Creating a Learning Environment A... · Offaly, Shamrock Rovers, Drogheda United, Shelbourne...
Transcript of Creating a Learning Environment A... · Offaly, Shamrock Rovers, Drogheda United, Shelbourne...
Dr Seamus Kelly
UCD Centre For Sports Studies
Creating a Learning Environment
Personal Background Sporting
Playing: G.A.A. Semi & Professional Football with UCD, Cardiff City, St
Patricks Athletic, Bohemian FC, Longford Town
Coaching: Offaly, Shamrock Rovers, Drogheda United, Shelbourne
Consultancy
UK & Ireland Clubs & Coaches (GAA, Soccer, Hockey, Rugby)
Education & Research PhD, MBS, PGDipTL, BComm
Professional Football Management
Player Assessment & Development
Coaching
Overview • Theory
– Learning
• Key Issues
– Reflection
– Questioning
– Feedback
– Observation
• Self Assessment & Reflection
Ten Expert Development Academy Coaches (Mills et al., 2012)
Youth Talent Development in Denmark (Larsen et al., 2010)
What is Learning ?
1
2
3
Learning
“a persisting change in human performance or
performance potential . . . (brought) about as a result
of the learner’s interaction with the environment”
“the relatively permanent change in a person’s
knowledge or behavior due to experience”
“an enduring change in behavior, or in the capacity to
behave in a given fashion, which results from
practice or other forms of experience”
Learning Theory
Q: How do people learn?
A: Nobody really knows
But there are 6 main theories: 1. Behaviorism
2. Cognitivism
3. Social Learning Theory
4. Social Constructivism
5. Multiple Intelligences
6. Brain-Based Learning
How People Learn:
Information Processing
How Players Learn?
How do Players Learn?
Vibrant Learning Environment
Active Player Engagement
Discussion and Debate
Player-Centred and Problem-Based Learning
Critical Thinking, Reflection & Peer-to-Peer
Learning
Guided Discovery & Discovery Learning
FEEDBACK
Constructivism
• It holds that learning is an active, constructive
process
– Learner-centered
– Learners arrive with prior knowledge that they can use as a building block for acquiring new knowledge
• The learner is an information constructor. New information is linked to to prior knowledge.
• The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation
Constructivist Learning Goals
– Emphasizes learning in context through meaningful
activities
– Focus on high-level thinking activities to develop
cognitive flexibility
– Constructivists are interested in having learners identify
and pursue their own learning goals
– Problem solving, reasoning, critical thinking and
reflection constitute the goals of constructivist
instruction
Meaningful Activities
1.
2.
3.
Problem Based Learning
Critical Thinking
Goal Setting
Communication
Reflection
Learning by doing
Peer-to-Peer Learning (Players & Coaches)
Un-structured problems
Small sided games
School Kids (Huball & Robertson,2004)
Scenarios & Problems
15 Minutes Preparation
3 X 10 Minute Games
10 Minutes Feedback
Preparation: 1 Problem & 1 Solution
Goalkeepers & Defenders
Midfielders
Forwards
Decoy & Link Players
Zone of Proximal Development (ZPD)
"What a child can do with assistance today, she will be able to do by herself tomorrow"
Questioning ?
• Knowledge
• Comprehension
• Application
• Divergent
• Convergent
Types of Questions?
1.
2.
Purpose ?
Knowing the Game
Good decisions?
1.
2.
Why_____________________________
Not so good decisions?
1.
2.
Why______________________________
Decision Making
Good decisions?
1.
2.
Why_____________________________
Not so good decisions?
1.
2.
Why_______________________________
Little black book
Movement & Runs (Learning Through Reflection: Peer to peer)
Intelligent Runs?
1.
2.
Why_____________________________
Not so Intelligent Runs?
1.
2.
Why_______________________________
1 Minute paper
Please answer each question in one or two sentences
1. What was the most useful or meaningful thing you learned in training
today?
________________________________________________________
________________________________________________________
2. What questions or concerns do you have after todays training
session ?
________________________________________________________
________________________________________________________
Feedback
• Feedback is any information, verbal and non-verbal conveyed to athletes about the extent to which their behaviours and performance correspond to expectations and is viewed as a crucial coaching behaviour that directly conveys information about an athlete’s competence (McGarry et al., 2013).
• Objective & Augmented
• Coaching instruction is not only a mediator of what is learned but an individual’s ability to recall information and the extent to which they engage with the communicator’s message (Januario et al., 2013).
Dr. Seamus Kelly
&
Ronan McGann
Exploring the Role of Mobile Phone Applications in
the Assessment and Development of Elite Athletes
The Reflective Cycle
Terminology
Reflective Practice
Analysis of feelings or SELF to inform practice
Learning through ones EXPERIENCE
A CHANGE in perspective
Reflection
Applying Reflective Practice
• Technical – Organisation and practical running of session
• Practical – Personal feelings and emotion focussed account of
practice
• Critical reflective practice and process – Role efficacy
– Philosophical: contesting, challenging and changing practice
• Engagement and debate
• Resistance, uncertainty and hostility
Types of Reflection
• Reflection; Thinking back on what you have done in
order to discover how our knowing in action may have
contributed to an unexpected outcome
• We may do so after the fact, in tranquillity (reflection on
action)
Or
• We may pause in the midst of the action (reflection in
action)
Scenario’s & Reflection
Doing Reflection
Personal attributes
• Open-mindedness
– Desire to engage, openness to opposing
views/possibilities and recognition of errors
• Wholeheartedness
– Absorption and/or interest in process
• Responsibility
– Consequences of actions are considered and
accepted (New Zealand All Blacks, Kidman, 2001)
Conceptual Model (Chopra & Kanji, 2010)
Coach Observation
Thank You
Any questions ?