Coach Learning Research Articles

Considerations and Suggestions for Design of a Learning and Development Program for Sport Coaches

Coaches play a highly influential role across the whole spectrum of sport. Their proficiency is crucial to the progression, welfare and even the personal development of the athletes under their charge. Maximising the development of that proficiency is therefore a crucial concern of numerous sporting and community organisations. Effort must be directed to continuous improvement of learning and development programs for coaches, with consideration given to the differing requirements of coaches operating in different contexts. Historically, most coach education initiatives have entailed formal instruction in “classroom” situations, but feedback from participants suggests that this is sub-optimal. Better outcomes might be achieved through methods designed to promote informal learning within real-world coaching environments. There is evidence that experiential learning resulting from repeated cycles of action and reflection can contribute substantially to the development of expertise. Observation and imitation of significant others is also a powerful learning mechanism. Here, we review and summarise literature relating to these matters, while also addressing topics such as the nature of coaching, the characteristics of expert coaches, and the ways in which coaches currently learn. We touch upon the concepts of situated learning, cognitive apprenticeship, and mentoring, and identify known barriers and facilitators to adult learning. We then provide a suggested framework for the practical design, implementation, evaluation, and continual refinement of a program emphasising informal but guided nurturing of coach learning and development. The suggested approach is consistent with classical learning theories and incorporates the establishment of critical friendships and communities of practice.

Coaching Positive Youth Development in Brazil: Recommendations for Coach Education Programs

Coaching positive youth development (PYD) represents a challenge for many participation and high-performance coaches across the globe, including in Brazil. Coach education has been acknowledged as a formal learning context that may help prepare coaches to effectively foster PYD outcomes and provide high-quality developmental experiences for athletes across different sport contexts. Therefore, the purpose of this paper is to describe the key concepts and existing guidelines for coaching and coach education in Brazil, and provide context-specific recommendations for coach education to include PYD materials. Coaching in Brazil includes a long preparation period that includes diversified opportunities for coach learning. However, there are some discrepancies between the objectives and outcomes prioritized by governing bodies and sport organizations and how learning contexts are framed. In other words, although PYD is considered to be a necessary endeavor, it is not explicitly included in any coach education program. Moving forward, we provide several recommendations, through a bottom-up approach, in order to embed PYD within the Brazilian sport system.

Coaches’ dispositions and non-formal learning situations: an analysis of the ‘coach talent programme’

ABSTRACTResearch which identifies and describes the learning situations coaches engage with often overlooks how coaches’ dispositions and the ‘learning cultures’ they occupy influences their opportunities for learning, limiting our understanding of what ‘works’ and for ‘whom’. Seven coaches from five sports were interviewed regarding their experiences of ‘The Coach Talent Programme’ (CTP); a non-formal learning situation consisting of cross-sport CPD workshops delivered by a UK County Sports Partnership. Data were analysed thematically, integrating Pierre Bourdieu’s sociology alongside Phil Hodkinson’s theory of ‘learning cultures’. Three themes were developed: (1) social interaction and cross-sport learning; (2) workshop content and online learning; and (3) tutor capital and the coaching field. The findings demonstrate how coaches’ ‘learning’ within non-formal situations varies significantly due to embodied dispositions, capital, and the social fields coaches are positioned within. Sports organisations would benefit from recognising the influence of these factors to develop transformative non-formal environments for coach learning.

Tasks for the Future Education of Elementary Schools in the Face of a Decrease in the Population

본 연구의 목적은 학령 인구감소에 따른 초등교육을 위한 이슈를 발굴하고 이를 토대로 ‘학령 인구감소에 따른 초등 학교교육을 위한 정책 플레이’를 수립하고자 하는 것이다. 이를 위하여 2차에 걸쳐 델파이를 실시하고 허쉬코비치 분석과 Borich 요구분석을 한 결과는 다음과 같다. 최우선 순위로 차별화 교육과정: 학생 수준과 요구에 따른 차별적인 교육 제공이 선정되었고 이어 미래형 교사의 역할 세분화, 다양한 학교설립운영: 소규모 학교 이슈를 해결하기 위한 초중학교 연계 학교(예, 기초교육학교로 통합), 지역사회 연계학교 등과 이를 위한 행정지원체제 변화(행정인력의 정원 및 행정시스템의 변화) 등이 선정되었다. 이상의 연구 결과를 기반으로, 16개의 이슈 중 학령인구 감소에 따라 우선적으로 개발해야 하는 이슈가 분명히 존재하는 것으로 나타났으며 이에 따라 교육 정책 차원에서 고려할 수 있는 시사점을 제시하였다.The purpose of this study is to predict potential issues in elementary education due to the decline in school age population and establish a policy for elementary school education due to the decline in the aforementioned school age population. For this, the Delphi method was conducted twice, and Hershkowitz analysis and Borich needs analysis were also carried out. The results are as follows. Differentiated curricula: Provision of differentiated education according to students’ levels and needs was selected as the top priority, which was followed by subdivision of the roles of future teachers(learning coach, online teacher, one-to-one tutor, online learning manager, parent counselor, education software developer, etc.), the establishment of various schools: elementary and middle school connected education(e.g., integration as fundamental education schools), community connection schools to cover the issues of small schools, and a change in the administrative support system(a change in the number of administrative personnel and the general administrative system). Based on these results, it was found that there were several key issues due to the decline on school age population that needed to be preferentially developed out of sixteen finkings, and accordingly, this study suggested considerable implications from a perspective of educational policy.

Action research within an elite rugby union coaching group to influence change in coach learning and pedagogic practice

ABSTRACT The aim of this study was to investigate how I, a Welsh regional rugby academy head coach, could utilize practical collaborative action research (CAR) to influence collaboration, learning and pedagogic change within a coaching group. Action research (AR) aims to increase knowledge and improve practice in applied settings and utilises the experiences of the participants as researchers in the field. I acted as head coach and lead researcher with two other professional coaches and two sport science support staff over a three-month period. Data was collected through reflective logs, video observations of training sessions and team meetings. Whilst not without frustrations, difficulties and challenges, qualitative analysis revealed that the coaching team made significant strides in their collaboration, learning and pedagogic practice. Using CAR provided opportunities for the coaching team to develop their motivation, pedagogical knowledge, coaching practice and reflective abilities. Abberivation: CAR - collaborative action research

Searching for a Signature Pedagogy in Novice Coach Education

Despite the increased research interest in coach education there has been little consensus on how novice sports coaches should best be educated. For the coach developer this becomes problematic when trying to design quality-learning activities for novice coaches that provide a foundation for current and future learning. While the research available has focused on specific areas of best practice curriculum for coaches (e.g., planning; communication; coach-athlete relationships; leadership), there has been less interest in pedagogical practice of novice coach education. Signature pedagogies have been recognised as characteristic methods of teaching used by disciplines to organize the learning process into common elements to prepare future practitioners for their professional roles. For Shulman signature pedagogies scaffold the discipline’s habits of ‘head’ (content); habits of the ‘hand’ (skills); and habits of ‘heart’ (values). This suggests that deep understanding of the disciplines’ habits is necessary for the development of appropriate signature pedagogies that support novice learning. The purpose of this Insight paper is to explore the current literature for potential signature pedagogies that support novice coach learning and the coach developer in teaching. A reflective conclusion summarises the main points and considers the direction for future research.

Learning From Practice: The Value of a Personal Learning Coach for High-Performance Coaches

Multiple actors and roles are now recognized and promoted to support the development of coaches. Personal coaching is an emerging industry in many professional fields yet remains insignificant in sport coaching. The purpose of this study was to document and assess the value of a 12-month collaborative action research in which a high-performance rugby coach, with the support of a personal learning coach, aimed to learn from her coaching practice. This research was operationalized using an appreciative inquiry framework. Personal coaching was conducted according to the principles of narrative-collaborative coaching. Data collection included interviews, video observation, audio recordings of coaching conversations, notes from phone calls, and email exchanges. Results showed that this partnership created a safe and challenging learning space where different coaching topics were addressed, such as reflective practice, leadership, and mental preparation. A deductive analysis of the debriefing interview was completed using the value creation framework developed by Wenger and colleagues. This analysis indicated that the high-performance coach’s relationship with the personal learning coach enabled the development of five types of value: immediate, potential, applied, realised, and transformative. Therefore, it is suggested that narrative-collaborative coaching can complement existing formal and non-formal learning activities.

Identifying mechanisms of change in the Early Grade Reading Study in South Africa

The Grade 2 learner results of the Early Grade Reading Study (EGRS) randomised control trial (RCT) in the North West province showed that the structured pedagogic intervention model that included instructional coaching, lesson plans, and quality learning materials was more cost-effective than a similar intervention model that excluded coaching. These results are read against the growing body of literature that questions the value of RCTs in identifying mechanisms of change. For this reason, two small-scale qualitative case studies were undertaken to identify the difficulty in detecting workings of classroom practice that RCTs cannot show. Three mechanisms of change: the organisation of space, time, and implementation of routines drawn from the work of Foucault, were analysed to interpret observed changes to teacher practice and some of the weaknesses in the EGRS programme. Keywords: early grade reading; Foucault; qualitative case study; RCTs

Effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice: a quasi-experimental research design

BackgroundNew educational approaches may be necessary to enhance competency in the new generation of students. Self-directed learning and blended coaching have been effective strategies to meet this challenge. However, there has been little research on self-directed learning programs using blended coaching (SDL_BC) in clinical practice. This study aimed to evaluate the effectiveness of a self-directed learning program using blended coaching among nursing students in clinical practice.MethodsA non-equivalent control group pretest-posttest non-synchronized intervention design was used. The participants were 91 students, comprising an experimental group (n = 44) and a control group (n = 47). The experimental group was trained using a self-directed learning program with blended coaching. The Self-Directed Learning Competency Questionnaire, Clinical Competency Questionnaire, and Numeric Rating Score for clinical practice satisfaction via a self-report were all used in the assessment. Descriptive statistics, independent t-tests and ANCOVA were used to evaluate self-directed learning competency, clinical competency, and clinical practice satisfaction.ResultsStudents in the experimental group showed a significantly higher improvement in competency in the implementation of self-directed learning (F (1,89) = 4.27, p = 0.039) and higher satisfaction with clinical practice (t (89) = 3.10, p = 0.003) compared with those in the control group.ConclusionsThese results provide evidence that a self-directed learning program using blended coaching is an effective educational approach to improve the implementation part of self-directed learning competency and clinical practice satisfaction among nursing students in clinical practice. Further research is required to investigate whether other variables are associated with clinical competency, competency in planning and evaluation of self-directed learning, or their long-term effects.

Logisticians’ ethical decision-making: does the psychological safety team matter?

ABSTRACT This study mobilizes the concept of team psychological safety to study the link between ethical decision-making and the feeling of safety perceived within their team. This research examines a logistician’s ethical judgments depending on a moral intensity dimension. Based on a population of 260 European professional logisticians, the study uses 12 scenarios that have been designed to describe logistical situations. A first sample of 123 purchasers was given a low moral intensity questionnaire and a second group, composed of 137 other purchasers, answered another questionnaire with a high moral intensity. The findings reveal that the moral intensity, clear direction, team leader coaching and team learning behaviors intensity have a positive impact on judgment of 2 scenarios : social consensus and temporality.

Developing Expertise in Sport Coaching Through Engagement with Disability Programmes

Summary Numerous academic and practitioner research has examined the role of Higher Education Institutions (HEI) in the development of sport coaches in the UK (e.g. Crisp 2018; Stoszkowski and Collins 2018). However, whilst most fields related to coach development have significant bodies of work underpinning them, there is a dearth of information related to best practice within the context of disability sport coaching. Given that both coach learning in the HEI context and disability sports coaching are significant areas worthy of further exploration, this work investigates how learning can be developed through disability sport coaching in the HEI context. The aims of this study were to gather the perceptions, thoughts, and experiences of ten student-coaches enrolled on an HEI coaching programme who were completing a year long placement module that included sessions for participants with disabilities. Data were collected through two focus group meetings with the student-coaches and the submission of learning journals. Inductive analysis showed that coaching disability groups facilitated learning through generating knowledge from practice through a process of reflection, higher order thinking, and meta-cognition. This suggests that using disability coaching can be a useful tool for HEIs to use in terms of challenging student-coach practice and education.

Successful coach learning: Digital workbook informed by pedagogical principles

This study was based on the hypothesis that advances in cognitive science may be helpful for Coach Development Programs. We wondered: How can a learning tool such as a digital workbook that is informed by evidence-based pedagogical principles be helpful for coach development? After designing the learning material, based on the cognitive theory of multimedia learning, the digital workbook was used in a coach development program that aimed to improve coaches' need-supportiveness. Ten coaches at an elite sport school in Norway attended the program over a season, and afterwards they were asked whether the learning material had contributed to their knowledge of need-supportive skills. Thematic analysis of the interviews revealed visualization, awareness, and transfer to one’s practice as the three main themes describing the educational value of the digital workbook. The material showed the coaches how need-support can be acted out in a sport-specific context. Additionally, the learning material resulted in increased engagement and awareness through coaches' reflections, which is an important step towards integrating new material to prior knowledge and create meaningful learning. Finally, the coaches highlighted transfer of the presented learning material to their practice experiences. We conclude that cognitive science may have useful implications for the design of effective learning materials for coach development programs.

The effect of the convergent operation of learning coaching and reward system on learning community students' academic self-efficacy and learning outcome

The effect of the convergent operation of learning coaching and reward system on learning community students' academic self-efficacy and learning outcome

외국인 유학생과 새터민 대학생의 학습력 향상을 위한 학습코칭 프로그램 설계 및 효과

외국인 유학생과 새터민 대학생의 학습력 향상을 위한 학습코칭 프로그램 설계 및 효과

What can be learned from action learning coaching? Learnings of novice action learners and their coach

ABSTRACTAction learning coaching (ALC), a form of action learning that integrates leadership coaching, is suggested as a method and ethos to build future capacity, specifically in novice HRD practitioners. The purpose of this article is to offer an account of learning from the perspectives of novice action learners, who were new to the field of human resource development (HRD) and to the concept of ALC, as well as their similarly noviced coach. Data from budding practitioners and their coach, participants in an action learning action research (ALAR) study, are analyzed to show how they used action and generative learning through ambiguity to apply learning to their new roles. Action learning coaching elevated participants’ skills, self-concept, efficaciousness, professionalism, commitment to action, and capacity for learning and growth. Participants changed themselves, their practice, and ultimately the way they approached human resource development as novices.

Online Education and Case Management.

Jennifer T. Lauderdale, BA, received her Bachelor of Arts degree in Criminal Justice with an emphasis in Sociology from California State University, Bakersfield. She was a program facilitator at the New Directions Group Home for Girls, a specialized facility responsible for children aged birth to 17 years, including teen mothers and their babies. Jennifer was responsible for medication supervision, nutrition, supporting activities of daily living, enabling the teen mothers to attend school without their children, tutoring, life skills instructor, and vocation counseling. After moving to Colorado in 2008, she worked for 6 years for the 18th Judicial District Juvenile Assessment Center, where she had the privilege of working with children and their families throughout Arapahoe, Douglas, Elbert, and Lincoln counties by coordination services and navigating the juvenile justice system. As a learning coach for the past 4 years, she has come to love and advocate for online education and all its benefits. She was and is so enthusiastic about the opportunity to share her knowledge, insight, and experience so much so that she became a family compliance liaison for Colorado Preparatory Academy and Pikes Peak Online School to further the mission and vision that she has been so passionate about. When Jennifer is not working, you may find her fishing and camping with her family at one of Colorado's state parks. Address correspondence to Jennifer T. Lauderdale, BA, 3560 South Rifle St., Aurora, CO 80013 ([email protected]). Case Management Matters WELCOMES and INVITES YOU tosubmit articles, stories, practice tips and refl ections, and revelations. How has case management changed you? How have you affected the lives of others? All inquiries, questions, comments, and manuscripts should be submitted via e-mail to: [email protected] or by mail to: Lynn S. Muller, P.O. Box 164, Bergenfield, NJ 07621-0164.Do you have an idea for an article and would like to discuss it? Provide contact information via e-mail and you will be contacted by your preferred method or call 201-387-7600.The author reports no conflicts of interest.

Relationships between Learning Coaching and Self-directed Learning and academie Achievement of Students in the Department of Optometry and Optics Science at a university

Relationships between Learning Coaching and Self-directed Learning and academie Achievement of Students in the Department of Optometry and Optics Science at a university

Pengaruh Metode Pembelajaran Dan Kecerdasan Interpersonal Terhadap Kompetensi Komunikasi Terapeutik Mahasiswa Program DIII Kebidanan Stikes Mitra Ria Husada Cibubur

This study aims to determine the method of learning and interpersonal intelligence to therapeutic communication competence of DIII students Obstetrics STIKes Mitra RIA Husada. Learning methods are placed on bedside teaching methods, coaching methods and demonstrations. The method used in this research is experiment with treatment design level 3 x 2 with sample 48 student. The summary of this research is: 1) Bedside teaching methods can improve therapeutic communication better than coaching methods and methods of demonstration; 2) Coaching learning method can improve therapeutic communication better than demonstration; 3) The existence of interaction between learning method and intelligent interpersonal to therapeutic communication competence; 4) students who have high interpersonal intelligence, more appropriate use of bedside teaching methods; 5) students who have low interpersonal intelligence, more appropriate use of coaching learning methods than the method of demonstration.

편입생의 학습제고를 위한 가설적 연구모형 및 프로그램 설계

The purpose of this research is to develop a hypothetical learning support model that integrates tutoring and learning coaching in order to improve the learning ability of students who have transferred to a new university to find an opportunity of education and success, and to design a program based on it. For the purpose, we examined a learning support program with the minority students as the target including transfer students through a literature survey and analyzed the characteristics and program effects of intervention type tutoring and learning coaching instead of one-time type. As a result, based on the interaction between the continuing students, the transfer students, the learning specialists, and the Center for Teaching and Learning (CTL), a hypothetical model of the environmental dimension, the teaching-learning dimension, and the result dimension was presented. In this model, the teaching-learning dimension can actually be regarded as the core area of the program. So, we designed a hypothetical program of the teaching-learning dimension. The program will be notified to the continuing students, the transfer students, and the learning specialists as a group through a public notice for application, selection, and orientation where the implementation method of the program will be explained, before learning activities will be carried out continuously for a certain period. The program will be completed with the submission of the final report after meetings for sharing of learning and an intermediate check in the process.BR There are few specialized studies targeted for transfer students. Transfer students are more likely to suffer from poor performance although they have the effects of filling the student quota and solving financial difficulties of a university. This is important for the evaluation of universities. Therefore, it is hoped that this research will increase our interest in improving the transfer students’ learning.

Power and knowledge in a coach mentoring program

ABSTRACTIn order to broaden our understanding of beginner (mentee) coach learning, we must consider how coach education, in particular prescribed mentoring programs may come to influence what is and what is not taken up by mentee coaches. In this article, narrative ethnography is used to explore six beginner (mentee) coaches’ learning experiences in a prescribed mentoring program within a coach education pathway. A Foucauldian perspective, specifically the concept of panopticism is used to analyse the beginner coaches’ experiences. Special attention is paid to the systems of oppression that beginner coaches may be subjected to along with the complex power relationships that may exist between mentor and mentee coaches in prescribed mentoring programs. This article illustrates how within the mentor-mentee coach relationship, subordination of beginner coaches occurs. In particular, beginner coaches are subtly disciplined and controlled so their coaching practices and ideas align with mentors and the culturally accepted coaching model.