Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Abstract

Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional skills they need to deal with the complex nature of their work.Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part one of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of twenty-four undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries, and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups.Keywords: coach learning; coach education; coach development; reflective practice; communities of practice; online IntroductionIn recent years, a growing body of research has sought to better understand how coaches develop their craft and learn how to coach . Typically, in light of coaches' self-perceived limitations of, and resistance to, formal coach education activities (Hughes, 2005;Trudel & Gilbert, 2006; VargasTonsing, 2007), this research has suggested that the majority of coach learning occurs experientially through a broad and diverse range of informal and self-directed 3 learning activities (cf. Cushion et al., 2010;, especially those involving social interaction with other coaches during day-to-day coaching experiences (Erickson, Bruner, MacDonald, & Côté, 2008;Lemyre, Trudel, & Durand-Bush, 2007; Wright, Trudel, & Culver, 2007). As a consequence, it has been argued that there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional competencies they need to deal with the complex, problematic and dynamic nature of their work (Gilbert, Gallimore, & Trudel, 2009;Morgan, Jones, Gilbourne, & Llewellyn, 2013). For example, a reflective approach to practice is frequently advocated as a key skill for understanding and enhancing coach learning and raising the vocational standards of coaches (e.g. Cropley, Miles, & Peel, 2012;Gilbert & Trudel, 2006; Irwin, Hanton, & Kerwin, 2004; Knowles, Gilbourne, Borrie, & Neville, 2001).Alongside this, the continued evolution of a wave of Web 2.0 technologies (e.g. blogs, wikis, social networking sites) has led to a fundamental change in the way that knowledge is produced and disseminated (Dixon, Lee, & Ghaye, 2013). ...

Sports Coach Education: Guidelines for the Systematization of Pedagogical Practices in Bachelor Program in Physical Education

“…Embora o preenchimento de diários escritos ser reconhecido como uma das principais formas da atividade reflexiva, inúmeras opções podem ser utilizadas para dar suporte aos estudantes durante a formação inicial. O uso de vídeo-diários 15 , blogs 38 , plataformas virtuais 39 , e até mesmo cenários e dramatizações 14 têm sido referidos como opções efetivas em programas de formação de treinadores.…”

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

“…In part one of this paper, Stoszkowski and Collins (2015) showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning.…”

“…This reflection was undertaken collaboratively in small groups (one group with five members, two groups with six members and one group with seven members), through the auspices of shared (yet not publicly viewable) online blogs (cf. Stoszkowski & Collins, 2015).…”

“…In particular, collaborative learning and reflective conversation are said to be a key potential outcome of the use of such tools (Freeman & Brett, 2012), with the social constructivist theoretical lens of 'communities of practice' (CoP) (Lave & Wenger, 1991;Wenger, 1998;Wenger, McDermott, & Snyder, 2002) used to frame the pedagogical design of such initiatives (Killeavy & Moloney, 2010). In the field of sports coaching, building on the earlier work of Stoszkowski and Collins (2014a), the study reported by Stoszkowski and Collins (2015) in part one of this paper explored the potential of shared online group blogs for structuring and supporting the informal learning of sports coaches. Content analysis revealed that use of this collaborative and free to access online platform by four separate groups of practicing sports coaches resulted in increased collaboration and social interaction between group members, and the emergence of fully functioning, online CoPs (i.e.…”

“…Additionally, each group blog served as a useful 'space' for the development of a more critical approach to reflective practice. Accordingly, Stoszkowski and Collins (2015) proposed that shared online blogs are a useful tool for coach educators to utilise in the design of coach education pedagogy.…”