Applied Coaching Research Journal Research Journal Volume 2 | Page 29

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2
the course to others”. The only negative comments
related to part of the quiz functionality when using
mobile devices and the limitations of some of
the quiz questions. For example: “Sometimes the
quiz answers you had to type in were a little too
specific” (L3).
There is a need to consider some of the other
statements that learners made about their learning
experiences. For example, the following three
statements directly frame the learning in terms of
their new knowledge beyond formal Level 2 courses
and positive change.
“The course covers topics that never came up in my
Level 1 or 2 coaching courses for cricket, nor in any
post-Level 2 CPD, so very valuable.” (L4)
“Really interesting and engaging course. Lots of bite
size information for the busy amateur to manage
their time. I learnt so much, it reaffirmed lots and
I’ve made some positive changes!” (L5)
“I’m a Level 2 gymnastics coach and have begun
to realise how little we are taught on the other
courses. This is opening my eyes to a world of
things I ought to know.” (L6)
A feature of this 9-15 hours of learning, studied
midweek, is the possibility that if consistent
concepts and critical analysis of coaching practice
are reinforced by opportunities for personal
reflection, some slight adjustments to a coach’s
beliefs and their ‘biography filter’ may occur. For
example, comments such as this: “The course has
been fascinating, and has helped me to think about
my own coaching beyond a plan for the next session
with the under-6s on Saturday morning!” (L7). This
suggests introspection and thinking about practice
more broadly beyond the next coaching episode.
A final theme to emerge was the accessibility
of credible research insights into coaching. As
Bailey et al. (2018) suggest, there is a great
deal of online content available; navigating and
This ‘change’ theme suggests that in relation to the
Stodter and Cushion (2016) filtering framework, the
course, especially via video clips, is able to model
effective practice exemplars through a ‘seeing is
believing’ approach. Case studies can demonstrate
effective planning and interpersonal skills, while
video scenarios can enhance decision making
and problem solving skills. These are likely to
stimulate the possibility of later experimentation
in practice in the coach’s own context. Most
effective coach learning is described as taking
place in situ alongside or within coaching practice.
Online distance learning such as this is unlikely to
be in situ, nor is it studied in a remote classroom.
As demonstrated earlier it occupies, typically, a
midweek learning episode before most coaches
continue their practice in the evening or weekend.
29