Online Peer Mentoring and Collaborative Reflection:  A Cross-institutional Project in Sports Coaching

Stoszkowski, John Robert; McCarthy, Liam; Fonseca, Joana

doi:10.14297/jpaap.v5i3.289

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…In recent years, examples of this type of collaborative assessment practice have begun to emerge in HEIs. For example, in a study involving student-coaches from two UK HEIs, Stoszkowski, McCarthy and Fonseca (2017) used online collaborative group blogs (www.wordpress.com) to capture and assesses learning during a year-long applied sports coaching module. Over the course of their study, the student-coaches shared their practical coaching experiences with peers and discussed coaching issues that they faced in the field, helping each other to resolve the issues as they arose.…”

Section: Principle 2: Assessment That Is Collaborative In Naturementioning

confidence: 99%

Moving Toward Authentic, Learning-Oriented Assessment in Coach Education

McCarthy

Allanson

Stoszkowski

2021

International Sport Coaching Journal

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As sports coaching continues to professionalize, the demand for and importance placed upon high-quality education and development programs for sports coaches is increasing. As a result, the landscape of provision is changing, and there is now a recognition of the key role that higher education institutes play in the education, development, and assessment of sports coaches. In this insights article, the authors argue that as there is a scarcity of research focused solely on assessment as a feature of coach education programs, there is something to be gained from examining how higher education institutes assess sports coaches. This represents an important contribution to the research literature, given that assessment is a feature of nearly all coach education programs and that the attainment of a specific award communicates to stakeholders (e.g., employers, athletes, parents) that a precise standard of practice has been met. As such, the authors identify how some higher education institutes are addressing the issue of assessment with sports coaches and highlight a series of assessment principles, alongside practical examples from the literature, which are intended to stimulate conversation in what the authors argue is an important area of study.

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Section: Principle 2: Assessment That Is Collaborative In Naturementioning

confidence: 99%

Moving Toward Authentic, Learning-Oriented Assessment in Coach Education

McCarthy

Allanson

Stoszkowski

2021

International Sport Coaching Journal

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“…Students do not need to create an account or 'sign-up'; they simply need the web link for their grid, which is free to access. This helps reduce any potential 'overload' of platforms in their existing digital ecosystem (Stoszkowski, McCarthy and Fonseca, 2017).…”

Section: Strengths Of Flipgridmentioning

confidence: 99%

Using Flipgrid to develop social learning

Stoszkowski¹

2018

Compass

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Flipgrid is an online video discussion platform designed to empower learners and facilitate social interaction between students. This paper reviews the use of Flipgrid to develop social learning with a cohort of undergraduate students at the University of Central Lancashire. Strengths and weaknesses of the Flipgrid platform are outlined, as well as potential barriers to its use, and future plans for incorporating it in teaching and learning.

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“…In face-to-face coaching, feedback is gathered in a complex fashion in which both coaches and athletes continually reflect in action ( 92 ) as a result of different sensory inputs and outputs. This is reflected in the traditional coaching process models such as Franks et al ( 104 ) and Magill ( 105 ) and concepts such as “evaluative” and “corrective” feedback ( 106 ). This is different in the remote environment because a coach is often not present with their athlete during training or competition.…”

Section: Resultsmentioning

confidence: 99%

An exploration of context and learning in endurance sports coaching

Kirkland

Cowley

2023

Front. Sports Act. Living

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IntroductionThis study explored contextual factors which influence coach learning of an international cohort of endurance sports coaches.MethodsFollowing ethical approval, 839 coaches, 612 coached athletes and 8,352 non-coached athletes participated in the research. A critical realist research philosophy was adopted, in which self-completion surveys were developed in consultation with coaches and industry end-users.Results and DiscussionThe context was dominated by remote coaching practices and digital technology which shaped how coaches learn and thus, what it meant to be a coach. Unmediated learning sources were biophysically biased and largely delivered through marketised platforms designed to sell products. The study findings have broader implications within sport and education, in which it is suggested that remote coaching and learning platforms may sometimes create a sense of psycho-emotional detachment in which capacity for learning can be limited.

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Online Peer Mentoring and Collaborative Reflection: A Cross-institutional Project in Sports Coaching

Cited by 8 publications

References 4 publications

Moving Toward Authentic, Learning-Oriented Assessment in Coach Education

Moving Toward Authentic, Learning-Oriented Assessment in Coach Education

Using Flipgrid to develop social learning

An exploration of context and learning in endurance sports coaching

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