Social Video Learning with a Blended Learning Framework in German Soccer Trainer Education

Frank Vohle

doi:10.3991/ijac.v10i1.6301

Abstract

<strong>This Case Study describes a Blended Learning Pilot Scheme with focus on Social Video Learning (SVL) in the context of education for popular sports trainers in the German Football Association. The didactic design provides information on target groups, learning targets and the structuring of the learning environment. Finally, the first evaluation results under the framework of a design-based research study show the positive assessments by students and trainers together with the potential for improvement in the redesign of the next development cycle.</strong>

Highlights

The pilot project is an in-service further training program for the B-License qualification
Two pilot groups were selected to put this into practice: In the Football and Light Athletics Association of Westphalia (FLVW), 23 trainers with an average age of 30 and in the Football Association for the federal state of Sachsen-Anhalt (FSA) 13 trainers with an average age of 26 received further educational training
Two pilot groups were selected to put this into practice: In the Football and Light Athletics Association of Westphalia (FLVW), 23 trainers with an average age of 30 and in the Football Association for the federal state of iJAC ‒ Vol 10, No 1, 2017

Summary

Introduction

The pilot project is an in-service further training program for the B-License qualification (mid- level training). Two pilot groups were selected to put this into practice: In the Football and Light Athletics Association of Westphalia (FLVW), 23 trainers with an average age of 30 and in the Football Association for the federal state of Sachsen-Anhalt (FSA) 13 trainers with an average age of 26 received further educational training. The aims of the pilot project can be summarized as follows: (1) Planning, implementation and evaluation of Blended Learning courses with the method focus on Social Video Learning, (2) focus on design and collaboration-oriented tasks in the online phases for the furtherance of trainer competence in technical-tactical perception and reflection

Target Group and Aims

Research Strategy

Didactical Design

Empirical Results

Result

Conclusion