Technology-enhanced learning in coaching: a review of literature

Abstract

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.

Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

“…Cushion and Townsend (2018) recently argued that most articles in sport pedagogy simply report the utility of using DigiTech, without examples of context or suggestions for use. We have provided contextual applications of DigiTech and teachers’ suggestions for how/why it can be used through FL.…”

“…Given the reported sparsity of knowledge about FL in PE, it is important to gain a greater understanding of its use. This knowledge is particularly important considering the pedagogical uses of DigiTech to support students' learning are not yet clear within either PE, or the broader field of sport pedagogy (Cushion and Townsend, 2018).…”

COVID-19 and Brazilian handball coaches: impacts on training prescription and professional learning

“…The current context of the COVID-19 pandemic allows the use of part of the time at home for professional learning and for activities that would not normally be performed, such as staying with the family 2 , even mentioning the difficulties to handle the technological resources to study 18 . In this sense, aspects related to professional learning by coaches also present emerging issues, especially within the Brazilian context.…”

“…In a review study, Cushion and Townsend 18 pointed out that the difficulties found by coaches on time management are not exclusive to this period and, therefore, greater attention was also suggested for this content during coaches' education. In this sense, if the use of technology content had more attention, this can improve their training planning and professional enhancement, such as helping with time management 18 . Therefore, it is suggested an alignment in the coaches' education courses to ensure that their professional environment needs are being developed with them, as it is known that the learning process has a great impact on coaches' work 29 .…”

“I felt like I was missing out on something”: an evaluation of using remote technology in the classroom

“…In this regard, facilitating learning in all its guises (e.g., online, distance, remote, blended/hybrid and traditional) remains a complicated practice that requires the careful planning of content, delivery, assessment and context (Cushion and Townsend, 2018). Here, the authors advocated that, despite the potential merits held by technology enhanced learning environments, the evidence base supporting the integration of technology remains fragmented (Cushion and Townsend, 2018). The subsequent call was for careful consideration of roles, functions and impact in the design of learning environments.…”