scholarly journals Assessing the Value Created in a Social Learning Space Intervention: Four Vignettes of Parasport Coaches

2021 ◽  
pp. 1-14
Author(s):  
Tiago Duarte ◽  
Diane M. Culver ◽  
Kyle Paquette
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Learning Space ◽  
Learning Capability ◽  
Dimensions Of Learning ◽  
Coach Development ◽  
Practice Approach ◽  
The Many ◽  
Novel Concept

In this paper, the authors reflect on the current literature and the evolution of coach communities of practice and how the coach development area has embraced Wenger-Trayner’s social learning theory. Studies examining parasport coach development interventions, specifically those using a landscape of practice approach, are lacking. This paper is the third in a series about increasing learning capability in the wheelchair curling landscape. The authors utilized a collaborative approach to assess the learning value created through a 13-month social learning intervention. Four composite vignettes based on the coaches’ pathways and residency within the landscape were created from the data generated and analyzed using the value creation framework. The vignettes illustrate the many dimensions of learning values experienced by the coaches. This paper advances the literature surrounding social learning theory by providing examples of the novel concept of different dimensions of learning value. Applied implications are included.

scholarly journals Framing a Social Learning Space for Wheelchair Curling

2020 ◽  
pp. 1-13
Author(s):  
Tiago Duarte ◽  
Diane M. Culver ◽  
Kyle Paquette
Keyword(s):  
Social Learning ◽  
Learning Goals ◽  
Sport Organizations ◽  
Learning Space ◽  
Learning Capability ◽  
Use Of Technology ◽  
Sport Organization ◽  
Organization Leadership ◽  
The Many ◽  
Different Levels

The purpose of this paper is to delineate how an intervention aimed at increasing the learning capability of Canadian wheelchair curling coaches was framed by a systems convener in collaboration with stakeholders from different levels. Social learning theory, in particular a landscape of practice perspective, provides the conceptual framework. The methodology was collaborative inquiry with people from across the landscape to delineate the intervention strategies through cycles of reflection and action. The participants included parasport coaches, researchers, and Curling Canada technical leaders. Based on preintervention findings, the intervention was driven by (a) the use of technology to overcome barriers and the implementation of learning activities at competitions, (b) the use of a collective learning map to promote meaningful learning, (c) the involvement of the sport organization leadership to promote the participation of influential people, and (d) a reflection of how subpar outcomes occurred when the systems convener failed to engage with the sport organization leadership. The discussion sheds light on the many roles of systems conveners and the importance of promoting strategic and enabling values. Sport organizations should engage a systems convener who can effectively align learning goals with the available resources and the strategic mission of the organization.

scholarly journals The Deakin 'Students Helping Students' and 'Students as Partners' collection: A contemporary take on the classic cut

2019 ◽  
Vol 10 (2) ◽  
pp. 65-70
Author(s):  
Lynn Milburn ◽  
Dawn Jones
Keyword(s):  
Social Learning ◽  
Community Of Practice ◽  
Learning Theory ◽  
Social Learning Theory ◽  
High Quality ◽  
Practice Approach ◽  
The Relationship

Fashion metaphors are used to explore the relationship between Deakin’s ‘Students Helping Students’ strategy and its emerging ‘Students as Partners’ initiative. As the curtain is raised, the current ‘tertiary trend’ of Students as Partners is seen through a global lens. The Deakin Students Helping Students and Students as Partners collection is then paraded across the runway, at once unveiling savvy design and high-quality workmanship. A key feature of both Deakin’s Students Helping Students and Students as Partners models is that they are expressions of a community of practice approach and of social learning theory, with some variations in texture and palette. This ‘Absolutely Fabulous’ show concludes that while both looks are based on a timeless, ‘classic cut’ approach to education that engages both students and staff, each trend adds colour, interest and appeal. Fashions in education are sometimes fleeting, sometimes fun, and they are sure to invigorate, refresh and challenge.

A Study on Social Learning Theory of Juvenile Sexual Delinquency Using Samrtphone

2018 ◽  
Vol 20 (3) ◽  
pp. 3-28
Author(s):  
Soon Chung Ko ◽  
Chang Han Lee ◽  
Seung Hyun Lee
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Sexual Delinquency

The Relevance of the Dual Systems Model for Social Learning Theory: Testing for Moderation Effects

2021 ◽  
pp. 009385482110179
Author(s):  
Thomas Wojciechowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Impulse Control ◽  
Sensation Seeking ◽  
Dual Systems ◽  
Moderation Effect ◽  
Systems Model ◽  
Peer Association ◽  
The Relationship

Social learning theory is one of the most prominent criminological theories of the 20th century. The dual systems model represents an emerging framework in recent years, which may help to better understand how social learning processes are influenced by sensation-seeking and impulse control. This study utilized data from all waves of the Pathways to Desistance study. A series of mixed-effects models were utilized to test for moderating effects of these constructs on offending outcomes. Impulse control moderated the relationship between deviant peer association and offending frequency, indicating that high levels of both constructs predicted increased offending frequency. Sensation-seeking moderated the relationship between deviant peer association and odds of offending, indicating that high levels of both constructs were associated with greater odds of offending although this moderation effect was only marginally significant.

Psychological and social factors responsible for school violence: العوامل النفسية والاجتماعية المسؤولة عن العنف المدرسي

2021 ◽  
Vol 5 (41) ◽  
pp. 137-124
Author(s):  
Soufi Abdelouaheb Soufi Abdelouaheb
Keyword(s):  
Social Learning ◽  
School Violence ◽  
Learning Theory ◽  
Student Teacher ◽  
Social Factors ◽  
Social Learning Theory ◽  
Biological Theory ◽  
Complex Nature ◽  
Psychology Education

The school violence is one of the most important topics that has attracted the interest of many researchers and specialists in psychology, education and sociology because of its complex nature for the student, teacher and the school as a whole for decades. This study was an attempt to identify the most important psychological and social factors behind the spread of violence in schools, And its interpretation through a set of theoretical theories of psychoanalysis, social learning, theory of frustration and aggression, biological theory, and the most prominent aspects of violent personality.

Sign in / Sign up

Export Citation Format

Share Document