Applied Coaching Research Journal Research Journal 1 | Page 12

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 1 What evidence is there to support project-based learning? Key messages that emerged from the review: • Studies exploring this area need more robust designs to allow stronger conclusions about the effectiveness of project-based learning. • Project-based learning has been associated with the development of a number of skills and outcomes including increased motivation, improved content knowledge and test scores, improved debating skills and the ability to synthesise and elaborate knowledge. Project- based learning may also help to develop greater creative and deeper thinking relative to more traditional instruction. • When some key “enabling skills” are present, project-based learning might be more effective. These include higher levels of self-directed learning and self-management skills. 12 • The role of support in project-based learning is key to providing learners with effective guidance on project management and to facilitate, but not control, the environment to allow learners to develop a sense of control and autonomy over the project. What does this mean for coach education? Like the two previous approaches, project-based learning has been found to have a number of positive outcomes for learners; the active role of the learner in the process increases engagement and motivation for both the process and the subject area in which it is being used. Furthermore, the end product serves as an important motivator for learners. Project work for coaches might vary, for example coaches might learn about safeguarding and welfare by producing a club guidance document, or may learn about coaching philosophy by