Coach Learning Research Articles

Exploring the perceptions of leadership in Hong Kong rugby

The concept of leadership within sports coaching continues to fascinate and intrigue a multitude of stakeholders. There is still a need for a greater understanding of its role within a complex, dynamic field of inquiry that seemingly relies heavily on the ‘coach as leader’ for a multitude of outcomes (e.g. performance success, athlete development, social outcomes). Given the call for more contextually specific and action orientated research, the aim of this study was to explore the perceptions of coach leadership within the Hong Kong rugby union environment. The study adopted an interpretive paradigm to gain deep insight into coaches’ and players perceptions of leadership in rugby. Data was collected from 16 participants via three separate online focus groups. Qualitative thematic analysis was used to analyse and interpret the data. The findings suggest that for leadership to be effective, coaches must possess a socio-cultural understanding of their context, have a clear vision for their team and have a principle of transformational and value-based leadership to assist with decision making. Additionally, coaches must become role models and demonstrate authentic leadership characteristics to be able to build and maintain relationships with the people in their organisation through effective communication. Sharing leadership appeared to be an effective method adopted by coaches to enhance leadership throughout a rugby organisation. We suggest that the results provide a grounding for coach learning within a unique coaching context.

Coaches’ Experience of the “Gaelic4Teens” Program in Ireland

This paper examines Irish volunteer coaches’ experiences of the content and delivery of the “Gaelic4Teens” coach education initiative, and further seeks to evaluate if participants coaching behavior changed as a result. The Gaelic4Teens program aims to help coaches better understand the female teenage participant through enhancing the coach–athlete relationship, which in turn, seeks to help retain young females in the sport. Qualitative data were gathered over a 16-week period from August to November 2020 and comprised of pre and post online focus groups with eight (three females and five males) volunteer coaches; one from each of the eight rural community sport settings (n = 8) in Ireland. Findings revealed that the coach education program had a meaningful impact on coaches’ abilities to competently work with female adolescents. Specifically, the Gaelic4Teens program is effective as a blended learning coach education program that encouraged a coaching environment that empowered the female athletes. Further analysis, with additional stakeholder input, is warranted to ascertain its long-term effectiveness.

A Study on the Perception of Learning Coaches about Dyslexia

The purpose of this study was to examine the perceptions about dyslexia of the learning coaches working at the basic education support center, and to identify what personal variables affected those perceptions. In K-Province, 122 learning coaches at 7 centers were surveyed about their perceptions of the causes, symptoms, diagnosis, and treatment of dyslexia. Descriptive statistics and a regression analysis were used to examine the accuracy level of learning coaches' perceptions of dyslexia, and what individual variables affected those accuracy level. The results showed that learning coaches had an inaccurate perception of the cause, diagnosis, and treatment of dyslexia, except for the symptoms of dyslexia (correct answer rate of 58.2%). Second, among the individual variables of learning coaches, teaching experience, training experience, and course completion about dyslexia had a positive effect on their perceptions of dyslexia, while self-confidence in teaching students with dyslexia had a negative effect on their perceptions. The results of this study also indicated that training about dyslexia for learning coaches should be continuously provided because the training experience had the most positive effects on their accurate perceptions of dyslexia.

PENGARUH PENGGUNAAN METODE FUN LEARNING UNTUK MENUMBUHKAN SEMANGAT SISWA KELAS III UPT SDN 23 GRESIK

Abstract
 The quality of student learning outcomes is caused by two factors, namely internal and external factors. Experienced internal factors and factors that influence student learning processes and internalized outcomes include, attitudes towards learning, interest and motivation to learn, learning concentration, while external factors include things such as, teachers as learning coaches, infrastructure and learning facilities. Less effective and inadequate learning, the quality and knowledge of UPT SDN 23 Gresik students also become not smart and capable. To overcome these problems, the development of the fun learning method was implemented at UPT SDN 23 Gresik. With the fun learning method, students play while learning to create a fun and not boring atmosphere. Aims to increase the taste and intelligence at UPT SDN 23 Gresik on an ongoing basis. The result is that students become more excited to go to school, students become happy and interested in teaching and learning activities because the fun learning method is not boring.
 
 Keywords : Fun Learning, Learning Effect, Enthusiasm

치위생과 학생의 자기 주도적 학습능력에 영향을 미치는 요인

Objectives: This study aimed to provide the measures for improving the self-directed learning ability and the reference data for substantializing the educational programs by verifying the main factors affecting the self-directed learning ability of dental hygiene students in reality when the learners’ autonomy is emphasized than ever. Methods: From June 20 to July 4, 2022, an online survey was conducted targeting total 218 dental hygiene students. The collected data was analyzed by using the SPSS Program Version 22.0. Results: First, in the results of analyzing differences in detailed items of self-directed learning ability according to the general characteristics, the ‘students who entered the department of dental hygiene by considering their aptitude and interest’ showed higher results than the ‘students who entered the department by considering their high school record’. Second, when the academic efficacy, study immersion, and problem-solving ability of dental hygiene students were higher, their self-directed learning ability was also high. Third, the factor that had the greatest effect on self-directed learning ability of dental hygiene students was problem-solving ability, which was followed by academic efficacy and study immersion. Conclusion: Putting together the results above, in order to cultivate the problem-solving ability of dental hygiene students, it would be necessary to operate the problem-solving-centered simulation course that could foster critical thinking, interactions with others, and creative approach and solution to problems in dental medical site. It would be also possible to improve their academic efficacy by applying the learning mentoring & one-to-one learning counseling program, and also strengthening proper feedbacks for learners. Moreover, the study immersion could be strengthened by developing and operating the emotion-based learning motivation program & learning coaching program through the process of verifying the potential and growth needs of learners, exploring one’s own resources through learning diagnosis/introspection, and exploring the career-related vision for strengthening the learning motivation, which could have positive effects on the improvement of self-directed learning ability.

Learning to coach: An ecological dynamics perspective

A constraints-led approach (CLA), based on an ecological dynamics rationale for athlete learning and development has been applied to analyses of individual and team sports. To date, such an approach has yet to be applied to the learning of coaches. Here, we propose how applying a CLA in education and professional development programmes can shape emerging behaviours of coaches as they interact with constraints of representative environments to adapt their practice. A core concept within ecological dynamics for coach education is the conceptual differentiation between knowledge of (direct perception) and knowledge about (indirect perception) the environment. Current coach education and development practices focus primarily on the acquisition and transmission of knowledge about, which over-relies on provision of (abstract) verbal and visual augmented corrective information found in manuals. Reconsidering coaches’ behaviours as emerging under constraints provides a coach developer opportunities to identify and manipulate key individual, environmental and task constraints. This approach guides attention to relevant and alternative affordances (opportunities for action) when coaching, and promotes continuous self-regulation of coach learning, supported by an experienced mentor. Learning to coach through a CLA could result in an extensive appreciation of multiple sources of knowledge, resulting in a continuously deepening fit between the coach and their performance environment. An ecological perspective of a coach learning to adapt to the constraints of a performance environment offers an alternative to current formalised coach development practice.

A Bioenergetic View of Coach Learning and Development

Recent years have seen huge growth in coaching and an associated focus on how it can be optimized through a well informed and appropriately professional coaching workforce. An ongoing focus of coaching researchers has been the importance of sufficiently reflective coach learning and development, with an emphasis on the development of sufficiently critical and analytical thinking. This paper shines a light on an area that we believe has a fundamental influence on the aforementioned thinking processes but has been underconsidered in the coaching literature to date: namely, bioenergetics and the impact of energy metabolism. We provide an outline of the bioenergetic view, with a focus on energy metabolism and mitochondrial function and the influence they may have on coach learning and development. We then offer ideas on how coaches might address these impacts through promoting a better appreciation of the impact of stress and diet on energy metabolism. We conclude with a call for open dialogue and further research on this important area.

Re-visiting systematic observation: A pedagogical tool to support coach learning and development.

Systematic observation has been one of the most employed data collection methods in sport coaching literature. Initial work, originally undertaken in the 1970's, and gaining traction in the 80's and 90's looked to predominately offer descriptions of coaches' behavior. While this research continues to offer a significant contribution to the fields understanding of what coaches do during practice, systematic observation used only in this way has unfulfilled potential. The premise of this paper is to consider systematic observation as a coach development tool—a precedent which has been set in the literature. The arguments made are based on an alternative way of thinking about systematic observation, as a pedagogical tool that supports coaches in better understanding themselves and their pedagogical practice. Principles of dialogic pedagogy are used as the basis of our argument whereby “researchers” and “coaches” work collaboratively to co-construct knowledge and support coach reflection, and ultimately develop coaches' practice.

“I Could Really Use This”: Learning Coaching as an OT Fieldwork Student

Abstract Date Presented 04/01/2022 This qualitative study found that Level II OT fieldwork students perceived coaching, a novel approach within OT practice, to be a valuable clinical tool. These students noted that learning coaching strategies and becoming proficient coaches required a gradual mindset shift. They also reported on the benefits for clients who participated in OT-led coaching sessions, although they perceived that the approach worked better for some than for others. Primary Author and Speaker: Marie-Christine Potvin Additional Authors and Speakers: Erin West, Alexis Morales

언텍트(Untact) 학습코칭 프로그램 운영 사례 연구

This study tried to implemente Untact Learning Coaching in the COVID-19 situation, and to verify the effectiveness and sustainability of this program. To achieve this purpose, the satisfaction of students who participated in face-to-face and Untact learning coaching within 2019-2021 of the case universities and the contents of the learning coaching journals were compared and analyzed. The results, first, both Untact and face-to-face learning coaching showed high satisfaction among students in the program. Second, in both the untact and face-to-face learning coaching, the majority of learning to coach were conducted on the topics of study method, learning motivation, time management, college life, major, and career path. Third, the students in the program positively evaluated learning methods, set the direction of learning, and self-reflection. Fourth, the students in the Untact Learning Coaching program demanded a notification service for the completion of coaching. Through these research results, the effectiveness and sustainability of Untact learning coaching were confirmed, and a new paradiam learning coaching was suggested as a personalized program.

Investigating the use of Appreciative Inquiry as a process for coach development within a National Governing Body talent development programme

ABSTRACT Coach development continues to be positioned as a ‘problem to be solved’ for national governing bodies (NGBs) with policy makers persisting in their quest to find an effective solution to bring about sustained change. Here, we suggest that coach development should instead consider a strength-based approach to change in an effort to build on current practice. This study, conducted ‘in-situ’ by the Head of Performance, focused on coach development within a NGB field hockey talent development programme. In a shift from the traditional ‘top down’, cut and paste approach to change interventions synonymous with coach development, this study adopted an appreciative inquiry (AI) approach that focuses on strengths and collaboration within groups and has been found to assist in the identification of new ways of working. The results showed that by adopting an AI framework to coach development, the themes of positivity and collaboration leading to generativity were integral to coach development within a NGB talent development programme. Positivity was clearly a highlight in this context as findings indicate that coaches were highly motivated to interrogate new ideas through a positive mindset. Similarly, results show that the collaborative approach to change and personal learning ensured a sustained movement towards the collective vision for the programme. Interestingly, results also show the theme of complexity when adopting an AI approach to coach learning and the need to maintain an element of flexibility that does not follow a ‘clean’ approach to AI that is often reported within the literature. Lastly, the importance of facilitation from the researcher was highlighted within the inquiry and sheds new light into the complexity of coach learning in a collaborative setting. This investigation highlights the potential of strengths-based inquiry in relation to coach development and provides a rich insight into context specific personal development within coaching.

Developing coach education to enhance rugby coaches’ understanding and application of game centred approaches—The importance of questioning

Although there seems a willingness to adopt pedagogical approaches that address the complexity of team games, there is little guidance as to how. Transforming coaching practice does not happen overnight, therefore developing non-linear approaches to coaching assumes the development of new knowledge. These approaches to coaching privilege social interaction and the use of questioning in the coaching process, which is far removed from the traditional approach to coaching. Greater exploration is needed as to how to support coaches in developing their application of non-linear coaching practices to support transformative coach learning. Research identified the challenges coaches face when trying to incorporate questioning into their practice. Recognising the pedagogical nature of coaching, this paper draws on Lev Vygotsky to support coaches in improving their coaching with game-centred approaches and the use of questioning. The study aim was to improve my practice as a coach educator to enhance rugby coaches’ understanding and application of the game-centred approach. It involved a group of six student rugby coaches. Using action research, coaches delivered an 11-week rugby programme to a class of year 5 children. Findings emphasised the importance of social interaction, privileging the use of language in developing coach autonomy. Providing time to build a collaborative relationship between the educator and coach assisted coach development. The major contribution this paper makes is to illustrate the value of effective questioning. The importance of questioning cannot be understated in coaching and coach education, with it leading to social interaction and facilitating opportunities to develop co-construction of new knowledge.

“Who’s Who?”: Identifying Cycling Coaches’ Biographies

Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.

An Investigation Into Coach Developers’ Theories in Practice, Learning, and Development on a Continuing Professional Development Course

Little is known about the development of coach developers despite their importance in supporting coach learning. In response, this study explored the theories in practice of 23 English coach developers who undertook a continuing professional development course. The data were collected through semistructured interviews, focus groups, and observations of coach developers’ practice and engagement on the course. The data were analysed using a phronetic-iterative approach, with Argyris and Schön’s ideas on theories in practice, mostly espoused theories and theories-in-use, providing the primary heuristic framework. The findings identified how, before the continuing professional development course, the coach developers articulated espoused theories, but as the course progressed, there was a move to theories-in-use. This was due to their (re)constructed understanding of learning and the working environment. The findings are discussed in light of how the continuing professional development course, and tutors’ pedagogic approaches, influenced the coach developers’ knowledge and understanding. Based on these findings, it seems there is much to gain from supporting coach developers with a deconstruction and reconstruction of theories in practice.

A Study on Confucius Dialogue in the Analects and Application to Coaching 5 Steps Models: Exploring Vale-Oriented Coaching Learning

Purpose: According to the needs of the times, the role and ability of the facilitator to help learners demonstrate their abilities as coaches in the education field is being emphasized. Coaching is helping coach and coachee through interaction with each other and helping growth. Coaching is conducted by applying various skills such as motivation for learning, effective questions, and feedback. Therefore, in order for coaching to be well done, it is necessary to approach according to the opponent and special coaching skills is needed. We try to find the answer in the conversation between Confucius and his disciples, who pursued change and growth. Therefore, the purpose of this study is to find out whether the Confucius coaching dialogue method and the coaching 5 STEPS model in『The Analects』can be applied as a coaching learning method and to find a value-oriented education method. Method: Confucius was not a knowledge transfer education method but a comprehensive humanistic wisdom, and was the leader in receiving and cultivating humanistic wisdom. It is worth discussing what Confucius story in Analects is giving meaning to the current era in relation to the theme of value-oriented coaching learning method, and the researcher reconstructed and conducted the 5-step model of CMOE coaching among various coaching learning methods. The contents and methods of this study were analyzed by the four elements of the coaching 5 STEPS model based on the conversation meth-od in the argument: question, listening, recognition, and feedback. And the coaching 5 STEPS model proceeded with step-by-step support, topic confirmation, accident expansion, solutions, and action check. Results: Confucius in『The Analects』gives different answers to the same question by grasping the disposi-tions, attitudes, and academic maturity of his disciples through questions and answers through active listening. We provide feedback with recognition and praise through education tailored to the level of our students. And we enjoy learning together, and we lead our disciples to change and grow by reflecting through learning. As such, Confucius dialogue method combines the coaching five-step model to show the applicability of today s coaching learning methods. In other words, in an era of limitless competition and uncertainty, it answers the questions of how to study and how to teach, and guides the way to find a value-oriented educational method that makes learning enjoyable. Conclusion: Through this thesis, Confucius dialogue method can be applied to coaching education, and it suggests a way to find a value-oriented education method by answering the learning method suitable for the times. In addition, Analects are reinterpreted beyond the scope of classical texts, indicating that education suitable for the modern paradigm is possible.

How Can Learner-Oriented Scaffolding Strategies Be Implemented in Coach Education? A Case Study

ABSTRACT Purpose: Although emerging research has explored the development of coach education curricula, coach learning and how a deep learning approach can be made accessible to aspiring coaches, the study of coach educators’ scaffolding of micro-pedagogies in action remains a missing link in the field. Therefore, the purpose of this study was to explore scaffolding strategies adopted by an experienced coach educator to encourage aspiring coaches to adopt an active approach to learning. Method: A case-study was conducted for a full semester of twelve practical lessons in the unit “Sports Methodology I—Volleyball” of a renowned sport sciences coach education program. Multiple data collection sources included participant observation, video and audio recordings, individual interviews with the coach educator and focus group interviews with the aspiring coaches. A thematic analysis was performed, and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: The strategies adopted by the coach educator progressively unfolded throughout three main stages: (i) laying the foundations of a learner-oriented approach; (ii) enhancing personally meaningful learning experiences; and (iii) mediating peer-coaching activities. An intricate interplay was unraveled between the nature and reduction of the support given and the increased responsibility transferred to the aspiring coaches for their active participation in learning experiences. Conclusions: The learner-oriented scaffolding processes employed by the coach educator sought to promote enhanced understanding of game-play problem-solving and the aspiring coaches’ development of a deeper sense of what is required to become a coach through engagement in coaching technical activities and peer-coaching interventions.

PENDAMPINGAN ANAK USIA 6-12 TAHUN UNTUK MENINGKATKAN LITERASI DASAR PADA MASA PANDEMI DI RT05 RW17 WANASARI BEKASI

Learning at home is not effective so it has an impact on children's low motivation, including basic literacy activities. To overcome this, assistance was carried out in basic literacy activities for children aged 6-12 years in learning at home during the Covid-19 pandemic to increase motivation and help students with learning difficulties in studying at home. In addition, this mentoring activity can help parents in conducting targeted and structured home learning coaching. Assistance in basic literacy activities during the COVID-19 pandemic for children aged 6-12 years in RT 05 RW 17 can increase motivation and help with learning difficulties at home for children aged 6-12 years in RT 05 RW 17. This can be seen from the enthusiasm, enthusiasm, and seriousness of the children in the RT 05 RW 17 environment during the program activities.

Scholars’ perspectives of positive youth development in coach education for high school sports

ABSTRACT Background Despite the fact that research supports the positive impact coach education has on increasing the quality of athletes’ developmental experiences in sport, there remains resistance regarding the use of positive youth development (PYD) content within coach education. The purpose of the current study is to explore what scholars, who are often viewed as ‘experts,’ believe is important to include in PYD-focused coach education for high school sport coaches. Methods A set of criteria, which were aligned with the study’s aims, were established to identify potential participants: (a) scholars who studied PYD-focused coach education, sport-based PYD, and/or coach education; (b) scholars who published their work in peer-reviewed journals; and (c) scholars who were aware of the nature of high school sport and/or conducted research focused on this sport context. In total, of 162 scholars from around the world who were recruited, 30 completed the entire questionnaire. Specifically, data were collected using a 20-question online survey as a qualitative research tool to understand scholars’ perceptions of the integration of PYD content in coach education, as well as how coaches may best learn about PYD content. Findings Findings highlight that scholars believe PYD-focused coach education is relevant for high school coaches and should focus on a variety of components, including life skills, social justice, and mental health literacy. Scholars also purport that holistic athlete development may be an effective overarching framework for coach education. Further, scholars believe that coach learning should be maximized through a combination of formal, non-formal, and informal learning situations and should focus on learner-centered pedagogical strategies. Implications PYD-focused coach education should help coaches consider technical, tactical, physical, and life skill development as equally important pursuits.

Communities of practice as an approach to foster coach learning

Communities of practice as an approach to foster coach learning

More Than Content: Training Peer Leaders in Mentoring Leadership

Training peer leaders to mentor students is an essential component of any peer-led team learning training program. This training method article begins by establishing a definition of mentoring and describing its theoretical underpinnings. Piagetian disequilibrium is one component of why mentoring is effective because interpersonal interaction efficiently assists students in learning how to deal with mental discomfort and grow intellectually from it. A four-part theoretical definition of the components of mentoring serves as the theory base for our training curriculum: (1) psychological and emotional support, (2) goal setting and career paths, (3) academic subject knowledge support, and (4) existence of a role model. In translating theory into practice, we train leaders to follow five key tenets as mentors: (1) be a learning coach, not a tutor, (2) create a trusting environment among your team members, (3) assist students in learning how to learn from feedback, (4) assist students in learning time management skills, and (5) meet with students one-on-one periodically to provide personalized academic and social support. The time commitment to training by a peer leader is 35 hours per semester via a combination of pre-semester training, in-semester group training, and in-semester one-on-one training. Practical suggestions on how to train leaders are provided.