Modes of Learning Utilized by Coaches to Increase Knowledge and Understanding

Abstract

Abstract Houle (1980) provided “three major and overlapping modes of learning” (p. 31) as the basis for individual enhancement of professional knowledge. These modes of learning include instruction (acquisition of fact-based knowledge), inquiry (discussion and synthesis of information into a usable form), and performance (implementation of ideas to determine effectiveness). The purpose of this study was to determine the utilization of different modes of learning by novice, intermediate and expert football coaches in their development. The novice and intermediate football coaches were high school level coaches while the expert coaches included Bobby Bowden formerly of Florida State University and Tommy Bowden formerly of Clemson University. The data were collected through interviews and observations of the coaches revealing that coaches’ progression of expertise (from novice to expert) lead to a lessened dependence on instruction as a mode of learning and more utilization of inquiry and performance. With little experience and high dependence on the head coach, novice coaches primarily relied on fact-based information (instruction) disseminated by head coaches to increase their knowledge and understanding of football and coaching. The intermediate and expert football coaches were similar in their dependence on inquiry and performance to increase knowledge and understanding, but differed slightly in their dependence on each mode of learning. The intermediate coaches placed more emphasis on discovering additional information about their ideas and strategies (inquiry), while the expert coaches emphasized the implementation of ideas into daily practices and games (performance) to discern what aspects were beneficial and what should be revised or discarded.