Applied Coaching Research Journal Research Journal 2 | Page 26

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2
1. The biography filter: coaches approached and
understood learning experiences through the
lens of their existing beliefs, knowledge and
coaching practice; in other words, their biography
influenced their perspective on new ideas.
2. The context filter: sometimes coaches did not
try something due to a perception that it might
not fit the situation or coaching context in which
they worked – they didn’t see it as being relevant
to their context.
Two further influences were identified. One way
that knowledge was more likely to be trialled was
if coaches could see, often with video or text,
someone else using a coaching concept. They
used the term, “seeing is believing”. For example,
one coach in their study recalled: “[if] I can see it
working and it being relevant for the player and
enjoyable, I can get my head round that and I think
right well, let’s give that a go.” The second influence
in the process was “experimentation”. Here,
coaches tried out ideas with athletes and if they
felt comfortable using it and reflected positively
on the outcome they were more likely to use or
adapt the idea in some way. By drawing on this
framework it may be possible to better understand
how structured online learning can impact on coach
development.
Research into coach learning is still evolving, but
indicates that:
• a mix of experiences are valuable (eg Stodter and
Cushion, 2016)
• appropriate mentoring and reflection can be
influential (eg Knowles et al., 2001)
• the evidence base for technology-enhanced
learning is limited and fragmented and partly
reflects the range of tools and modes used (eg
Cushion and Townsend, 2018)
• more emphasis on critical analysis, creativity,
decision making and problem solving helps
coaches make sense of complex coaching practice
(eg Nelson et al., 2006)
• enhanced critical thinking is likely to contribute
to the coach learning filtering process (eg Bailey
et al., 2018).
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Method
Participants on the course were asked to complete
pre- and post-course online surveys. Each survey
comprised a combination of Likert scale, multiple
choice and open questions. Completion of pre-
(n=321) and post-course (n=163) learner surveys
were complemented by analysis of course reviews
on OpenLearn and Facebook. Data on page visits
and timings were provided by Google and
Adobe analytics.
Description of the course
A brief outline of the characteristics of the Exploring
Sports Coaching and Psychology course is required
to better understand the nature of the learning
experience. The course uses multi-sport examples, it
is free and unsupported open learning. It is made up
of 70 webpages organised into eight study sessions
with an estimated study time of 9-15 hours in total.
The course has been recommended by UK Coaching
(UKC) and organisations such as the Professional
Golfers Association (PGA) and British Canoeing
(BC) have adopted it as part of their CPD offer to
coaches. The course is continually available and
was initially launched in June 2017. Learners who
enrol on the course undertake a number of online
quizzes. If they pass these assessments they receive
a printable certificate and a digital badge which
they can share online. Digital badges represent a
coming together of games culture and traditional
badges often issued by clubs and societies; a digital
badge has, Ostashewski and Reid (2015) claimed,
become “an online visual representation of an
accomplishment or skill.”
Key findings
Learner characteristics
The demographic profile of learners provides a
picture of those who are more inclined to study this
type of online course to gain reward and recognition
(i.e. the digital badge). Most participants were in
the 26-55 years age range (67%) with a male to
female ratio of 2:1; 55% did not have a degree
and were in full or part-time work [type of work
not declared] (81%). Ten per cent of participants
declared a disability. This represents a relatively
diverse population attracted to this course which
partly realises the aspiration to broaden the
coaching workforce and ensure that this workforce
is appropriately supported.