scholarly journals Layers of Learning in Coach Developers’ Practice-Theories, Preparation and Delivery

2019 ◽  
Vol 6 (3) ◽  
pp. 307-316 ◽  
Author(s):  
Anna Stodter ◽  
Christopher J. Cushion
Keyword(s):  
Course Design ◽  
Participant Observation ◽  
Coach Education ◽  
Training Course ◽  
Analytic Process ◽  
Three Phase ◽  
Learner Centred Learning ◽  
Learning Principles ◽  
Quality Learning ◽  
Learning Frameworks

Despite the centrality of coach developers to formal coach education settings, only a handful of studies have begun to touch upon the role they play in mediating quality learning, while links between different layers of learning and impact on coach learners remains underexplored. This research explored English coach developers’ understanding of learning, and the learning frameworks taught to them, through unstructured interviews and participant observation of a generic coach developer training course. Three coach developers were observed delivering formal coach education, to elucidate how understanding was applied in practice. Supporting interviews with 16 coaches attending the course gave an indication of reactions to developers’ practice. Combined layers of data were analysed using a three-phase integrated analytic process. In the absence of pertinent evidence-informed coach developer training course design and delivery, implicit ‘practice-theories’, based on participants’ experiences as coaches and coach developers, appeared to inform understanding and practices. Despite acknowledging ‘learner centred’ learning principles, coach developers experienced challenges implementing these in practice and coach learners perceived confusion and contradictions. Findings are discussed in relation to contemporary ideas around coaches’ and coach developers’ learning, to highlight potential ways that coach developers could be more effectively prepared and supported.

Adopting a mojo mindset: Training newspaper reporters in mobile journalism

Journalism ◽  
2021 ◽  
pp. 146488492199628
Author(s):  
Anja Salzmann ◽  
Frode Guribye ◽  
Astrid Gynnild
Keyword(s):  
Thematic Analysis ◽  
Participant Observation ◽  
Publishing House ◽  
Three Dimensions ◽  
Specific Training ◽  
New Production ◽  
Visual Storytelling ◽  
Training Course ◽  
News Organizations ◽  
Depth Interviews

Due to the visual turn in journalism and the emergence of mobile journalism, many newspaper journalists have had to change the way they work and learn to use new tools. To face these changes, traditional news organizations apply different strategies to increase staff competencies in using new production tools and creating innovative content in new formats. In this paper, we investigate how a specific training arrangement was experienced by a group of 40 print editors and journalists in a German regional publishing house. The journalists were introduced to audio-visual storytelling and reporting with smartphones in a 2-week training course. The training arrangements were studied using participant observation and in-depth interviews, followed by a thematic analysis of the data. The study indicates that for print journalists and editors, the transition from the print to the mojo mindset depends on three dimensions: (i) mastering mojo skills, (ii) adopting visual thinking and (iii) integrating ethical and legal awareness.

scholarly journals Applying a Living Lab Approach to Smart Grid Training Course Design

2020 ◽  
Author(s):  
Alex Gabriel ◽  
Kevin Berger ◽  
Laurent Dupont ◽  
Valerie Rault ◽  
Mauricio Camargo ◽  
...  
Keyword(s):  
Smart Grid ◽  
Course Design ◽  
Training Course ◽  
Living Lab

Teacher-training course design: a case study

ELT Journal ◽  
1988 ◽  
Vol 42 (1) ◽  
pp. 14-20 ◽  
Author(s):  
A. Waters
Keyword(s):  
Teacher Training ◽  
Course Design ◽  
Training Course

scholarly journals Behavior Contract and Class Routine for Primary Students: A Case Study in Non-Formal English Institution

2018 ◽  
Vol 4 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Somariah Fitriani
Keyword(s):  
Participant Observation ◽  
Primary Students ◽  
Routine Activity ◽  
Intensive English ◽  
Speaking Skill ◽  
English Speaking ◽  
Character Building ◽  
Quality Learning

The objective of the study is to expound the importance of behavior contract and class routine activity as the first initiative step to reduce students’ misbehavior and improve their interaction among peers. The researcher conducted mini experiment of “behavior contract” and “class routine” in teaching primary students as a part of learning process in Intensive English Course (IEC) as one of non-formal English institutions. 16 students between 10 to 12 years old participated in the research. For data collection, this paper relies on participant observation, checklist, interviews and literature reviews. The researcher acted as a key instrument to observe, take note and check the lists of behavior contract agreed and signed between teacher and students with parents’ prior notice. The research has revealed that the students have shown better improvement in term of behavior and attitudes. They also exhibit better interaction and improve their English-speaking skill since all students study English. To infer, the role of teachers who become ultimate keys to quality learning and education in disseminating the idea of respect, character building for others has a profound effect on students’ behavior and attitudes so as to have mutual understanding.

Coach Education and Learning Sources for Coaches of Masters Swimmers

2018 ◽  
Vol 5 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Bettina Callary ◽  
Scott Rathwell ◽  
Bradley W. Young
Keyword(s):  
Adult Learning ◽  
Education Programs ◽  
Coach Education ◽  
Adult Learning Principles ◽  
Coach Development ◽  
Masters Athletes ◽  
Internet Searches ◽  
Learning Principles ◽  
Coach Training

Masters Athletes (MAs; adult athletes typically over 35 years old who prepare in order to compete at levels ranging from very recreational competition to serious competition) want coaches to cater their approaches to working with adults. Using adult learning principles, we previously found that some coaches cater their approaches in ways to accommodate the manner in which adult athletes prefer to learn. The purpose of this article is to articulate swim coaches’ perceptions of how they learned to work with MAs and whether their formal coach training meets their needs related to coaching MAs. Eleven swim coaches were interviewed regarding how they learned to coach MAs, and were questioned specifically about their coach development broadly and coach education specifically. The data were thematically analyzed and results revealed six main learning sources: coaching experiences (e.g., interacting with MAs, reflection, advice from MAs, coaching youth), experience as an athlete, reading books and Internet searches, networks and mentors, formal coach education, and non-swimming experiences. Results also revealed key themes about coaches’ perceptions regarding coach education, specifically the lack of connection between coach education programs and the Masters sport context, and coaches’ interest in coach education specific to MAs.

The Union of European Football Associations 2020 Coaching Convention Update and Coach Education in the Football Association of Ireland

2021 ◽  
pp. 1-12
Author(s):  
Seamus Kelly ◽  
Niall O’Regan
Keyword(s):  
Adult Learning ◽  
Education Department ◽  
Coach Education ◽  
Learner Centered ◽  
The Future ◽  
History Of ◽  
European Football ◽  
Learning Principles ◽  
Education Initiatives

This article explores how the 2020 edition of the Union of European Football Association’s (UEFA) Coaching Convention impacts coach education in the Football Association of Ireland (FAI), a member of the UEFA. First, this article provides a brief history of the UEFA Coaching Convention and it’s historical benefits. Second, the UEFA Coaching Convention’s principles and practices of adult learning and reality-based learning are identified, along with the national association’s responsibilities for their implementation. Third, we outline the four main changes to the 2020 UEFA Coaching Convention, and fourth, following an overview of coach education in the FAI, we identify how the FAI’s Coach Education Department adopts a constructivist, learner-centered approach when implementing the UEFA adult learning and reality-based learning principles. Fifth, we discuss some of the implemented and planned coach education initiatives in the FAI and provide an overview of the FAI’s redeveloped coach education pathway, which was launched in August 2020 for implementation from 2021 to 2025. The article concludes with an overview of the future of coach education in the FAI and suggestions for further research.

Benefits of the Flipped Classroom Model

2015 ◽  
pp. 93-105 ◽  
Author(s):  
Marie Larcara
Keyword(s):  
Classroom Management ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
New Technologies ◽  
Course Design ◽  
Traditional Classroom ◽  
Learning Research ◽  
Faculty Time ◽  
Improved Model ◽  
Quality Learning

With the advent of new technologies and the move for faculty to implement these into their teaching practice, a new model for course design and delivery has developed called the flipped classroom model. As more instructors investigate this model, the benefits, which include classroom management, active learning, critical thinking, and maximum use of student-faculty time together, become obvious. With classroom sizes increasing, more instruction moving online, and resources dwindling, the flipped classroom model can be an improved model for both instruction and quality learning. Research supports the benefits of the flipped classroom, but the change from a traditional classroom model to a flipped model requires a pedagogical shift on the part of both teacher and learner.

scholarly journals Engineering Students English Teaching in E-Learning Environment

2019 ◽  
Vol 297 ◽  
pp. 06007
Author(s):  
Natalia Dolgova ◽  
Julia Larionova ◽  
Anastasia Shirokolobova
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Engineering Students ◽  
Course Design ◽  
Educational Process ◽  
State Technical ◽  
English Teaching ◽  
E Learning ◽  
Technical University ◽  
Learning Principles

The article deals with the e-learning environment at T.F. Gorbachev State Technical University. The authors describe their experience of English teaching in e-learning environment at non-linguistic university. The reason of e-learning integration into the engineering students teaching is to increase the efficiency and quality of education for bachelor, master and postgraduate degree students. English teaching and students’ independent work are based on blended learning principals because this model helps to achieve the required level of foreign language skills and learning quality. The method of English teaching in e-learning environment consists of three stages. The first stage is incorporation of blended learning principles and structure development of an e-course for technical English teaching; the second stage is the experimental model of the e-course design and its integration into educational process; and the third stage is development of principles to increase students’ motivation and forming their self-education skills. The paper gives the results of the experiment carried out at the foreign languages department of T.F. Gorbachev Kuzbass State Technical University since 2014 to 2019 academic years.

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