and transfer of knowledge and skills ’. The authors simplify this further , considering learning as ‘ a change in the way we see and understand the world ’. Too often the interpretation of this definition is focused on knowledge transfer - what learning designers , developers or facilitators think coaches should know . If we take the definition in its entirety , we need to better consider the processes of retention , transfer and change , with a balanced consideration of the skills and knowledge required . For example , how do we present learning stimuli in a memorable or accessible way ( retention ), that speaks to the context of the coaches and their challenges ( transfer ), with tools , ideas and ways for them to apply them ( change ).
Pathways , levels and our need to create neat boxes
As the Head of Learning and Development at FA Education , and in my previous role within Further Education , my experiences of learning and programme design have been heavily qualification based , and subsequently content centric . Despite the increasing recognition of the importance of learner context alongside the growing use of in-situ support , for example , it is clear that content-driven programme design remains a default position in the broad education sector . In formal coach education , research has found that coaches ’ experiences centre on prescriptive advice on what and how to coach , linear or mechanistic learning , with a focus on ‘ rites of passage ’ from one level to the next , and courses that are driven by the passing of assessments ( see Stodter and Cushion , 2017 ; Cushion et al ., 2021 ).
Qualifications are still seen as the primary route to , and evidence of , progress , with a ‘ just in case ’ approach to design . Referencing the learning definition above , they are knowledge transfer driven , characterised by lots of topics that learners or coaches might need ‘ just in case ’. The result : relatively expansive qualifications that are delivered predominately face to face ( pre-COVID ). This is not unusual - it is the likely reality of the education systems we have all experienced - but COVID has provided an opportunity to assess this , to reimagine and to accelerate change .
Culturally , the sports coaching sector places significant recognition and value on qualifications , significantly more than a genuine ongoing commitment to learning and development . Within football specifically , comments such as ‘ I ’ m a UEFA B Licence coach ’, ‘ Okay you ’ ve completed your Level 1 , the next step is to get onto your Level 2 ’, and the continued use of the term ‘ coaching badges ’ are not uncommon . The reality is , the learning process that Didau and Rose describe ( above ) happens all the time , it is not neatly packed into boxes of qualifications or continued professional development ( CPD ) sessions . It is , by its very nature , a messy and ongoing process that happens over time .
Where qualifications have dominated the learning approach , the result has been a set pathway , designated clear stepping stones for coaches to progress through in a pre-determined
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