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“It Is Like a Little Journey”: Deaf International Futsal Players’ and Coaches’ Experiences in Collaborative Blended Learning

Luciana De Martin Silva and John W. Francis

attempts to first, explore the challenges and successes faced by deaf international futsal players when using a collaborative blended learning (CBL) approach (i.e., online and face-to-face group activities) in preparation for a major competition. Second, the article aims to provide a discussion of key

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Developing Specialised Youth Soccer Coaching Qualifications: An Exploratory Study of Course Content and Delivery Mechanisms

David Adams, Brendan Cropley, and Richard Mullen

The purpose of the current study was to empirically examine the potential course content, structure, and delivery mechanisms for a dedicated elite youth coach education programme in football (soccer) in the UK. By achieving this aim it was the intention of the authors to use the findings of this study for the future development of a customised coach education programme. Fifteen elite coaches, working in youth football at the time of the study, participated in one of three focus groups. Emerging from content analysis procedures, the findings placed specific importance on the development of an athlete-centred coaching philosophy, a focus on behaviours and activities associated with positive youth development, a movement away from traditional practices, and the development of the skills required to learn through reflective practice. In addition, a range of pedagogical approaches, including social approaches to learning, mentoring, and blended learning, were highlighted as ways to better deliver education programmes.

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Coaches’ Experience of the “Gaelic4Teens” Program in Ireland

Wesley O’Brien, Irene Hogan, and Tara Coppinger

-centered environment for social and athletic development ( LGFA, 2021 ). Due to the face-to-face COVID-19 restrictions in place across amateur community team sport settings in Ireland during 2020, the rollout of the G4T coach education program was amended to facilitate a blended learning delivery over a 16-week period

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The Union of European Football Associations 2020 Coaching Convention Update and Coach Education in the Football Association of Ireland

Seamus Kelly and Niall O’Regan

convention to deliver all available UEFA License courses. The Future of Coach Education in the FAI Core areas of development that have been identified, and warranting further investigation, are how blended learning (Stephens & Frazer, 2005 ), e-learning, and online learning ( Lominé, 2002 ; McNiff & Aicher

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Moving Toward Authentic, Learning-Oriented Assessment in Coach Education

Liam McCarthy, Ashley Allanson, and John Stoszkowski

’s increasingly blended learning and development journey. The purpose of this article is to highlight HEIs as a significant contributor to coach education while exploring what can be learned from the ways in which they carry out this work. In the following sections, we “zoom in” on the ways in which NGBs and HEIs

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Exploring Different Forms of Technology-Enhanced Learning Strategies in a Handball Coach Education Program

Eoin Murray, Kirsten Spencer, and Blake Bennett

invasive surgery blended learning course for nurses: A quantitative research study . Nurse Education Today, 89, Article 406 . https://doi.org/10.1016/j.nedt.2020.104406 Palincsar , A.S. ( 1998 ). Social constructivist perspectives on teaching and learning . Annual Review of Psychology, 49

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The History of Coach Education in Flanders

Hans Vangrunderbeek and Hans Ponnet

certifications. Most of these certifications are for Initiator (13,820), followed by Aspirant-Initiator (7,149), Instructor B (3,460), Trainer B (1,602) and Trainer A (295) ( Sport Vlaanderen, 2020 ). Within this formal learning pathway, a blended learning approach is provided to coaches, in which traditional

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Coaches’ Perspectives of the Continuing Coach Education Program in the Development of Quality Coach Education in Singapore

Li Quan Warrick Tan and Donna O’Connor

, A. ( 2016 ). Social research methods . Oxford University Press . Calderón , A. , Scanlon , D. , MacPhail , A. , & Moody , B. ( 2021 ). An integrated blended learning approach for physical education teacher education programmes: Teacher educators’ and pre-service teachers’ experiences

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

Timothy Jones, Justine Allen, and Stephen Macdonald

( Mallett et al., 2016 ). In accepting that coaches will learn from any and all of these learning opportunities, it is suggested that effective coach development should consist of a blended learning package ranging in formality ( Cushion & Nelson, 2013 ; Hussain et al., 2012 ; ICCE, 2014 ). Common to each

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Competence—One Term, Various Definitions: A Scoping Review for Sports Coach Education and Research

Annalena Möhrle

specific problems, and the associated motivational, volitional, and social dispositions and skills to use the problem solutions successfully and responsibly in variable situations ( Weinert, 2001 , p. 27).’” [p. 122] To describe a blended learning approach for coach education with reference to competence