APPLIED COACHING RESEARCH JOURNAL 2021 , Vol . 7
Introduction Coaches often prefer to engage with more informal sources of learning ( Walker et al , 2018 ) such as a community of practice ( CoP ). A CoP is “ a group of people who share a common concern , set of problems or passion about a topic and who deepen their knowledge and expertise in this area by interacting on an ongoing basis ” ( Wenger et al , 2002 , p . 4 ). CoPs have been recognised as a valuable way for coaches to learn informally and for knowledge exchange to occur ( Bertam et al , 2016 ).
With the onset of Covid-19 and the corresponding lockdowns , the interest in online learning has soared ( OECD , 2020 ). Searches for more formal , guided online learning ( such as webinars ) and attendance at online training increased four-fold in the first couple of months of lockdown ( OECD , 2020 ). Yet coaches told us in an online Twitter chat that they were missing the interaction , discussions and random conversations that social learning brings ( Connected Learning Network , 2020 ). Therefore , we were interested in exploring how a CoP could be set up and delivered in an online environment with real coaches .
Findings from a similar project ( Whitaker and Scott , 2020 ) investigating how to set up , deliver and evaluate face-to-face CoPs were used to determine if these recommendations can be transferred successfully to an online CoP using UK Coaching Performance Foundation coaches from different sports on a coach development programme delivered by a UK Coaching Coach Developer . Usually , these cohorts take part in face-to-face CoPs but with the onset of lockdown corresponding with the launch of the programme , it was decided to trial the online version of this with the group and the Coach Developer . The Coach Developer was thus supported by two critical friends in the process of planning , setting up and running a CoP with monthly sessions from June 2020 .
The purpose of this article is to provide an overview of each phase of the CoP and demonstrate the value that can be created from taking part in an online CoP .
Method Fifteen coaches from thirteen sports , who had been selected for the UK Coaching Performance Foundation programme took part in the project . The programme is aimed at coaches working with talented athletes who have the potential to win medals . The coaches receive one-to-one support from a Coach Developer over an eighteen-month period and form a cluster to learn from one another .
Planning the CoP The first part of the project was the planning phase . This involved determining the Coach Developer ’ s thinking about the vision , aims and expectations for the CoP and planning what the CoP might look like .
It was agreed that selling the CoP approach to learning was important to give a greater chance of success . This was delivered by the critical friends in two parts :
1 . Coach Developer orientation - to formulate their facilitation / leadership approach
2 . CoP orientation training for coaches - delivered by the critical friends to set the scene and get the coaches more ‘ CoP-ready ’. This session was delivered a week before the first CoP meetup .
At the coach orientation session , we introduced the concept of a CoP as a way of learning and asked coaches to consider how they could learn and contribute to this . We asked three main questions :
1 . What are their thoughts / expectations about the group ?
2 . How do they think participation in the group will influence coaching practice ?
3 . What do coaches hope to gain or learn from the group ?
From the planning , it was decided that the meetups would be led by the coaches rather than the Coach Developer . Therefore , we also put forward , as a handrail , three suggested formats the sessions could take :
1 . Leader picks a topic to discuss and develop understanding and knowledge of the topic 2 . Leader shares a problem they are facing to ask the group to generate solutions 3 . Leader shares an example of their coaching practice , sharing how it has been implemented .
From there , monthly CoP meetups were scheduled with a coach volunteering to lead the session , taking it in turns . The Coach Developer would check in with the leader beforehand and offer guidance and support if required . Attendance was voluntary for coaches .
Consistent with our previous face-to-face CoP research project ( Whitaker and Scott , 2020 ), we designed the data collection to reflect the social nature of a CoP . Rather than relying on common , more traditional methods of collecting insight ( such as via surveys and interviews ), we wanted to be more innovative . Equally , we felt that the most
53