“I thought I was prepared to do this”: an exploration of the learning and development of leadership coaches

PurposeThe purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.Design/methodology/approachData were collected and analyzed using a qualitative design throughout the three-year initiative.FindingsThe findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.Originality/valueThese findings address the paucity of research on leadership coach learning and development.

“I’m valuing the journey as much as the destination”: Exploring shared reflection to support novice coach learning

This paper provides an insight into the trajectory of coach learning over two seasons through a shared reflective process. It describes how a collaborative process in a volunteer, amateur coach setting was supported and sustained. The coach-researchers had coached a university sports team together for two years prior to formalising the collaborative process. They adopted a collaborative self-study methodology to support and structure their reflective practice and learning throughout the study. Weekly individual and collaborative reflections were written by both coaches. They engaged with a critical friend to offer alternative perspectives on their reflections, and they planned their coaching strategies together. This paper illustrates the collaborative reflective process that supported the trajectory of the novice coach learning. This journey is represented using Fuller’s concern based model to map concern for self, concern for the task and concern for the learners. The reflective process and learning trajectory are outlined to exemplify the value of informal collaborative reflection to support coach learning. Implications are outlined for shared reflective practice to enhance learning opportunities for other coaching partners and small groups or in other educational domains.

“Who’s Who?”: Identifying Cycling Coaches’ Biographies

Consideration of a learners’ biography is deemed to impact on their engagement with formal education and their connection with, and perceived relevance of, educational course content. It is considered equally important to understand coaches who enrol on formal coach learning in sport—their motivations, beliefs, values, existing knowledge, and previous life experiences. This research explored the individual biographies of eight neophyte cycling coaches over an 18-month period following the successful completion of a national governing body coach award. Following 23 formal semistructured interviews and 26 unstructured interviews, deductive thematic narrative analysis revealed three different typologies of coach: the “performance coach”; the “parent-coach”; and the “community coach.” Although the subjective details of the life stories varied according to their idiosyncratic perspective, all participants’ stories broadly followed one of these three identifiable narratives. Identifying different “typologies” of cycling coaches’ answers calls from coach developers to account for the specific backgrounds of coaches’ practices. It is hoped this research will begin the process of developing more personalised approaches to coach education.

An Investigation Into Coach Developers’ Theories in Practice, Learning, and Development on a Continuing Professional Development Course

Little is known about the development of coach developers despite their importance in supporting coach learning. In response, this study explored the theories in practice of 23 English coach developers who undertook a continuing professional development course. The data were collected through semistructured interviews, focus groups, and observations of coach developers’ practice and engagement on the course. The data were analysed using a phronetic-iterative approach, with Argyris and Schön’s ideas on theories in practice, mostly espoused theories and theories-in-use, providing the primary heuristic framework. The findings identified how, before the continuing professional development course, the coach developers articulated espoused theories, but as the course progressed, there was a move to theories-in-use. This was due to their (re)constructed understanding of learning and the working environment. The findings are discussed in light of how the continuing professional development course, and tutors’ pedagogic approaches, influenced the coach developers’ knowledge and understanding. Based on these findings, it seems there is much to gain from supporting coach developers with a deconstruction and reconstruction of theories in practice.

Efforts in Improving Students 'Understanding Towards Students’ Choir Material Through Cooperative Learning Type Make A Match MIS (Manado Independent School) in Manado City

Research has been carried out with the application of the make a match type of cooperative learning model to increase student understanding in the Manado International School (MIS). The problem in this study is the low understanding of students in choir material at the beginning of school, and besides that it is also due to different cultures and countries. For this reason, this study aims to determine students' understanding of choir material by applying cooperative learning type make a match to MIS students in Manado. The research setting is all students both adolescent and adult level in the first batch 2018/2019. This research uses Classroom Action Research. The instruments used were observation of teacher or coach learning activities, observation of student activities, and practical tests. Analysis of the data used is interpretation based on the calculation of the frequency distribution with discussion based on the percentage scale and indicators of learning completeness determined by the curriculum. The results of this study can be said that learning on choir material through cooperative learning of make a match type MIS in the city of Manado was declared successful. The activities of students in the first cycle carried out 80% with quite good criteria and the second cycle carried out 100% with good criteria. From this data it is known that from the stages of learning and student activity gradually increased.

MOTIVASI PEMBELAJARAN SEBAGAI PEMBOLEH UBAH PENGANTARA DALAM PERHUBUNGAN ANTARA BIMBINGAN PENYELIA DENGAN MOTIVASI KERJA (Learning Motivation as a Mediating Variable in the Relationship between Supervisory Guidance and Job Motivation)

Tujuan kajian ini adalah untuk menilai perhubungan antara bimbingan penyelia, motivasi pembelajaran dan motivasi kerja. Borang soal selidik telah digunakan untuk mengumpul data daripada pekerja di Agensi-agensi Pusat Kerajaan Persekutuan Malaysia, Putrajaya. Perisian SmartPLS telah digunakan untuk menilai kualiti data borang soal selidik dan menguji hipotesis-hipotesis kajian. Keputusan analisis model laluan SmartPLS menunjukkan bahawa kesan bimbingan penyelia terhadap motivasi kerja dipengaruhi secara tidak langsung oleh motivasi pembelajaran. Dapatan kajian ini menerangkan bahawa keupayaan penyelia mengamalkan bimbingan secara teratur dalam melaksanakan operasi kerja harian dapat membangkitkan motivasi pembelajaran dalam diri pekerja. Natijahnya, motivasi ini boleh pula mendorong mereka meningkatkan motivasi kerja. Dapatan kajian ini boleh digunakan sebagai panduan oleh pengamal untuk memahami kerumitan konsep motivasi pembelajaran dan merangka pelan tindakan strategi untuk meningkatkan kemahiran kejurulatihan kepimpinan bagi mencapai dan mengekalkan matlamat dan strategi organisasi dalam era globalisasi dan ekonomi berasaskan pengetahuan. Kata Kunci: Bimbingan penyelia, motivasi pembelajaran, motivasi kerja, SmartPLS. Abstract The aim of this study is to assess the relationship between supervisors’ coach, learning motivation and job motivation. Survey questionnaires were used to collect data from employees at Malaysian Federal Government Central Agencies, Putrajaya. The SmartPLS was utilised to evaluate the quality of survey questionnaire data and hence test the research hypotheses. The outcomes of SmartPLS path model analysis display that effect of supervisors’ coach on job motivation has indirectly been affected by learning motivation. This outcome explains that the ability of supervisors to appropriately implement coaching in executing daily job operations had strongly invoked employees’ learning motivation. As a result, this motivation could lead to a higher job motivation. Further, this outcome may be used as a useful guideline to assist practitioners in upgrading their understanding of the complexity of learning motivation concept and draw strategic action plans to strengthen managerial coaching in maintaining and enhancing the organisational strategies and objectives in an era of globalisation and knowledge based economy. Keywords: Supervisors’ coach, learning motivation, work motivation, SmartPLS.

Implementasi Rally Coach Untuk Mengembangkan Keterampilan Berpikir Kritis Pada Pelajaran Matematika

Critical thinking skills need to be developed in learning activities because these skills are needed by students especially in solving problems both in everyday life and for the future. Based on research that has been done, students' critical thinking skills can be developed by implementing the rally coach learning model in mathematics learning activities. Rally coach is a cooperative learning model. From the research results obtained using descriptive research methods with a qualitative approach, students' critical thinking skills have increased significantly which indicates that the implementation of the rally coach learning model was declared successful. This study has been done using CAR (Class Action Research) method with 4 cycles. As part of the research, to find out an increase in accordance with expected, researchers designed a test instrument that has been tested for validity and reliability using the content validity ratio (CVR) method and the Cronbach Alpha formula. The results that have been obtained show in detail that the rally coach learning model provides an excellent contribution to improving students' critical thinking skills.

Mapping Canadian Wheelchair Curling Coaches’ Development: A Landscape Metaphor for a Systems Approach

This study addresses the preintervention phase of a larger project aimed at enhancing the learning capability of the Canadian wheelchair curling coaches’ landscape. To understand the learning leverage features and learning barriers of this landscape, a mapping exercise was conducted. The authors interviewed 16 people, using a semistructured interview guide. The thematic analysis and a landscape metaphor resulted in a map illustrating the main features of the landscape and where the learning potential might be. The findings of this study suggest that geographical isolation, the high costs associated with coach training, and the low number of athletes are all barriers to coaches’ learning. Therefore, with the information gleaned from this phase, an intervention for these coaches should be designed to prioritize meaningful learning opportunities, incorporate influential people noted by coaches, and leverage opportunities at training camps and competitions to mitigate the barriers identified. The landscape view allows for a systems approach that considers the potential of involving the different levels of the sport system to best serve the learning needs of coaches. Rather than focus on individual coach learning, research is needed to better understand how the landscape approach can build learning capability within sport organizations.