The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses

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Sergio Lara-Bercial Leeds Beckett University, Leeds, United Kingdom
ICOACHKIDS, Leeds, United Kingdom
International Council for Coaching Excellence, Leeds, United Kingdom

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https://orcid.org/0000-0003-2920-6646
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Gary Hodgson Leeds Beckett University, Leeds, United Kingdom
ICOACHKIDS, Leeds, United Kingdom
International Council for Coaching Excellence, Leeds, United Kingdom

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https://orcid.org/0000-0003-2509-4931 *
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Pedro Lara-Bercial Universidad Europea de Madrid, Madrid, Spain

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Sheelagh Quinn ICOACHKIDS, Leeds, United Kingdom
Sport Ireland, Dublin, Ireland

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Declan O’Leary ICOACHKIDS, Leeds, United Kingdom
Sport Ireland, Dublin, Ireland

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Kris Van Der Haegen ICOACHKIDS, Leeds, United Kingdom
Royal Belgian Football Association, Brussels, Belgium

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The role of the coach developer (CD) has broadened over the last two decades. Today CDs fulfil multiple functions, such as tutor, facilitator, expert, or mentor. They also play a significant part as learning designers. CDs are normally not trained to perform this role. This practical advances paper provides an overview of the role and required skills of learning designers, specifically in the context of the creation of an online coach development resource: the ICOACHKIDS massive open online courses. The paper offers a novel description of the development process. It describes four stages, including: (a) agreeing on target audience and learning outcomes, (b) choosing the pedagogical model, (c) selecting technological solutions and partners, and (d) content development. For each stage, the working parameters, associated challenges, and the learning gained by CDs are described. Each of these phases presents unique challenges and requires different competences. We conclude that learning design, especially in relation to massive open online courses (and perhaps, more broadly, online), must become part of the CD development curriculum going forward.

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