University-based coach education |
Authors / Year |
Teaching Strategy |
Implementation Procedures |
Data Collection |
General Findings |
Driska et al.
33
33 Driska AP, Gould DR. Evaluating a problem-based group learning strategy for online, graduate-level coach education. Kinesiology Rev 2014;3(4):227-234. doi: 10.1123/kr.2014-0061. https://doi.org/10.1123/kr.2014-0061...
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Small Group Discussion Problem-Based Learning Online Large Group Discussion |
- Four problem-solving group assignments were given to the students throughout the course (this study focused exclusively on one of them). - Students had to work in small groups to diagnose the problems presented in the assignment’s scenario, discuss how these problems could be solved by applying the theories learned during the course, and then craft a solution to the problem through a brief paper (approximately six pages). - For communication, students used a “chat room” to share ideas, respond to the ideas and critiques of others, and work towards a shared solution in real-time. |
E-mails Informal Conversations Student Instructor Rating System
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- Having a stronger understanding of theories enabled the group to apply it and devise a feasible and proper solution. - Group chat discussions can promote flexibility and convenience. It also allows ideas to be processed more slowly and deliberately when compared with a “rapid-fire conversation”. |
Jones et al.
35
35 Jones R, Morgan K, Harris K. Developing coaching pedagogy: Seeking a better integration of theory and practice. Sport Educ Soc 2012;17(3):313-329. doi: 10.1080/13573322.2011.608936. https://doi.org/10.1080/13573322.2011.60...
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Reflective Journal Small Group Discussion |
1st: Reflection: purpose, limitations and value. 2nd: Lecture about an explicit theory. Students were asked to apply the theory in their following weeks’ practice and to produce a written log in relation to their experiences. 3rd: Students were split into two small groups for a discussion about the implementation of the theory given previously. - Eight theoretical perspectives were given to the students form small-groups and discuss. |
Observation Group Interview |
- Better insight into students’ own coaching style. - Students started to use theories during group discussions. - Students agreed that they became better at reflecting after the course. - Interactive student-centered focus was seen as a vital part of the module by the students. - Students felt motivated not to miss classes because they would miss learning experiences shared by other students. |
Jones et al.
34
34 Jones R, Fonseca J, De Martin Silva L, Davies G, Morgan K, Mesquita I. The promise and problems of video diaries: Building on current research. Qual Res Sport Exe Health 2015;7(3):395-410. doi: 10.1080/2159676x.2014.938687. https://doi.org/10.1080/2159676x.2014.93...
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Video Diaries |
- Participants were asked to keep a video diary to report stories, experiences and thoughts about their lives as undergraduate students. - After each recording, the students uploaded and sent the video to the principal researchers using an online cloud storage service. |
Reflective Logs Group Interview |
- Students started to develop confidence in talking to the camera throughout the intervention, making it a more informal talk. - Contact made and developed by the researchers seemed key for the participants’ continual engagement with the project. |
Kuklick et al.31,Kuklick et al.
32
32 Kuklick CR, Gearity BT, Thompson M. Reflective practice in a university-based coach education program. Int Sport Coach J 2015;2(3):248-260. doi: 10.1123/iscj.2014-0122. https://doi.org/10.1123/iscj.2014-0122...
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Online Reflective Journals |
1st: Introductory orientation meeting. 2nd: Students were asked to submit responses to a set of ORJ prompts. 3rd: Throughout 12 weeks of the semester reflective structured prompts were presented on the students’ online platform to facilitate their reflections. - Each week, students were required to submit their online reflection responses to the prompts on the online platform. - Instructors gave points to the students’ ORJ response and analyzed its depth. |
Kuklick et al.3131 Kuklick CR, Gearity BT, Thompson M. The efficacy of reflective practice and coach education on intrapersonal knowledge in the higher education setting. Int J Coach Sci 2015;9(2):23-42.
Questionnaire |
- ORJ prompts used in conjunction with a higher education coach preparation practicum course can have a positive influence on students’ intrapersonal knowledge. - Journaling enhances students’ reflective abilities by facilitating the organization of their experiences in their writing beyond simply describing events. |
Kuklick et al.3232 Kuklick CR, Gearity BT, Thompson M. Reflective practice in a university-based coach education program. Int Sport Coach J 2015;2(3):248-260. doi: 10.1123/iscj.2014-0122. https://doi.org/10.1123/iscj.2014-0122...
Reflective Journals |
Mesquita et al.
30
30 Mesquita I, Coutinho P, Martin-Silva L, Parente B, Faria M, Afonso J. The value of indirect teaching strategies in enhancing student-coaches' learning engagement. J Sport Sci Med 2015;14(3):657-688.
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Not defined
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- Questioning (individual, small group, and big group). - Pacing and giving autonomy to the students in problem solving activities. - Changes in verbal language (manipulating of volume, intonation, rhythm, paraphrasing, modeling intervention, and silence or pauses). - Body language (gestures and facial expressions) - Touch to promote confidence and support. - Use of humor. |
Observation Field Notes Video/Audio Recording Group Interview |
- Students started to critically analyze the information they were presented with. - Student proved to be increasingly more enthusiastic and active, by questioning and answering their colleagues and coach educator alike. |
Morgan et al.
29
29 Morgan K, Jones RL, Gilbourne D, Llewellyn D. Changing the face of coach education: Using ethno-drama to depict lived realities. Phys Educ Sport Pedagog 2013;18(5):520-533. doi: 10.1080/17408989.2012.690863. https://doi.org/10.1080/17408989.2012.69...
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Problem-Based Learning Role-Play Small Group Discussion |
1st: Creating the scenes: 1) Coach-athlete and athlete-athlete relationship (selection of players and its problematic legacy); 2) Coach relationship with an assistant (contrasting philosophies and methods); 3) Coach’s interactions with the other stakeholders, in this case, the club chairman (power, negotiation and compliance coming to the fore). * Every scene included a second version with a series of soliloquies (extender passages of text or inner thoughts spoken by a character to the audience). 2nd: Presenting the scenes and reflecting: - Live performance and filming of the scenarios (three hour session including the two performances of each scene, being one with the soliloquies and one without). - Afterwards, students participated in small group discussions with facilitated questions. - Students were also asked to identify areas for private research for the upcoming week in order to develop preferred ‘solutions’. |
Group Interview |
- Students indicate that through ethno-drama they could see the emotion and feel involved with the situation, which led to considerable interaction in the post-performance discussions. - Students indicated that scenes lead to a deep reflection and understanding of the context when compared to reading. - Students valued the soliloquies and altered their perceptions and perspectives as the scenes unfolded. |
Roberts et al.
28
28 Roberts SJ, Ryrie A. Socratic case-method teaching in sports coach education: Reflections of students and course tutors. Sport Educ Soc 2014;19(1):63-79. doi: 10.1080/13573322.2011.632626. https://doi.org/10.1080/13573322.2011.63...
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Problem-Based Learning Large Group Discussion Micro-Coaching |
(1) Use of a ‘generative learning’ format that enabled students to devise solutions to open-ended or guided problems; (2) Use of a ‘discussion based format’ that provided a sense of legitimacy for the student; (3) Inclusion of specifically designed ‘problem complexity’ that called for integrated responses to problems; (4) Present students with the opportunity to work with ‘real-life’ coaching scenarios, and to devise creative, authentic but credible solutions. - Students were presented to practice cases that enabled them to analyze data, critical review texts, search for literature and engage in discussion-based lectures. |
Course Instructor Reflections Group Interview Observation |
- Students had a negative perspective of the case-method teaching (CMT), but throughout the course they started to enjoy the dynamics and group discussions. - CMT strategies were seen as positive by students due to the real world of coaching situations. - Students made connections with different academic classes, previously completed modules and commented on the transfer of the problem from their case into the real world of coaching. |