Applied Coaching Research Journal Research Journal 1 | Page 13

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 1 drawing together an edited video of their coaching role models. Project-based learning might also serve coaches well in learning across different disciplines. For example, a coach might learn about biomechanical principles through producing a new piece of equipment for coaching, or learn about physiological testing by devising a way to test specific sport relevant parameters. A good example of this is where undergraduate media students at Canterbury Christ Church University develop a media project for a local football club. The football club meets with each group to describe their needs (eg to attract players for a new team) and the groups are asked to respond with a product that the football club are able to use. This is a good example of the support required for the learner during this process, highlighted by the research described above. Learners are introduced to principles and skills that enable them to work through the advertising process from start to finish, including meeting with the client and agreeing outcomes, generating a pitch to the client, and producing a “leave behind” portfolio of information that provides a rationale for their final product. Summary and conclusions In order to develop a better understanding of what methods of coach education work, it is evident that a greater focus on research exploring the benefits and challenges of these approaches within coach education is warranted. Furthermore, understanding the impacts of such learning on the athletes being coached may provide further evidence relating to the effectiveness of this learning. Despite the lack of research evidence specific to coaches, there are a number of applications to coach education that can be developed from the available literature and examples in this article. Although deriving from different approaches, the themes of collaboration and problem solving are inherent across all discussions, and the support of technology, and in particular mobile technology, appears to be an area ripe for further exploration. A key feature of all approaches is the role of the tutor or facilitator. An effective tutor or facilitator should be well equipped to be able to effectively guide and manage the group processes, while also providing a degree of autonomy for learners. Highlighted within all approaches is the importance of developing the skills of the learners to manage the styles of learning required to fully participate, and this is likely to be a pivotal first stage in successful implementation. Finally, and perhaps most essentially, is that the learner is at the centre of the approaches discussed here. Although there are opportunities here to enable coach educators to create impactful learning situations using these approaches, coaches too can drive their own learning process. Without waiting for specific coach education interventions, coaches may find it possible to implement some of these learning activities by engaging in collaborative forums with other coaches, setting up problem-solving working groups or considering how they engage in projects relevant to their learning needs. References Cushion, C., Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R. and O’Callaghan, C. (2010) Coach Learning and Development: A Review of Literature. Leeds: sports coach UK (now UK Coaching). 1 2 Reviews used can be identified in the main report. 3 http://www.mentornet.net Gilbert, W. and Trudel, P. (2001) ‘Learning to coach through experience: Reflection in model youth sport coaches’, Journal of Teaching in Physical Education, 21: 16-34. 4 Savery, J. R. (2006) ‘Overview of problem-based learning: Definitions and distinctions’, Essential Readings in Problem-based Learning: Exploring and Extending the Legacy of Howard S. Barrows: 5-15. 5 Contact Katie Dray – [email protected] 13