Exploiting Social Learning as a Legitimate Tool in Coach Development

The aim of this thesis was to contribute to current sport coaching research, knowledge and practice on how socially mediated learning activities can influence both coach behaviour and learning for better and for worse, as well as how coach developers might better exploit them as a legitimate tool in coach development provision. Accordingly, Chapter 2 provided an overview of social learning approaches in coach development and discussed potential implications of their use. In the first of the empirical chapters, Chapter 3 revealed that the coaching qualities and characteristics which the social “milieu” might encourage coaches to aspire to and pursue were not comprehensive across all areas and that, with respect to the characteristics coaches might “need” to develop, they might not necessarily be aware of or pick up during informal learning situations. Chapter 4 confirmed that coaches’ preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. However, critical justification for and application of, acquired knowledge was largely absent. Having identified a clear need for practical tools and structures that might better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on informal coach learning, Chapters 5 and 6 explored the use of online blogs as a potential tool to support learning in coach education pedagogy. Results suggested that structured group blogs were a useful tool for facilitating and perhaps encouraging a sufficiently critical approach to social learning. Furthermore, Chapter 7 revealed that blogs were perceived by coaches as being a useful learning tool while appearing to meet coaches’ preferences for less formal modes of learning. In closing, Chapter 8 summarised the findings and implications of this thesis, with particular focus directed towards their potential applied impact on coach development provision

What, when, how and why: Coaches' perceptions of coaching in junior rugby league

An increasing body of research has explored how sports coaches learn and develop. However, insight into the fundamental dimensions that underpin coach learning in grassroots and/or junior sport could be more comprehensive. Accordingly, the current study aimed to explore junior rugby league coaches’ perceptions of the acquisition of new coaching knowledge, how this perceived learning is integrated with their coaching practice, and why they perceive different learning sources as an appropriate knowledge base from which to draw. Responses to an online survey, completed by practicing junior rugby league coaches (N = 111), were analysed descriptively and inductively. Findings suggest that informal learning sources were the most prevalent source of learning for coaches, although a rationale for such an emphasis was relatively unfounded. Coaches also appeared to find formal coach education useful; however, the content and suitability of current coaching qualifications when applied to junior modified versions of rugby league appears questionable

Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning

Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed

Online peer mentoring and collaborative reflection: A cross-institutional project in sports coaching

In recent years, calls have grown for the use of digital technologies to transform coach education and enhance student learning; however, empirical research evidence for their efficacy is lacking. This paper describes our initial experiences of a Higher Education Funding Council for England funded project, designed to facilitate online peer mentoring and collaborative reflection between bachelor degree students at two separate UK universities. So far, the pedagogical approach has been differentially effective, with three categories describing our current perceptions of successful and/or unsuccessful student engagement in it. Namely, students require an adequate knowledge base, an appropriate technological and personal skillset, and the attitudinal dispositions to deploy them effectively

Using Flipgrid to develop social learning

Flipgrid is an online video discussion platform designed to empower learners and facilitate social interaction between students. This paper reviews the use of Flipgrid to develop social learning with a cohort of undergraduate students at the University of Central Lancashire. Strengths and weaknesses of the Flipgrid platform are outlined, as well as potential barriers to its use, and future plans for incorporating it in teaching and learning

The Absurdity of Aspiration within Further Education in England: Where Much is Said but Little is Done?

In the last 20 years, considerable research and ideological focus has been placed on aspiration initiatives in Further Education (FE) in England. Unfortunately, the label of “aspiration” is often misunderstood, and the liberal overuse of the term is largely offered as a panacea for improving the academic and life outcomes of young people, which has resulted in a paucity of studies that examine application of the concept. This discussion paper explores how current aspirational doctrine plays out within FE in England and suggests that, although student aspirations are widely lauded as important, there is a lack of understanding of the practical application of aspirational strategies. We suggest the notion of “raising aspirations” has been condensed to little more than an incitement to action that oversimplifies complexities and ignores the burden of historical social influencers on students. Consequently, we argue that a more sophisticated analysis of aspiration is needed, as well as a wider debate involving relevant stakeholders on the practicalities of what constitutes aspirational strategy

A realist evaluation of the use of Flipgrid to facilitate collaborative online learning and reflection in sport coaching

Sport coaching researchers have stressed the need for reflection in practitioners whilst the increased growth and impact of online applications has offered new ways to pursue this important goal. Recently, Stoszkowski, Hodgkinson and Collins (2021) showed that Flipgrid, an online communication tool that enables short video-based interactions, was a useful tool for facilitating and promoting analytical interaction between student-coaches on a bachelor’s degree programme. The present study used realist evaluation to examine this successful use of Flipgrid. A range of methods including surveys, participant observation, content analysis of video transcripts and a semi-structured focus group interview were used to develop preliminary theories regarding how, when and why Flipgrid facilitated and promoted more analytical interaction than earlier studies using online written blogs. Individual realist interviews were then conducted to refine these theories, resulting in three main components: convenience, connection and criticality. This research provides a coherent and plausible explanatory account of the causal processes through which the use of Flipgrid in this specific circumstance produced its outcomes, which may be useful to those implementing reflective practice interventions in similar educational settings

A heutagogical approach to coach education: what worked for one particular learner, how and why

No longer the exclusive domain of national governing bodies (NGBs), an increasing number of coaches now engage in professional development through higher education (HE) routes. One educational approach that has gained a recent foothold in the HE sector is heutagogy, or the focus on self-determined learning by the learner. The aim of the present study, which was underpinned by a realistinspired research philosophy, was to explore one particular student-coach’s success (Ellie) on a sports coaching Bachelor degree module that was underpinned by a heutagogical approach to learning. Asynchronous email interviews provided insight into the development and understanding of Ellie’s personal circumstances, resources and goals. This insight was then used to shape and conduct a realist interview. Data were analysed using an adaptive theory approach, resulting in three causal arguments that attempt to explain what worked for Ellie, how and why: (a) self-regulation (b), self-driven and (c) characteristics of the module tutor. The findings offer both philosophical and practical implications for coach education programme designers, deliverers and researchers

How do high-level youth soccer players approach and solve game problems? The role of strategic understanding

Background Invasion team sports such as soccer require teams and individual players to understand the game and problem solve. One aspect of problem solving that has recently been more prominent in team sport literature is the role of metacognition. Purpose The purpose of the current study was to examine how high-level youth soccer players approach and solve problems, with a particular focus on the role of strategic understanding. We were interested in the range and sophistication of cognitive strategy and process used by players when tackling game problems. Also, the ways in which they plan, monitor and evaluate how they approach and solve problems. Methods Eighteen high-level youth soccer players took part in semi-structured interviews which adopted Applied Cognitive Task Analysis (ACTA) protocol. Interview data were analysed using deductive content analysis to distinguish the use of cognitive and metacognitive thinking. Findings Results showed that players displayed a range of cognitive processes when solving problems, but more sophisticated processes were least employed. Furthermore, there was little evidence of a strategic approach to problem solving. Conclusions Players would benefit from practicing their problem-solving skills. Coaches should pay due attention to ‘what’ and ‘how’ players think when problem solving. Coach education might consider how to educate coaches to better equip players to solve stubborn game problems. One possibility is to present coaches with methods that make player thinking overt

An investigation of the mediators of talent development in golf

The development of talent in sport is a complex process involving the interaction of physical, psychological and sociological factors. Context specific differences undeniably exist across talent development domains, yet to date, relatively little research has investigated the ways elite athletes attain their status in sport. Accordingly, this study was designed to explore the factors that differentiate between those who achieve at the elite level and those who fail to do so in golf. Eight male golf coaches with significant experience in talent development were interviewed using semi-structured interviews to elicit their perceptions of the most influential mediators in reaching excellence. A constructivist, interpretive stance was maintained throughout the research with the data that emerged from the interviews analysed inductively. The findings of this study provide support for golfing achievement being multidimensional in nature with coaches identifying a variety of physical, environmental, psychological, and sociological mediators of talent. Socio-economic mediators and „luck‟ were ascertained to be the key arbitrators of those who transpire as talented and achieve excellence in golf. The connotations for applied practitioners and policy makers are discussed