Searching for a Signature Pedagogy in Novice Coach Education

2019 ◽  
Vol 6 (3) ◽  
pp. 349-353 ◽  
Author(s):  
Julia Walsh ◽  
Fraser Carson
Keyword(s):  
Best Practice ◽  
Deep Understanding ◽  
Future Research ◽  
Pedagogical Practice ◽  
Design Quality ◽  
Coach Education ◽  
Coach Learning ◽  
Signature Pedagogy ◽  
Sports Coaches ◽  
Quality Learning

Despite the increased research interest in coach education there has been little consensus on how novice sports coaches should best be educated. For the coach developer this becomes problematic when trying to design quality-learning activities for novice coaches that provide a foundation for current and future learning. While the research available has focused on specific areas of best practice curriculum for coaches (e.g., planning; communication; coach-athlete relationships; leadership), there has been less interest in pedagogical practice of novice coach education. Signature pedagogies have been recognised as characteristic methods of teaching used by disciplines to organize the learning process into common elements to prepare future practitioners for their professional roles. For Shulman signature pedagogies scaffold the discipline’s habits of ‘head’ (content); habits of the ‘hand’ (skills); and habits of ‘heart’ (values). This suggests that deep understanding of the disciplines’ habits is necessary for the development of appropriate signature pedagogies that support novice learning. The purpose of this Insight paper is to explore the current literature for potential signature pedagogies that support novice coach learning and the coach developer in teaching. A reflective conclusion summarises the main points and considers the direction for future research.

A Chinese perspective on the actual and preferred sources of coaching knowledge

2021 ◽  
pp. 174795412110187
Author(s):  
Xiangbo Ji ◽  
Jianhua Xu ◽  
Liping Cheng ◽  
Jianfei Sun ◽  
Xiaocheng Zhang
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Online Questionnaire ◽  
Coach Education ◽  
Chinese Perspective ◽  
Survey Results ◽  
The Common ◽  
Mentoring System ◽  
Sports Coaches ◽  
Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

scholarly journals Exploring How Well UK Coach Education Meets the Needs of Women Sports Coaches

2016 ◽  
Vol 3 (3) ◽  
pp. 287-302 ◽  
Author(s):  
Don Vinson ◽  
Polly Christian ◽  
Vanessa Jones ◽  
Craig Williams ◽  
Derek M. Peters
Keyword(s):  
Self Determination Theory ◽  
Women Coaches ◽  
Future Research ◽  
Analytic Structure ◽  
Coach Education ◽  
Foundational Principle ◽  
Semistructured Interviews ◽  
Sports Coaches ◽  
The Impact ◽  
Sports Coaching

Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semistructured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.

Exploring the Potential Value of Self-Study to Support Coach Learning

2020 ◽  
Vol 7 (1) ◽  
pp. 95-101
Author(s):  
Anne O’Dwyer ◽  
Richard Bowles
Keyword(s):  
Teacher Education ◽  
Future Research ◽  
Pedagogical Innovation ◽  
Coach Education ◽  
Physical Education Teacher Education ◽  
Coach Learning ◽  
Self Study ◽  
Effective Coaching ◽  
Limited Application ◽  
Coaching Approach

A range of learning opportunities needs to be afforded to coaches to support the complexity of effective coaching. Coaches learn to coach in formal and informal settings. Much research has advocated collaborative coach learning, but there is a need to conduct research in order to evidence reliable ways to support collaborative coach learning. Self-study has been effective to support practitioners’ learning in teacher education and physical education teacher education. To date, there has been a very limited application of self-study in coaching contexts. This Insights paper advocates the use of collaborative self-study as a reliable and valid approach to support meaningful coach learning. This paper documents the researchers’ own experiences of learning to coach within a collaborative self-study. The coaches focused on developing an athlete-centred coaching approach. This paper illustrates how self-study supported collaboration, reflection, and pedagogical innovation over the course of a Gaelic football season. The authors outline implications for future research into coaching and coach education.

Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines

2015 ◽  
Vol 39 (5) ◽  
pp. 373-392 ◽  
Author(s):  
Tina Salter ◽  
Judie M Gannon
Keyword(s):  
Human Resource Development ◽  
Best Practice ◽  
Qualitative Methodology ◽  
Good Practice ◽  
Future Research ◽  
Helping Relationships ◽  
Content Type ◽  
Qualified Teachers ◽  
Executive Coaches ◽  
Sports Coaches

Purpose – The purpose of this paper is to examine where and how coaching and mentoring disciplines overlap or differ in approach. Coaching and mentoring have emerged as important interventions as the role of helping relationships have gained prominence in human resource development. However, there appear to be contexts where one or other is preeminent, without consistent explanation of their suitability. Such inconsistency arguably creates confusion and doubt about these interventions and their efficacy notably amongst those who commission such interventions and their potential beneficiaries. This study focuses on this inconsistency of coaching or mentoring by exploring practitioners’ approaches within six disciplines: executive coaches, coaching psychologists, sports coaches, mentors of leaders, mentors of newly qualified teachers and mentors of young people, with the aim of assisting those seeking support with development. Design/methodology/approach – This exploratory study was undertaken using a qualitative methodology, where in-depth interviews were completed with experienced practitioners to elucidate their approaches and practice. Findings – The findings show that approaches may be discipline-specific, where practitioners specialise in a particular type of coaching or mentoring requiring distinctive knowledge and/or skills. However, the sharing of good practice across disciplines and the value of understanding the common dimensions which emerged is also evident, providing clients and those who commission coaching and mentoring with reassurances regarding the nature of these helping relationships. Research limitations/implications – As the research focused only on the practitioners’ experiences of their work in these disciplines, it is vital that the mentees’ and coachees’ experiences are captured in future research. There is also value in further exploration of the model developed. Practical implications – By deploying the model concerned with the future development of these interventions suggests practitioners can expand their capacity and scope by adopting interdisciplinary and multidisciplinary approaches. Originality/value – By directly exploring the shared and distinctive approaches of coaching and mentoring practitioners in six contexts, this study provides opportunities to understand where practitioners can benefit from imparting best practice across these interventions and highlighting specific aspects for their context.

A Test-Retest Reliability Generalization Meta-Analysis of Judgments Via the Policy-Capturing Technique

2021 ◽  
pp. 109442812110115
Author(s):  
Ze Zhu ◽  
Alan J. Tomassetti ◽  
Reeshad S. Dalal ◽  
Shannon W. Schrader ◽  
Kevin Loo ◽  
...  
Keyword(s):  
Best Practice ◽  
Meta Analysis ◽  
Temporal Stability ◽  
Future Research ◽  
Policy Capturing ◽  
Reliability Estimate ◽  
Reliability Generalization ◽  
Retest Reliability ◽  
Reliability Estimates ◽  
Test Retest Reliability

Policy capturing is a widely used technique, but the temporal stability of policy-capturing judgments has long been a cause for concern. This article emphasizes the importance of reporting reliability, and in particular test-retest reliability, estimates in policy-capturing studies. We found that only 164 of 955 policy-capturing studies (i.e., 17.17%) reported a test-retest reliability estimate. We then conducted a reliability generalization meta-analysis on policy-capturing studies that did report test-retest reliability estimates—and we obtained an average reliability estimate of .78. We additionally examined 16 potential methodological and substantive antecedents to test-retest reliability (equivalent to moderators in validity generalization studies). We found that test-retest reliability was robust to variation in 14 of the 16 factors examined but that reliability was higher in paper-and-pencil studies than in web-based studies and was higher for behavioral intention judgments than for other (e.g., attitudinal and perceptual) judgments. We provide an agenda for future research. Finally, we provide several best-practice recommendations for researchers (and journal reviewers) with regard to (a) reporting test-retest reliability, (b) designing policy-capturing studies for appropriate reportage, and (c) properly interpreting test-retest reliability in policy-capturing studies.

scholarly journals Determinants of Managed Entry Agreements in the context of Health Technology Assessment: a comparative analysis of oncology therapies in four countries

2021 ◽  
Vol 37 ◽  
Author(s):  
Olina Efthymiadou ◽  
Panos Kanavos
Keyword(s):  
Decision Making ◽  
Health Technology Assessment ◽  
Technology Assessment ◽  
Best Practice ◽  
Health Technology ◽  
Future Research ◽  
Best Practice Guidelines ◽  
Chi Squared ◽  
Decision Making Factors ◽  
Managed Entry Agreements

Abstract Background Managed Entry Agreements (MEAs) are increasingly used to address uncertainties arising in the Health Technology Assessment (HTA) process due to immature evidence of new, high-cost medicines on their real-world performance and cost-effectiveness. The literature remains inconclusive on the HTA decision-making factors that influence the utilization of MEAs. We aimed to assess if the uptake of MEAs differs between countries and if so, to understand which HTA decision-making criteria play a role in determining such differences. Methods All oncology medicines approved since 2009 in Australia, England, Scotland, and Sweden were studied. Four categories of variables were collected from publicly available HTA reports of the above drugs: (i) Social Value Judgments (SVJs), (ii) Clinical/Economic evidence submitted, (iii) Interpretation of this evidence, and (iv) Funding decision. Conditional/restricted decisions were coded as Listed With Conditions (LWC) other than an MEA or LWC including an MEA (LWCMEA). Cohen's κ-scores measured the inter-rater agreement of countries on their LWCMEA outcomes and Pearson's chi-squared tests explored the association between HTA variables and LWCMEA outcomes. Results A total of 74 drug-indication pairs were found resulting in n = 296 observations; 8 percent (n = 23) were LWC and 55 percent (n = 163) were LWCMEA. A poor-to-moderate agreement existed between countries (−.29 < κ < .33) on LWCMEA decisions. Cross-country differences within the LWCMEA sample were partly driven by economic uncertainties and largely driven by SVJs considered across agencies. Conclusions A set of HTA-related variables driving the uptake of MEAs across countries was identified. These findings can be useful in future research aimed at informing country-specific, “best-practice” guidelines for successful MEA implementation.

Is Co-working Increase Survivability? Study on how Collaborating and Networking Facilitates Open Innovation Process for Startups

2020 ◽  
Vol 7 (2) ◽  
pp. 68-75
Author(s):  
Elissa Dwi Lestari
Keyword(s):  
Open Innovation ◽  
Deep Understanding ◽  
Innovation Process ◽  
Future Research ◽  
Innovation Ecosystem ◽  
Quantitative Studies ◽  
Multiple Case ◽  
Start Ups ◽  
Community Manager

Startups, as they are bounded to their liabilities of newness and smallness, need to collaborate extensively with their external partners through the open innovation process. This study aims to depict Co-working space's pivotal role in building up a working innovation ecosystem that facilitates open innovation for startups. To get a more deep understanding of the phenomena, this study used an exploratory study based on three case studies of Co-working spaces operated in the Jakarta region. The study shows that the open innovation process among startups is not naturally existed, but instead, it is purposefully designed by the role of a community manager who acts as the ecosystem catalyst. The community manager becomes the ecosystem enablers that facilitate the networking process by connecting members. As a result, these activities will help the emerging of mutual connection and collaboration processes among members that empower open innovation among startups members. The multiple-case design makes the study conclusions might be difficult to generalize. Future research, including quantitative studies, will help the conclusions examination and the knowledge enrichment of start-ups' open innovation process. This paper will enrich the knowledge concerning how Co-working spaces member seizing opportunities that lead to the open innovation process.

Telehealth in Psychiatric Nursing Education: Lessons From the Field

2018 ◽  
Vol 25 (4) ◽  
pp. 266-271 ◽  
Author(s):  
R. Lee Tyson ◽  
Susan Brammer ◽  
Diana McIntosh
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Clinical Education ◽  
Best Practice ◽  
Future Research ◽  
Clinical Placements ◽  
College Of Nursing ◽  
Clinical Internship

BACKGROUND: This article summarizes the experiences that a Midwest college of nursing had when telepsychiatry was introduced for psychiatric-mental health post-master’s nurse practitioner students to use in a clinical internship. AIMS: Implications for nurse practitioner educators will be identified, and recommendations for future research will be explored. METHOD: Described are the following: (1) policies and procedures the institution considered, (2) challenges that were encountered by faculty and students, and (3) strategies and limitations of these strategies defining best practice, what didactic content should be taught, and how clinical placements needed to be structured. RESULTS: Implications for nurse practitioner educators, practice, and research are identified. CONCLUSIONS: It is clear that telepsychiatry has an important role in the clinical education of psychiatric-mental health nurse practitioners. It is working well as a clinical internship option. The college of nursing is continuing to examine and address issues and is looking forward to enhancing the telepsychiatry experiences for students in the future.

scholarly journals Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

2012 ◽  
Vol 7 (4) ◽  
pp. 52 ◽  
Author(s):  
Rebekah Willson
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Search Time ◽  
Research Process ◽  
Future Research ◽  
Pedagogical Practice ◽  
Class Time ◽  
Information Literacy Instruction ◽  
Thesis Statement ◽  
Effective Use

Objective – To test the assumption that giving students time to research independently during a one-shot information literacy instruction (ILI) session, combined with scaffolding, is an effective pedagogical practice and a good use of class time. Methods – The study was conducted at a student-focused, four-year undergraduate institution with 8,500 full load equivalent students. Following brief, focused instruction in 10 different ILI sessions, first-, second-, and third-year students in 80-minute one-shot ILI sessions were given time to research independently. The librarian and instructor were present to scaffold the instruction students received. Students were asked to track the research they did during class using a research log and to fill out a short Web survey about their preparedness to do research and the usefulness of the ILI session. Results – Students agreed to have 83 research logs and 73 Web surveys included in the study. Students indicated that they felt more prepared to do research for their assignment after the ILI session and rated individual help from the librarian as the most useful aspect of the instruction session. Students did not rate independent time to do research as valuable as anticipated. Examining the research logs indicated that several things are taking place during the ILI session, including that students are demonstrating what was taught in the session in their searches, that their searches are progressing in complexity, and that students are using feedback from previous searches to inform the formulation of search queries. While students appear to be putting independent search time to good use, many students’ articulation of their thesis statement remains poor and searches continue to be fairly simplistic. Conclusions – This study gives evidence that giving independent research time in ILI sessions, with scaffolding, is an effective use of class time. The study also demonstrates that the majority of students are able to use what is taught during classes and that they are using class time effectively, though searching remains fairly simple. The focus of ILI sessions is on skill development, and future research should be on integrating IL into the curriculum to develop more complex skills and thinking needed in the research process.

scholarly journals Exploring the Efficacy of Facebook Groups for Collective Occupant Learning About Using Their Homes

2017 ◽  
Vol 61 (7) ◽  
pp. 757-773 ◽  
Author(s):  
Magdalena Baborska-Narozny ◽  
Eve Stirling ◽  
Fionn Stevenson
Keyword(s):  
Urban Communities ◽  
Collective Efficacy ◽  
Best Practice ◽  
Evaluation Studies ◽  
Group Development ◽  
High Rate ◽  
Residential Developments ◽  
And Performance ◽  
Context Specific ◽  
Quality Learning

Using Facebook Groups to connect otherwise anonymous people that live in a single urban development is a relatively new phenomenon. Within residential developments, there are a number of common comfort, management, and performance issues experienced by many isolated inhabitants that are identified through building performance evaluation studies. Facebook is a ubiquitous social network tool and powerful communication platform, particularly popular among young adults. This article explores the use of closed Facebook Groups in relation to collective learning about home use in two residential communities in the United Kingdom. Data were collected through longitudinal digital and physical visits to case study residential developments and to the Facebook Group sites. Group development, dynamics, and the quality of knowledge sharing is evaluated. Findings are presented in relation to home use learning, as it proved to be a vital theme of each Group’s activity. We propose that weak-tie urban communities can develop collective efficacy through communicating on a Facebook Group that enables quality learning based on reciprocal sharing of experiences and knowledge by its members. This helps tackle comfort issues experienced, lower the cost of living, and share bespoke, context-specific home use best practice. Strong engagement and leadership of group administrators limited to early stages of the Groups’ formation followed by high rate of activity by the majority of members was key. There was a clear overlap observed between social media narrative and the physical experiences of daily life, which helps support residents. The analysis suggests the positive effect of the learning environment created bottom-up would not be easily transferable to professional applications.

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