Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications

Less may be more: how do coach developers reproduce “learner-centred” policy in practice?

“…Rather, strong framing represents educator control over the selection, sequencing, pacing, and evaluation criteria. Through controlling these features, educators can influence how learners develop and demonstrate competency (Aldous & Brown, 2010;Aldous & Freeman, 2017). In contrast, weak framing sees the learner have more apparent control over the features by drawing upon knowledge gained from outside the education institution (Aldous & Freeman, 2017;Bernstein, 2000).…”

“…Through controlling these features, educators can influence how learners develop and demonstrate competency (Aldous & Brown, 2010;Aldous & Freeman, 2017). In contrast, weak framing sees the learner have more apparent control over the features by drawing upon knowledge gained from outside the education institution (Aldous & Freeman, 2017;Bernstein, 2000). Bernstein (2000) identified that each of the control features of framing can be strongly or weakly framed independently of one another.…”

“…It could be argued that strongly framed content is useful to provide universal 'key messages' to entry level learners. A strongly framed selection of content may also be appropriate if content needs to be acquired by learners before it can be contextualised (Aldous & Freeman, 2017).…”