ABSTRACT
In this chapter I present two examples of how Positive Pedagogy can be used for coaching aspects of running. The first example focuses on helping children understand and improve the use of their arms in beach sprinting, with the second example drawing on my experience of coaching baton changing in the 4 x 100 metre track relay to eleven-and twelve-year-old girls in an Australian primary school. Although there is a tactical dimension to running that is particularly important
over longer distances there is a clear need for athletes to develop technical proficiency. This may require some direct instruction but, even with a strong focus on learning technique, coaches can take an holistic and humanistic approach for helping athletes of any age to learn technique. I outline an approach here that is guided by Positive Pedagogy as an ongoing ‘conversation’ between pre-reflective and reflective learning, between speech and action (Light and Fawns, 2003) and aimed at developing knowledge-in-action (Schön, 1983).
