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The purpose of this review was to address the central theme of technology-enhanced learning (TEL) in coaching. Technology-enhanced learning' (TEL), has become a widely-accepted term for describing the interface between digital technology and teaching. The aim was to consider the evidence of TEL in coach education, and where appropriate the wider educational field. The review sought to contribute to an evidence-base of suggestions that can be promoted and developed inside and outside of coach development structures and interventions for TEL. In addition, the review to outline future areas for research, and to stimulate debate about the implementation and effectiveness of technology-enhanced coach learning. The review utilised a critical methodology, using principles of systematic review to gather evidence pertaining to TEL in coaching. From this number and considering the inclusion criteria sixty-four articles were included and reviewed in detail. The review revealed how despite the use of technology in coaching, teaching and learning the evidence of their efficacy is weak, and the use of TEL in coaching requires further longitudinal research that considers learner, pedagogy and pedagogic design in context, in order to understand its potential impact on optimising coach development pedagogies, and therefore, contributing to a discourse of effective coach learning.

The purpose of this research was to analyse a mode of coach education provided by a major disability charity. The course was designed for sports coaches and physical activity professionals and focused on coaching people with autism spectrum disorders (ASD). The subsequent analysis drew on data obtained over two years, including participation observation, qualitative survey data and follow-up case study interviews. The research process was scaffolded by a level-model approach (cf. Coldwell & Simkins, 2011). Data were analysed in an iterative fashion to generate themes representative of the process of coach learning in relation to discourses about disability. Subsequently generating an understanding of the impact of disability coach education on coaches' knowledge. To provide a level of abstraction and critical explanation we drew on the work of Thomas (1999, 2007) and engaged with a social relational model of disability to analyse the formation and expression of coaching knowledge in relation to ASD. The analysis highlighted how coach education was an environment for the transmission of ideology about disability, that drew on medical model discourses and constrained coach learning, contributing to a 'false' ideology of inclusion.

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BackgroundThe training of coaches is considered central to sustaining and improving the quality of sports provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays only a minor role in Parasport coaches' development. To ensure equitable access and quality experiences and opportunities for disabled people in sport there is an ongoing challenge to theorise and implement the optimal structure for educating coaches.

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Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration -both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.