Coach Learning Research Articles

Pendampingan Dan Pembinaan Pembelajaran Dengan Strategi “LESSUGAR” (Lingkungan Sebagai Sumber Belajar) Di TK Restu Ibu Kota Depok

Mentoring and coaching of learning at Restu Ibu Kindergarten is carried out by implementing the “Lessugar” strategy, which utilizes the environment as a source of learning. This strategy aims to realize the concept of Independent play and Independent learning, where children are free to explore and learn according to their interests and potential. Through direct interaction with the surrounding environment, children can develop curiosity, critical reasoning skills, and social skills. This contextual learning provides a more meaningful learning experience, so that children are able to connect the knowledge gained with their daily lives. The results of the mentoring show that this strategy is able to create a pleasant learning atmosphere and support the holistic development of early childhood. The lessugar strategy is expected to continue to be developed as an innovative learning model that supports inclusive and participatory early childhood education.

Removing the straight jacket in practice approach: An investigation into coach learning and development in Australian female tennis

Removing the straight jacket in practice approach: An investigation into coach learning and development in Australian female tennis

“A lifelong journey:” a phenomenological exploration of faculty perceptions about coach training at an academic medical center

BackgroundCoaching in academic medicine may help learners develop lifelong learning skills. Studies typically evaluate the impact on coachees and program outcomes. Limited information is available about educating faculty to integrate the role of coaching. We explored a faculty coach training program at an academic medical center in the southern region of the United States.MethodsTwenty faculty members in the college of medicine completed the 34-h training program meeting alternate weeks from May to November 2021. We collected data from reflections during training, a post-training survey, and three post-training focus group discussions making this a qualitatively driven mixed methods research. We used a transcendental phenomenological approach for the qualitative analysis entailing deriving essential meaning of the participants’ training experiences and perceptions about coaching.ResultsWe identified 3 themes (1) perceptions, skills, and understanding of coaching, (2) perceived additional benefits from coach training, and (3) effective instructional practices to teach coaching. Under the first theme, participants expressed improved understanding about the process of coaching in academic medicine, noted the importance of listening to the whole person without judgment, questioning with curiosity, vulnerability, self-awareness, and reflection for building trust. Perceived additional benefits included personal development and illuminating discoveries. Sub-themes for effective instructional practices were learning community encompassing mindfulness, psychological safety, social cohesion, experiential and interactive learning, and suggestions. Faculty experienced internal transformation while learning coaching and felt they had the capacity to influence personal and professional development of learners and colleagues. The concepts reflection, awareness, growth, and relationship were threaded throughout the three themes.ConclusionsThe training evoked self-awareness and opportunities for personal growth. The newly trained coaches expressed the beginning of an internal transformation to embody being a coach and demonstrated willingness to influence personal and professional development of learners and colleagues. Effective instructional practices to teach coaching included mindfulness practice, psychological safety, social cohesion, and experiential and interactive learning. Based on these findings, it may be summarized that in the process of training to be a coach, the faculty not only recognized the benefits of coaching for learners but also realized individual personal benefits.

Transforming learning experiences and assessments through AI‐empowered cocreation of quality feedback

AbstractThis article examines the transformative impact of generative artificial intelligence (GenAI) in enhancing feedback quality in a Bachelor of Science course. It the challenges of providing personalized, timely feedback to students in larger educational settings, focusing on the use of GenAI to analyze and respond to student logbooks. These logbooks are key to reflective learning and capture students’ insights and progress. The study explores the integration of GenAI in feedback provision, which moves beyond traditional automated processes to tailor feedback to individual student journeys, thus fostering a growth mindset. GenAI shows potential for revolutionizing learning feedback, with positive effects on student engagement and learning outcomes. The article details the innovation, implementation, and context of this approach, reflecting on the learning coach's experience and successes. It links these findings to educational theories, discussing the broader implications for educators, future AI integration in education, and policy considerations. The conclusion outlines the benefits of GenAI in feedback processes and future directions for exploration and ethical guidelines.

Coach development as assemblage: mobilising assemblage thinking to examine coach learning within an endurance-running coach development intravention

Coach development as assemblage: mobilising assemblage thinking to examine coach learning within an endurance-running coach development intravention

Comparison of physical fitness status of Ethiopian youth football players trained by coaches from formal and informal coach learning systems

Comparison of physical fitness status of Ethiopian youth football players trained by coaches from formal and informal coach learning systems

Innovative Approach: The Role Of Counseling Guidance Teachers Through Zoom Meetings In Improving Learning Guidance And Learning Supervision For Vocational School Students In Jember

students who are less controlled in their relationships so there is a need for guidance and supervision in learning by counseling teachers. The role of the counseling teacher using Zoom Meeting Media shows the importance of context in the association known to students and the process of coaching to supervision by the students themselves so that the concepts received by students are more meaningful. This research is in the form of causal quantitative (causality quantitative) with the research subject of class X students of SMK Plus Bustanul Ma'arif Gumukmas in the 2023/2024 academic year. The purpose of this study is to increase the role of counseling teachers with Zoom Meeting media in improving the guidance and supervision of grade X students' learning. The data in this study are quantitative data obtained from tests of student knowledge and understanding through questionnaire tests. The results of this study indicate: the influence of the role of the counseling teacher by using Zoom Meeting media on student learning coaching is 78.8%, the influence of the role of the counseling teacher by using Zoom Meeting media on student learning supervision is 70.6%, and the influence of the role of the counseling teacher in using Zoom Meeting media on student learning coaching and supervision together is 79.8%. This means that the application of the counseling teacher's role approach in coaching and supervising students has a significant effect.

학습저성취 고등학생을 위한 학습코칭 프로그램 개발 및 효과 검증

Objectives The purpose of this study is to develop a coaching program aimed at enhancing self-directed learning abilities and study behavior among underachieving high school students, and to validate its effectiveness. Methods To achieve this goal, following Kim Chang-Dae et al.'s (2011) program development model, four stages including goal setting, composition, preliminary research, implementation, and evaluation were conducted to design a total of 10 sessions for the program. The study participants were recruited from three schools, A, B, and C, with 18, 15, and 15 students respectively, who scored an average of 7 or below in the three worst subjects in the previous mock exam, totaling 48 students. These students were then divided into experimental, control, and comparative groups, each consisting of 16 students, and assigned wirelessly. The experimental group received a learning coaching program based on cognitive neuropsychology, the comparative group received a learning coaching program based on information processing theory, and the control group received no intervention. Pre- and post-tests were conducted for each group using a pre-post test design for the control group. The dependent variables were self-directed learning ability and study behavior. To evaluate the effects of each group, paired sample t-tests and Wilcoxon signed-rank tests were used, and to compare the effects according to the experimental, comparative, and control groups, independent sample t-tests and Mann-Whitney tests were utilized. Results The analysis of the effectiveness of the coaching program for underachieving high school students revealed that the post-mean scores of self-directed learning abilities in all areas were significantly higher than the pre-mean scores. In the comparison with the comparative program, the present program showed superiority in all aspects of self-directed learning abilities. Study behavior, including weekday and weekend self-study times, also significantly increased compared to pre-measures, and the program showed superiority in both aspects when compared with the comparative program. Conclusions This study holds significance in proposing a structured coaching program that can be practically utilized in schools for underachieving high school students, especially in light of the relative weakening of support under national basic education guarantee policies.

(Re)conceptualising coach education and development: towards a rhizomatic approach

ABSTRACT To ensure sport coaches across all domains deliver ethical practices, appropriately educating the coaching workforce is of paramount importance. Yet, coach education programmes have been heavily critiqued for failing to enhance coaches’ knowledge and practice. In recognising the sociocultural nature of coach learning, researchers have drawn upon prominent social theorists such as Bourdieu, Foucault, and Bernstein amongst others to critically analyse coach education provision. However, the notion of rhizomatic learning, derived from the philosophy of Deleuze and Guattari, has yet to be applied to coach education research, despite its ability to disrupt normalised and linear education systems. Consequently, the aim of this new horizons paper is to introduce rhizomatic learning as a possible framework for (re)conceptualising coach education and development. The intention of this paper is to put Deleuze and Guattari’s concepts “to work” to help theorise how social actors and coaching discourses function to produce learning and practice.

A gymnastics coaches’ professional development program: exploring a needs-focused social learning space

ABSTRACT Background: Learning is a social, situational process. Effective coaches consistently apply situationally appropriate coaching knowledge to improve athletes’ developmental outcomes. Learning experiences should be cognizant of coaches’ learning needs and capacity to apply knowledge to facilitate athletes’ holistic development. This involves meaningful learning experiences tailored to coaches’ contextual learning needs. The use of social learning theory in supporting coach learning and development has been recommended in providing meaningful learning environments closer to coaches’ realities. Purpose: This study explored the impact of a professional development program designed to create a social learning space (SLS) for competitive youth artistic gymnastics coaches and evaluate the value created therein. Specifically, the purpose of this study was to explore the extent to which coaches generated a SLS and the value the coaches created through their participation in the program. Methods: Six coaches joined a weekly gathering over five weeks. Data comprised transcribed video records of the gatherings, a focus group with the coaches, a semi-structured interview with the facilitator of the gatherings, and the researcher’s notes. Thematic analysis was employed to inductively analyze the creation of the SLS and deductively analyze the value created using the value creation framework (the VCF). Findings: The findings revealed that facilitating a learning opportunity based on SLS elements can result in coaches creating a SLS. Through building productive relationships to learn to make a difference in their practices, the coaches created value. Specifically, the coaches broadened their perspectives on athlete development, deepened their understanding of gymnasts’ developmental needs, and began to transform some of their current coaching practices. Conclusion: This study demonstrates the promotion of a professional development program focusing on coaches’ learning needs using the elements of SLS and the tenets of the constructivist view of learning. The SLS structure of this study has implications for the development and implementation of professional development programs for coaches. Future studies on designing professional development opportunities for coaches should expand on the different uses of the SLS approach as a more pervasive structure of social learning, drawing on complementary principles with theories and adopting a longitudinal perspective.

Coach to learn and learn to coach: synergising performance and development in the athlete-coach-environment learning system

ABSTRACT While high-performance sport traditionally highlights a dualist perspective on distinct pathways of development and performance coaching, an ecological dynamics rationale recognises the deeply entwined relations between development and performance. Acknowledging an athlete-environment-centred approach, an increasingly relevant topic concerns “coach learning”, supporting the idea that theories of athlete development present useful insights for understanding coach development. In this position paper, it is argued that athlete and coach learning are not independent from one another, thus forming part of an athlete-coach-environment learning system. This first of two insights papers discusses the contiguity between athlete development and performance and coach learning. It seeks to highlight a dual coach learning pathway towards “coaching to learn” (infused by knowledge of the environment) and “learning to coach” (supported by knowledge about the environment). To underline the interconnectedness of athlete/coach learning, two examples are discussed from: I) the 2021 Wheelchair Rugby League World Cup; and II), high-performance workshops for Olympic sport coaches.

Exploring the impact of a coach development programme through the perspectives of Saudi Arabian sport coaches

ABSTRACT Background: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic forms of education being drawn upon to inform how coach learning could be thought about. However, this work to date has almost exclusively focussed on learning from educational programmes where the coaches are known to the coach development/research team, the programmes have been delivered face-to-face, and/or cultural considerations and expectations have not been a factor. With an international interest in sport coaching, coach education is now receiving attention beyond the western world, where coaches are not always known to coach developers prior to the start of an educational programme. These issues requiring research attention. Purpose: The purpose of this study was to investigate the utility of an online educational programme based on democratic principles to a group of Saudi Arabian coaches working in participation and/or developmental coaching contexts. Methods: An online programme based on democratic education principles (i.e. a focus on dialogue and collaboration) took place over a nine-week period with 13 Saudi Arabian football coaches based in Saudi Arabia. Coaches were recruited through communications about the study being sent to clubs based in Riyadh, with those interested asked to contact the second author. Reflective conversations were used at two-time points; once before the educational programme to learn about the coaches and their coaching, then again afterwards to capture the perceived impact and value of the programme. Observations of seven of the 13 coaches took place prior to the educational programme with these data used alongside the first reflective conversation data to inform the programme design. Data were treated to thematic analysis. Results and discussion: Three themes were generated from the analysis. These were (1) making connections between prior and new pedagogical knowledge, (2) collaborative learning as a means of enhancing coach understanding, and (3) credibility of programme deliverers. Learning about the coaches through the reflective conversations, coach observations, and the initial face-to-face workshops supported the development of content relevant to what coaches wanted and needed to know more about. The ways in which this content was delivered through providing opportunities for coaches to discuss ideas with the education team and other coaches to understand connections between theory and practice seemed an important part of why coaches perceived the content to impact their practice. However, it was the coaches’ perceptions regarding the credibility of the educators that perhaps explained why content was so wilfully accepted as being ‘right’, and thus perceived to have been implemented into practice.

Impact of Problem‐Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners

AbstractOver the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and socioeconomic background. Health educators must adapt their teaching methods to foster in each student the development of lifelong learning skills. This perspective article examines the concept of neuroeducation through the lens of Problem‐Based Learning (PBL), with an emphasis on PBL coaching. Furthermore, it demonstrates the benefit of implementing a PBL coaching approach, using knowledge from neuroscience findings to enhance students' learning and well‐being. Following targeted professional development aiming to consolidate the understanding of the brain's structures and functions that increase student learning capacity and build group coaches' skills, existing PBL academics could be an integral part of such a program.

Model Pembelajaran Rally Coach untuk Meningkatkan Kemampuan Berpikir Analitis, Keterampilan Komunikasi Matematis, dan Penguasaan Konsep Matematika Siswa [RALLY COACH LEARNING MODEL TO IMPROVE STUDENTS' ANALYTICAL THINKING ABILITY, MATHEMATICAL COMMUNICATION SKILLS, AND MASTERY OF MATHEMATICAL CONCEPTS

<p>The aim of this research is to determine the differences in analytical thinking, mathematical communication skill and the conceptual mastery between the 7th-grade students who implement the rally coach learning model and those students who do not in the classroom. This research was conducted with nineteen participants for each class. This is a quantitative research using the weak experiment method with a static-group pre-test and post-test design. The instruments used were rubrics and test questions that had been tested for their validity and reliability. The n-gain value obtained was then tested to determine the differences between the two classes using the Mann-Whitney test. Analytical thinking hypothesis test results show the acquisition of the asymp. sig (2-tailed) = 0.005; mathematical communication skill with the asymp. sig (2-tailed) = 0,000; hypothesis testing of the post-test results of the conceptual mastery with the asymp. sig (2-tailed) = 0.002 and the n-gain test obtained the asymp. sig (2-tailed)iT which is less than 0.05. From the results of these tests, it can be concluded that there are differences in the students’ analytical thinking, mathematical communication skill and the conceptual mastery in the control and experimental classes.<em></em></p>

PENGARUH METODE PEMBELAJARAN TERHADAP MINAT DAN PRESTASI BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

The low quality of student learning outcomes is caused by two factors, namely internal and external factors. Internal factors are experienced and internalized factors that affect students learning process and results include : attitudes toward learning, interest and motivation to learn, learning concentration, while external factors include suchthings as: the teacher as learning coaches, infrastructure and learning facilities, policies assessment, the social environment of students at school and at home as well as school curriculum. Learn something that attracts attention, would be more readily accepted than in studying things that do not attract attention, learning this also can not be underestimated or not important. In the case of interest, of course, someone who took an interest in a certain field will be easier to learn the field. Learning course will culminate with school performance achieved which will illustrate the success and success in learning . To achieve good learning, a lot of things that influence it, among others, the learning method used by teachers. Learning achievements will be achieved best when all factors support, such as teaching methods, with an interesting method which can be a bridge to reach the competencies.

Mindsets of experienced action learning coaches and their impact on the practice of coaching action learning groups

ABSTRACT Team coaching has become more utilized in organizations as they realize the importance of developing highly effective teams. There has been some research done on the skills needed by those who coach teams. However, very little has been done on the mindset needed for effectively coaching teams, and no research on the mindset for coaching action learning teams. This qualitative research is the study of 19 highly experienced master action learning coaches who have been certified by the World Institute for Action Learning (WIAL) and have over 500 h of action learning coaching experiences over a 10-year-plus time period. The Master Action Learning Coaches (MALCs) were asked to (a) confirm if the 5 key mindsets identified by the researcher for coaching action learning teams were valid and (b) provide examples and questions that accrued from incorporating these mindsets in their coaching of action learning teams. The MALCs concurred on the 5 mindsets, and also provided a rich array of examples of how these mindsets affected their coaching. Two additional mindsets were offered as well. Implications for research and as well as the practice of action learning coaching are presented.

What a difference a coach makes!

ABSTRACT This paper explores the critical difference a certified Action Learning Coach makes to the outcomes of the Action Learning process, which underscores WIAL’s insistence that the coach is indispensable to achieving breakthrough solutions with Action Learning. Real-life coaching examples are used to illustrate three key benefits of having a coach: the positive impact of the coach’s trust on the group’s growth and ability to achieve spectacular results; keeping the group productively bonded while protecting the diversity necessary for attaining winning solutions and ensuring that there is learning at individual, group, and organizational levels.

Illuminating the unseen: an action learning coach's journey

ABSTRACT This is a reflective Account of Practice paper that delves into the author's role as an Action Learning coach, emphasizing the crucial role of intuition in facilitating breakthroughs and creating an environment conducive to problem-solving. It narrates a transformative 2019 coaching session where the author used unconventional techniques to empower a team member to create a comprehensive action plan for a complex issue. The paper underscores the significance of addressing ‘invisible’ group dynamics, such as shifts in group energy and emotional responses. It emphasizes personal reflection, shared learning and heightened sensitivity to group dynamics for effective coaching. The paper discusses daily practices: mindfulness, compassion and post-session reflection; these amplify intuitive responses, resilience and self-awareness. The paper highlights the Action Learning coach's capacity to positively impact others, inspire authentic responses and unveil hidden potential.

Action learning: from strict sessions to other applications

ABSTRACT The article discusses the author’s transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to coaching and people development. The article details three distinct cases in which the author applied action learning principles effectively: 1. Cultivating Core Values for a Public Hospital in Thailand, 2. Building a Team with Action Learning, and 3. Driving and Actualizing Results of a Leadership Development Program. Throughout these cases, the presence of a trained and certified action learning coach was highlighted as a critical factor. The coach’s expertise in asking thought-provoking questions, encouraging learning from actions, and fostering a safe and effective learning environment played an essential role in the success of each initiative. The author concludes with key learnings, emphasizing the adaptability of action learning beyond traditional sessions, the importance of simplicity in its application, and the transformative power of skilled action learning coaches in driving meaningful change and development.

Developing a learning mindset with action learning

ABSTRACT This paper delves into the role of an Action Learning Coach in real-world scenarios. The coach addresses challenges such as team members leaving for phone calls, disruptions caused by important participants and the team returning from a break visibly shaken. As the coach, I employed an approach involving awareness, team queries, and collaborative decision-making. The paper emphasizes the vital function of language in coaching, advocating for a non-judgmental, future-positive approach to instill a learning mindset. The paper underscores the transformative potential of action learning, a process that encourages constant questioning and questioning everything. Action learning coaching leverages coaching at the group level, fostering self-awareness, goal setting and feedback. The article concludes by highlighting the impact of coaching on participants’ goal orientation and self-efficacy, stressing the importance of a learning orientation for building powerful, growth-oriented teams.