Applied Coaching Research Journal Research Journal Volume 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 ).
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 .
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