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.
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• 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