leftist grassroots groups in contemporary Italy, utilizing a Bourdieusian framework to analyze the micropolitics of reproduction and the strategic use of sociability by the leading coach, Patrick, to reinforce collective values, embody ethics, perform the boxe popolare network, and legitimize coaching authority within a political context.

Garratt, D., Piper, H., & Taylor, B. (2013). “Safeguarding” sports coaching: Foucault, genealogy and critique. Sport, Education and Society, 18(5), 615–629. https://doi.org/10.1080/13573322.2012.736861
This paper provides a Foucauldian genealogical analysis of safeguarding in sport, focusing on the 'politics of touch' in the context of child protection policy in sports coaching, particularly in swimming, revealing how the linked concepts of 'abuse', 'protection', and 'safeguarding' shape coaching practices and contribute to a culture of fear, risk aversion, and regulatory measures.

Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22(2), 288–304. https://doi.org/10.1080/13573322.2016.1226792
This paper advocates for a pedagogically driven approach to incorporating digital technologies (DigiTech) in health and physical education (HPE), emphasizing the need for a profession-wide debate to explore the positive impact of DigiTech on young people's learning in HPE, challenging pessimistic views, and highlighting the importance of pedagogy in shaping this discourse.

Kim, J. S., Hashweh, N., Li, H., Choudhary, S., Santosh, S., & Charbek, E. (2021). Effectiveness of one-on-one coaching in improving pressurized metered dose inhaler (pMDI) technique among COPD patients: a prospective clinical study. BMC Pulmonary Medicine, 21(1), 266–266. https://doi.org/10.1186/s12890-021-01627-y
This prospective study focused on COPD patients with pressurized metered dose inhaler (pMDI) treatment, utilizing active one-on-one coaching based on the American Thoracic Society instructions, resulting in a significant decrease in pMDI misuse from 43.5% to 12.9%, with a mean error reduction from 3.1 to 1.7 errors, emphasizing the effectiveness of this coaching intervention in improving inhaler technique and managing COPD symptoms.

Cushion, C., & Partington, M. (2016). A critical analysis of the conceptualisation of “coaching philosophy.” Sport, Education and Society, 21(6), 851–867.
This paper critically reviews and analyzes the current conceptualizations of 'coaching philosophy,' revealing a lack of clarity and conflation with coaching rhetoric and ideology. It challenges unquestioned assumptions, such as overemphasizing coaches' agency, downplaying the impact of social structure on coaches' dispositions, and questioning the assumption that coaching practice is entirely conscious, advocating for an alternative philosophy that encourages coaches to question existing ideology and critically evaluate their assumptions and beliefs.

Ahrabi-Fard, I. (2017). The Value of Home Education Including Physical Education. International Journal of Applied Exercise Physiology, 6(3), 0_1-0_1. https://doi.org/10.22631/ijaep.v6i3.210
This article critically reviews the existing literature on coaching philosophy, highlighting a lack of conceptual clarity and an overemphasis on coaches' agency and reflexivity. It argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology and critically evaluate the assumptions underpinning their practice.