Project 2, Week 4: EDAC 634, Fall 2023
Teaching Adult Coaches Methods of Teaching Adult Athletes
Tanner Trask: Goals and Learning Objectives
Ian Walker: Rationale and References
Eric Wiebe: Design and References
All 3 Participants, Zoom Calls to discuss, plan and execute project two for one seamless submission on both Canvas and Blog.
Goal:
Teaching adult coach’s methods of coaching and teaching adult athletes.
Learning Objectives: Upon completing the guide below, participants should better understand the following:
Which aspect of experiential learning the athlete most aligns with.
Using the best aspect to coach each athlete.
What the different methods of experiential learning are.
Which method of experiential learning best suits the coach and the style they strive for.
Rationale:
We will focus on different experiential learning activities to reach our goal and objectives tied to teaching adults methods of teaching adult athletes. Below please find the central ideas of experiential learning as it relates to our design/project:
Concrete Experience: We will use David Kolb’s experiential theory of learning to help with this step. Kolb’s learning process cycle begins with a concrete experience. This can either be a completely new experience or a reimagined experience that already happened. Our activities will be based on the coaches previous experiences.
Reflection in Learning: According to Boud and Walker (1991) in order for reflection learning to be meaningful and beneficial, these stages must take place: preparation, engagement in an activity, and the processing of what has been experienced. Our activities will allow our coaches the ability to come prepared, engage in activities, and be able to come back to reflect and discuss their experiences with other coaches.
Abstract Conceptualization: Another part of Kolb’s experiential learning theory is abstract conceptualization. In this step, “the learner moves from reflective observation to abstract conceptualization when they begin to classify concepts and form conclusions on the events that occurred.” In our activities, our coaches will learn about different styles of coaching and be able to predict what the outcome of that style will be.
Focusing on the three of the five perspectives that Fenwick proposes:
Activity One: Concrete Experience - Focusing on the Constructivist Perspective
Roundtable Discussion
Coaches in workshop introduce themselves, providing a background of their coaching experience, reflect and communicate where they believe their expertise lies, and provides one challenge they believe they have in coaching adult athletes. Open dialogue encouraged with experienced coaches sharing examples of strategies and tactics they have used in the past to address that coach’s challenge.
Break in workshop then allows for individual conversations. This allows learners the opportunity to connect with a more seasoned coach that may already have experience in resolving their unique coaching challenge and gain more concrete guidance.
Activity Two: Situative Theory through a community of practice
Coaches will be asked to participate in a season long workshop. They will be provided with detailed information regarding the “winning process model” from top football coach Nick Saban. They will be asked to execute this model with their teams over the coming season.
Coaches regroup to share reflections and opinions about how this worked with their teams and how they adapted it for their unique use. One coach will then host the group at their school to outline how they put this model into practice.
Activity Three: Addressing Critical Cultural theories.
There are many coaching styles and types of coaches, from “player companion coaches” to the strict “authoritarian” or “totalitarian” general on the field. Some of these coaches have experiences that have defined how they coach their adult athletes, coaching collaboratively or in some cases, through fear, threats, and intimidation.
In this exercise, adult coaches will be required to watch the attached video on positive versus negative reinforcement of adult athletes and discuss how the social norm of coaches focusing on critical performance through negative feedback can be adapted in a more positive way.
Participants will talk about the evolving culture of coaching and how the current adult athlete does not perform or respond in the same manner as athletes from past decades.
References:
Merriam, S., & Baumgartner, L. (2020). Learning in adulthood (4th ed.). Jossey-Bass.
How Champions Think: Coach Nick Saban and the Process Thinking Mental Model | by Ryan Duffy | Knowable | Medium (2022)
Positive Coach vs Negative Coach | A 5-a-Side Surprise! | England (2021)
Kurt, Dr. S. (2022). Kolb’s experiential learning theory & learning styles. Educational Technology. https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/
Person, David, R., & Boud, K. (2013). Reflection: Turning experience into learning: David Boud, Rosemary K. Taylor & Francis.
No comments:
Post a Comment