Applied Coaching Research Journal Research Journal Volume 2 | Page 31

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2 • Activities that stimulate reflection are more likely to be effective. Learners’ preferences were for viewing short videos (ie <3 minutes), with a clear task focus and an ability to compare their thinking with that of the course team. This can support ‘seeing is believing’ in helping to influence coaching practice. In addition, quizzes encourage participants to think about what they know, with feedback on whether their interpretation is appropriate. In conclusion, a variety of learning opportunities, with online distance learning as a component part, has the potential to impact coaching practice. Courses such as the one evaluated here could be integrated into a formal qualification programme or could contribute to ongoing development and help to fill the space between qualifications. The scale and reach of online distance learning, and its accessibility to diverse populations, may also allow organisations to free up their resources and time to develop other learning opportunities. References Bailey, R., Madigan, D. J., Cope, E., & Nicholls, A. R. (2018). The prevalence of pseudoscientific ideas and neuromyths among sports coaches. Frontiers in Psychology, 9, 641. Cushion, C. J., & Townsend, R. C. (2018). Technology-enhanced learning in coaching: a review of literature. Educational Review, DOI: 10.1080/00131911.2018.1457010 Knowles, Z., Gilbourne, D., Borrie, A., & Nevill, A. (2001). Developing the reflective sports coach: A study exploring the processes of reflective practice within a higher education coaching programme. Reflective practice, 2(2), 185-207. Kori, K., Pedaste., M., Leijen, A., & Mäeots, M. (2014). “Supporting Reflection in Technology-Enhanced Learning.” Educational Research Review 11, 45–55. Nelson, L. J., Cushion, C. J., & Potrac, P. (2006). Formal, nonformal and informal coach learning: A holistic conceptualisation. International Journal of Sports Science & Coaching, 1(3), 247-259. Ostashewski, N., & Reid, D. (2015). A history and frameworks of digital badges in education. In Gamification in education and business (187-200). Springer, Cham. O’Sullivan, J. (2013). “Never Stop Learning!” Part III of Three Things Great Coaches and Leaders Do, Changing the Game Project, August 12 2013. Available from: http://changingthegameproject.com/ never-stop-learning-part-iii-of-three-things-great- coaches-and-leaders-do/ Accessed April 1, 2018. Russell, J., Wadsworth, D., Hastie, P., & Rudisill, M. (2014). “Incorporating E-Learning to Enhance Instruction and Student Experiences in Collegiate Physical Activity Courses.” Kinesiology Review 3 (4): 247–252. Sport England, (2016) Coaching in an Active Nation: The Coaching Plan for England (2017-21). available from: https://www.sportengland.org/media/11317/ coaching-in-an-active-nation_the-coaching-plan-for- england.pdf. Accessed April 1, 2018. Stodter, A., & Cushion, C. J. (2017). What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning. Qualitative research in sport, exercise and health, 9(3), 321-338. Stoszkowski, J., & Collins, D. (2016). Sources, topics and use of knowledge by coaches. Journal of sports sciences, 34(9), 794-802. UK Coaching, (2017) Our Strategy (2017-21): Technology. Available from: https://www.ukcoaching. org/about/our-strategy. Accessed 18 May 2018. Thompson, B. (2018). Testing a Customised Needs Analysis Tool for Coach Development. Applied Coaching Journal (UK Coaching), 1 (1), 8-27. Available from: https://view.joomag.com/ applied-coaching-research-journal-volume- 1/0484242001518187895?short Contact Ben Oakley – [email protected] 31