I was appointed as a Lecturer in Sports Coaching at Staffordshire University in July 2018. I teach sports coaching across both undergraduate and postgraduate courses. I am also an active researcher within the subject area, conducting and publishing research.
I was awarded a PhD by the University of Lincoln in 2017 after researching the fast-tracked career pathways of elite men’s association football and rugby union and players transitioning into high-performance coaching roles.
I am primarily a football coach, having previously been coach of Stoke City Ladies FC whilst also having experience of coaching football in New Zealand on their International Player Development Progamme and across the Midwest States of the USA. However, whilst retaining an interest in football, I have recently become more involved in delivering multi-skills and fundamental movement skills coaching along with delivering inclusive physical activity sessions to vulnerable groups such as aged communities.
Outside of academia I support the charitable organisation Socks and Chocs (Registered Charity Number: 1163236) which engages homeless populations into society. My voluntary work with this charity was recognised in 2017 when I was awarded The Queen's Award for Voluntary Services.
Professional memberships and activities
Football Association Coaches Association (FACA), Member
International Sociology of Sport Association, Member
PhD - Understanding the ‘fast-track’ transition between elite athlete and high-performance coach in men’s association football and rugby union: A grounded theory – University of Lincoln (2017).
Fellow of the Higher Education Academy (2014).
First Class BA (Hons) Sports Coaching and Development. Manchester Metropolitan University – (2009).
I am interested in analysing sport coach learning processes and using sociological frameworks to help further explain cultural aspects which influence how coaches learn and behave. I am also very interested in analysing and understanding the under-representation of women in elite coaching roles across a range of sports.
When conducting my research, I employ qualitative research methodologies by seeking to analyse the lived experiences and meaning of the populations I research.
Enterprise and commercial interests
I have and continue to co-ordinate the gifted and talented multi-skills programmes for young gifted and talented athletes. I have also acted as a consultant on various national governing body of sport’s coach education programmes, particularly in the area of educating current and/or former professional athletes transitioning into post-athletic coaching careers.
BA (Hons) Sports Coaching – award leader.
Coaching and Teaching in Sport (Level 4).
Coaching and Teaching in Sport Invasion Games (Level 4).
Coaching and Teaching in Football (Level 4).
Developing Research Skills in Sport and Exercise (Level 4).
Coaching, Analysis and Skill Acquisition (Level 5).
Placement: Sports Coaching (Level 5).
Research Methods and Graduate Employability in Sport and Exercise (Level 5).
Contemporary Issues in Sports Coaching (Level 6).
Professional Practice in Football (Level 6).
Dissertation Supervision (Level 6).
MSc Sports Coaching – award leader.
Effective Coaching 1: Strategy and Practice (Level 7).
Effective Coaching 2: Reflective Practice (Level 7).
Research Project Supervision for students enrolled on MA/MSc Applied Research and MSc Sports Coaching (Level 7).
Blackett, A.D., Evans, A.B., & Piggott, D. (2019). ‘They have to toe the line’: A Foucauldian analysis of the socialisation of former elite athletes into academy coaching roles. Sports Coaching Review, 8(1), 83-102. doi:10.1080/21640629.2018.1436502
Blackett, A.D., Evans, A.B., & Piggott, D. (2018). “Active” and “passive” coach pathways: Elite athletes’ entry routes into high-performance coaching roles. International Sports Coaching Journal, 5(3), 213-226. doi:10.1123/iscj.2017-0053
Blackett, A.D., Evans, A.B., & Piggott, D. (2017). Why ‘the best way of learning to coach the game is playing the game’: Conceptualising high-performance coaching pathways. Sport, Education and Society, 22(6), 744-758. doi:10.1080/13573322.2015.1075494
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