Reconceptualising Constructive Alignment within the epistemological distinction of ways of knowing in a higher education coach development course module

Abstract

ABSTRACT Background The professional education of coaches, coach developers and academics is a pressing challenge for national governing bodies and educational institutions. Central to this challenge is the cultivation of coaching proficiency and the ability to foster meaningful interactions with athletes and teams. Constructive Alignment has emerged as a valuable approach in higher education to enrich teaching and learning practices. However, as Constructive Alignment has shifted from a theoretical concept to practical implementation, it has encountered certain challenges. Critics argue that its apparent step-by-step simplicity can inadvertently create an illusion of administrative control, thereby misaligning with the intricate reality of pedagogical work and student learning. These misalignments may, in turn, perpetuate traditional teacher-centred approaches. Purpose In this paper, we propose an innovative solution: integrating James J. Gibsons’) epistemological distinction between different ways of knowing into coach education modules to support Constructive Alignment. This integration acknowledges the epistemological distinction that underlies different ways of knowing and provides a means to alleviate tensions, fostering a more cohesive learning environment. The integration supports coach educators and coaches to grapple with the complexities of teaching and learning in higher education and national governing body coach education programmes. Focus Our primary focus centres on designing a coach education module that immerses students in strategically tailored learning activities, optimising their prospects of achieving intended learning outcomes while contributing significantly to the design of assessment tasks. To illustrate the practical application of our approach, we present an in-depth ‘walk-through’ of a coach module grounded in the principles of Constructive Alignment and underpinned by the epistemological distinction between different ways of knowing. Concluding thoughts Exploring these concepts can help equip coaches, coach developers, and academics with a more effective and dynamic educational framework that aligns theory with practice within the coaching domain. Furthermore, recognising the epistemological distinction that guides different ways of knowing can alleviate tensions and create a more cohesive learning environment. Supporting Constructive Alignment can promote meaningful learning activities, enhancing students’ knowledge of coaching and optimising their chances of achieving intended learning outcomes.