determine the extent to which students are achieving learning outcomes. To achieve quality PE learning in a blended model, the learning process should be adapted to include student–teacher contact, cooperation between students, learning scenarios, feedback, time on task, expectations, and attention to
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Francisco Javier Gil-Espinosa, Iván López-Fernández, Rubén Espejo, and Rafael Burgueño
Sergio Lara-Bercial, John Bales, Julian North, Ladislav Petrovic, and Guillermo Calvo
identity within a blended model” (p. 113). This identity, the statement noted, could manifest in different ways across sports and countries. Against this backdrop, the statement defined a series of indicative actions to guide the process of professionalization going forward. These actions included clear
Jamie Blanchfield, Jean McArdle, and Tandy Haughey
( 1998 ), MacLean and Chelladurai ( 1995 ), d’Arripe-Longueville et al. ( 1998 ), and Côté and Gilbert ( 2009 ). The context in which ES coaches base their coaching process lends itself to a hybrid/blended model of learning whereby the coach may operate both in person and via online, remote, or distanced
Nonlinear Pedagogy were the theoretical bases for the application of our last two values. Secondly, the course was designed to be delivered in a blended model including 36-h of in-person, 12-h of online courses, and 30-h of coaching practice associated with formative assessment. Finally, our future
