What can the coaches learn from the teachers?: an example of model-based instruction in a National Governing of Sport coach education programme

The purpose of this article is to examine the role and nature of Model Based Instruction (MBI) (Metzler, 2005) and discuss how Instructional Models (IM) such as Sport Education (SE) and Tactical Games Concepts (TGC) have become embedded in the pedagogic delivery of a coach education programme for one particular sports governing body (the Englad and Wales Cricket Board [ECB]). This article will discuss how learning \u27how to coach\u27 principles have elements of MBI and reaffirm a view currently held by coaching scholars, such as Jones (2006) that current coach education discourse and physical education discourse actually contains more similarities than differences. This article concludes by recommending coach education teams engage in greater collaboration with experienced teachers of physical education as well as academics in higher education institutes (HEI\u27s) recognised for their expertise in MBI

Case Study: The development of a learning communities model to support the delivery of high quality physical education intitial teacher training and continuing professional development

This paper explores the potential of a proposed learning communities model to support high quality physical education initial teacher training and continuing professional development. A case study strategy has been implemented focused on secondary physical education within the context of a university and school initial teacher training partnership. The purpose of the study was to examine the context and delivery of mentor training for schools in an initial teacher training partnership through a learning communities perspective. It developed the notion that mentors involved with initial teaching training were engaged in continuing professional development through the nature of their role and expectation of the partnership. A grounded theory approach was adopted to utilise evidence gathered from questionnaires to the 150 PE partnership schools, participant observation and a selection of interviews. The results showed an emergence of a number of key concepts that support a successful learning communities model to develop ITT and CPD. The conclusion reflects on the possible need to reconfigure our view of partnership in ITT and the way that it is resourced and managed

Pod casting feedback to students: students\u27 perspectives of effectiveness

Providing effective feedback to students has been repeatedly associated as a key strategy in the learning and teaching process (Poulos & Mahony, 2007). However, much of the research on student feedback has focused on timing, content and student interpretation (Knight & Yorke, 2003; Yorke 2002)

Students\u27 views on feedback: insights into conceptions of effectiveness, areas of dissatisfaction and emotional consequences

 The importance of feedback to academic performance and the role it plays in improving students’ knowledge and understanding of their own learning is widely acknowledged. Despite this, there remain many issues surrounding provision and receipt of feedback, some of which are investigated within this study. In depth interviews with a small group of students were held to gain insight into conceptions of effective feedback, to explore emotional reactions to receiving feedback and to consider aspects of communication and interactions between staff and students. Narratives revealed potential for raised anxiety levels, particularly in light of generic feedback - an aspect which is often under-represented in the literature

The ‘wicked problem’ of reflective practice: a critical literature review

This paper tackles the ‘wicked problem’ of reflective practice. Reflection is encouraged by the Quality Assurance Agency (QAA) through Personal Development Planning (PDP) and is at the heart of many employability agendas. Yet, it has been identified as a higher-­‐level skill which should not be forced as this can lead to inauthentic or ‘faked’ reflection. The paper questions, using recent literature, whether ‘good’ reflective practice can be embedded or indeed should be embedded. This is further complicated by differences in disciplinary contexts and generic institution-­‐wide interventions. The employability agenda pursued by universities, the policies on PDP and developing reflective graduates, and the Key Performance Indicators are here in their current form for the moment and we must work within those when developing effective practice in teaching and learning. This literature review suggests that to focus too heavily on outcomes results in poor reflection, lack of engagement from students and low-­‐confidence and apathy from staff. The review will include a brief case study of an institutional intervention relating to reflective practice and then conclude to suggest that reflective practice needs to be a process embedded within disciplines (specific to that discipline and not generic) rather than an isolated practice

Modelling the curriculum through metaphors: one programmes\u27 approach

Understanding the intricacies of a degree programme and its curriculum is difficult enough within a staff team, never mind then explaining it to students. How much thought do we ever really put into this whole package fo experiences students are receiving rather than just our own modules

Gymnastics: collaborative CPD - what has the impact been on pupils\u27 learning

In this study we aimed to provide a (Continuing Professional Development) CPD course using the serial method of delivery, as well as also an insight into how each session and the course as a whole has changed the way in which gymastics was taught and pupil reaction to those changes