Framing a Social Learning Space for Wheelchair Curling

Abstract

The purpose of this paper is to delineate how an intervention aimed at increasing the learning capability of Canadian wheelchair curling coaches was framed by a systems convener in collaboration with stakeholders from different levels. Social learning theory, in particular a landscape of practice perspective, provides the conceptual framework. The methodology was collaborative inquiry with people from across the landscape to delineate the intervention strategies through cycles of reflection and action. The participants included parasport coaches, researchers, and Curling Canada technical leaders. Based on preintervention findings, the intervention was driven by (a) the use of technology to overcome barriers and the implementation of learning activities at competitions, (b) the use of a collective learning map to promote meaningful learning, (c) the involvement of the sport organization leadership to promote the participation of influential people, and (d) a reflection of how subpar outcomes occurred when the systems convener failed to engage with the sport organization leadership. The discussion sheds light on the many roles of systems conveners and the importance of promoting strategic and enabling values. Sport organizations should engage a systems convener who can effectively align learning goals with the available resources and the strategic mission of the organization.

Assessing the Value Created in a Social Learning Space Intervention: Four Vignettes of Parasport Coaches

“…These online group meetings brought coaches together within a collaborative space for knowledge creation (e.g., by the coaches raising their concerns and, in some cases, critiques of the WC community). The meetings were driven by the coaches' learning needs and served to shape the more formally structured online camps (i.e., webinars; see Duarte et al, 2020a). Eight online camps were held, also lasting approximately 90 min.…”

“…Online tools. The intervention used four online tools (see details in Duarte et al, 2020a): GoToMeeting (Pro 25), Basecamp, Survey Monkey, and Doodle. The selection of these tools was based on two criteria: user friendliness and cost.…”

“…The interviews, focus groups, and online group meetings were audiotaped and transcribed. Further details on how the intervention was framed can be found elsewhere (Duarte et al, 2020a).…”

“…As for leadership in social learning spaces, such as CoPs, researchers in coach development have pointed out the fragility of the CoPs in the absence of ongoing leadership, with the collaboration among coach participants endangered after the departure of the leaders who initiated and facilitated the meetings (Culver et al, 2009;Culver & Trudel, 2006). Duarte, Culver, and Paquette (2020a) examined leadership in a social learning space for parasport coaches, describing the crucial contribution of the systems convener as a leader in leveraging strategic and enabling learning values in the framing of the social learning space. Relating to the VCF, the coach development literature to date (Bertram et al, 2016(Bertram et al, , 2017Vinson et al, 2019) has been limited to using the original version of the VCF (Wenger et al, 2011); therefore, an in-depth examination of the application of the most recent VCF is justified.…”

“…The first is in line with the ongoing evolution of social learning theory and the VCF; whereas previous papers in sport have focused on five value cycles (i.e., immediate, potential, applied, realized, and transformative), this paper explores three pairs of value cycles: (a) immediate and potential, (b) applied and realized, and (c) orienting and transformative (Wenger-Trayner & Wenger-Trayner, 2020). Given the purpose of this paper to report on the outcomes of a social learning intervention, 1 the fourth pair of value cycles (i.e., strategic and enabling), which is important for framing social learning interventions, is reported on elsewhere (see Duarte et al, 2020a). Second, the paper shows in a concrete way how coaches from different contexts can benefit from a social learning space.…”