Learner-centered teaching in a university-based coach education: First attempts through action research inquiry

Abstract

A recent call for coach education highlights that the programs could become more learner-centered. Thus, the aim of this study is to provide an overview of the learner-centered teaching operationalization in a university-based coach education program. Using an action research approach, a Sports Pedagogy course was organized through five learner-centered teaching principles over one semester. Participants were a facilitator, a critical friend, and six students. Reflective journals, reflective conversations, and focus groups were used as data sources. Results showed that through different learning strategies based on collaboration and reflection, students were able to expand their understanding of sports coaching, and also to perceive themselves in the coach's role. Action research was a valuable approach to reflect as teachers, highlighting not only the teaching process but the need to understand and “change” (when possible) the learning environment. It is suggested that, to introduce the learner-centered teaching approach, a deep understanding of the institution's culture of learning is required to address meaningful material and support learners' engagement.

The “Face” of Coach Development: A Systematic Review of the Role of the Coach Developer

“…A consistent feature of the reviewed records is the moves towards learner-centered perspectives both in NSOs (e.g., Chapman et al, 2020;Culver et al, 2019;Dempsey et al, 2020; and HEIs (e.g., Cronin & Lowes, 2016;Galatti et al, 2019;Milistetd et al, 2019;Rodrigues et al, 2021;Stodter, Cope, & Townsend, 2021). This shift implies learner-centered teaching (LCT) strategies such as active learning experiences that give coach learners, "the opportunity to think and act like coaches for as much of the learning time as possible" (McQuade & Nash, 2015, p. 344) and, "provide a flexible structure based on the coaches' self-determined needs" (Hussain et al, 2012, p. 237).…”

“…Researchers do however contend that designing constructivist approaches should not be viewed as a 'panacea' (Rodrigue et al, 2019;Rodrigues et al, 2021). Indeed, any change in pedagogical or andragogical approach will experience tensions, power imbalances, and challenges (see Luguetti, Kirk, & Oliver, 2019;Milistetd et al, 2019;Stoszkowski & Collins, 2017) that could result in a 'flop' if the application of learner-centered teaching strategies are not met with appropriate implementation (Callary, Gearity, & Kuklick, 2021).…”

“…This appears as a need to develop rapport and a reciprocity in the initial stages whether in a mentoring (e.g., Bailey et al, 2019;Corsby et al, 2020) or coach educator position (e.g., Ciampolini et al, 2021;Garner et al, 2020). Ostensibly this is due to the need to work collaboratively, enacting learner-centered principles and sharing autonomy in the learning process (e.g., Ciampolini et al, 2021;Griffiths et al, 2018;Milistetd et al, 2019). However, particularly in formal settings, this requirement is underwritten by a need for symbolic capital (e.g., credibility, reputation, respect), whether with coach learners (e.g., Garner et al, 2020) or within the coach development system for employment opportunities (Allanson et al, 2021).…”

Treinadores(as) em formação universitária: percepções sobre conhecimentos e competências

“…24, n° 2, e220. ISSN 2314-2561 (Callary et al, 2014), incluindo cursos oferecidos em contextos de pequena escala (Gilbert, Gallimore, & Trudel 2009;Jacobs et al, 2015), de larga escala (Mccullick, Belcher, & Schempp, 2005;Paquette et al, 2014) e universitário (Galatti, dos Santos, & Korsakas, 2019;Milistetd et al, 2019;Turner & Nelson, 2009). Particularmente, o número de programas de formação oferecidos no contexto universitário tem crescido (ICCE, 2016).…”

Learner-centered teaching in a Higher Education course: a case study with a recognized researcher in Sports Coaching

“…A strong preference for an instructor/content-centered approach was confirmed in the analysis of the course syllabi and the transcription of interviews with the professors and the students. Based on the findings of these studies, the researchers decided to plan and deliver a mandatory Sport Pedagogy course based on the LCT principles (Milistetd, Salles, Backes, Mesquita, & Nascimento, 2019). The main results were (a) the institutional requirements sometimes limited the implementation of learning activities, (b) the five dimensions should be introduced gradually, (c) the level of student participation varied, (d) the students constantly compared this course with other courses designed with the traditional approach and, as good 'strategic learners' (De Martin-Silva, Fonseca, Jones, Morgan, & Mesquita, 2015), they put their efforts on courses where the instructors loaded the students with material to achieve high grades, and (e) from the instructors' perspective, LCT required investing a lot of time planning the course and keeping track of the learning as the semester progressed.…”