APPLIED COACHING RESEARCH JOURNAL 2018 , Vol . 1
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What evidence is there to support project-based learning ? Key messages that emerged from the review :
• Studies exploring this area need more robust designs to allow stronger conclusions about the effectiveness of project-based learning .
• Project-based learning has been associated with the development of a number of skills and outcomes including increased motivation , improved content knowledge and test scores , improved debating skills and the ability to synthesise and elaborate knowledge . Projectbased learning may also help to develop greater creative and deeper thinking relative to more traditional instruction .
• When some key “ enabling skills ” are present , project-based learning might be more effective . These include higher levels of self-directed learning and self-management skills .
• The role of support in project-based learning is key to providing learners with effective guidance on project management and to facilitate , but not control , the environment to allow learners to develop a sense of control and autonomy over the project .
What does this mean for coach education ? Like the two previous approaches , project-based learning has been found to have a number of positive outcomes for learners ; the active role of the learner in the process increases engagement and motivation for both the process and the subject area in which it is being used . Furthermore , the end product serves as an important motivator for learners . Project work for coaches might vary , for example coaches might learn about safeguarding and welfare by producing a club guidance document , or may learn about coaching philosophy by
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