Are you responsible for helping coaches to learn and develop? Do you consider yourself to be a coach developer, a coach educator, a mentor, a tutor or somebody else who just wants to support coaches and enable them to become the best coach they can be? This course is designed to support people like you. It is a course dedicated to developing the people who develop the coaches. It is particularly intended to support people who are just beginning to support coaches or those who want to develop their expertise in the role further. The course is introduced by Lucy Moore and Stuart Armstrong of Sport England. Lucy is a Coach Development Manager and Stuart is Head of Coaching and Professional Workforce. Both are active coaches and coach developers. Listen to what they have to say about the course.TranscriptYou will cover topics that examine how coaches learn, why it is important to build effective relationships, how to ask good questions and listen actively, how your status can influence the process of learning, and the skill of observing and providing feedback to coaches. You will also discover how coaches describe the qualities of an effective coach developer and how you can learn to improve the support you provide to coaches. By the end of the course, you should be more confident in your ability to support coaches and guide them towards developing their practice.This course is also beneficial to those who develop, educate and train other people in the sport, exercise and physical activity sector. The course content will be relevant in supporting the learning and development of fitness instructors, officials, teaching assistants, sports leaders, activators and other volunteers.The development of this course has been supported by a grant from Sport England and it contributes towards achieving the aims and aspirations of the Coaching Plan for England and The Professional Workforce Strategy for England.Enrolling on the course will give you the opportunity to earn an Open University digital badge. Badges are not accredited by The Open University but they're a great way to demonstrate your interest in the subject and commitment to your career, and to provide evidence of continuing professional development.Once you are signed in, you can manage your digital badges online from My OpenLearn. In addition, you can download and print your OpenLearn statement of participation – which also displays your Open University badge.This course is accredited by the CPD Standards Office. It can be used to provide evidence of continuing professional development and on successful completion of the course you will be awarded 24 CPD points. Evidence of your CPD achievement is provided on the free Statement of Participation awarded on completion.Please tell us more about your Continuous Professional Development (CPD) and personal skill development!We would really appreciate a few minutes of your time to complete this survey; and tell us about yourself and your experiences of CPD and lifelong learning.The Open University is working in collaboration with the CPD Standards Office in a national study to understand more about individual professionals' experiences, perceptions and practice for adult skill development. Find out more here cpdstandards.com/research.Byparticipating in this high profile research, you will be contributing toscientific knowledge about adult skill development and how we can developsuccessful future careers. Participation is confidential, voluntary and we willnot pass on your details to others.
Overview
Syllabus
- Introduction and guidance
- Introduction and guidance
- What is a badged course?
- How to get a badge
- Acknowledgements
- Session1Session 1: What do coach developers do?
- Introduction
- 1 Who are coach developers?
- 1.1 What do coach developers do?
- 2 Coach developers’ potential to transform practice
- 3 The mysteries of coaching and a model of behaviour change
- 4 What makes an effective coach developer?
- 5 Understanding coach developer expertise
- 5.1 Exploring expertise further
- 6 Enhancing your coach developer skills
- 7 Building your coach developer 101 guide
- 8 This session’s quiz
- 9 Summary of Session 1
- References
- Acknowledgements
- Session2Session 2: How do coaches learn?
- Introduction
- 1 Can you remember how you improved as a coach?
- 2 Looking at learning from a different perspective
- 3 Theories to explain learning
- 4 Do coaches filter new ideas when they learn?
- 5 How do adults learn?
- 5.1 Applying adult learning principles to your practice
- 6 Cognitive rigidity: learning often needs unlearning
- 7 Your chance to contribute: share your ideas
- 8 Building your coach developer 101 guide
- 9 This session’s quiz
- 10 Summary of Session 2
- References
- Acknowledgements
- Session3Session 3: How do you build effective learning relationships?
- Introduction
- 1 Coach–coach developer relationships
- 2 High octane pressure in a motor racing team
- 3 Learning from the humanist approach
- 4 First impressions count
- 5 Planning a first one-to-one meeting
- 6 Pulling together ideas
- 7 Learning from teacher–mentor relationships
- 8 Balancing challenge and support
- 9 Learning from setbacks
- 10 Building your coach developer 101 guide
- 11 This session’s quiz
- 12 Summary of Session 3
- References
- Acknowledgements
- Session4Session 4: Becoming self-aware of power in your role
- Introduction
- 1 Power and social circumstances
- 2 Power and coach developers
- 3 Coach developers in control
- 4 It’s my way!
- 5 When power is turned upside down
- 6 The reflexive coach developer
- 7 Building your coach developer 101 guide
- 8 This session’s quiz
- 9 Summary of Session 4
- References
- Acknowledgements
- Session5Session 5: Developing your teaching repertoire and skills
- Introduction
- 1 Beyond the assumptions of adult learning
- 2 Exploring problem-based learning (PBL)
- 2.1 When would you use PBL?
- 3 Exploring a flipped learning model
- 3.1 When would you use flipped learning?
- 4 Instruction: widely misunderstood?
- 4.1 Reviewing your current instruction practices
- 4.2 When would you use instruction?
- 5 What can we learn from the teaching profession?
- 6 Your chance to contribute
- 7 Building your coach developer 101 guide
- 8 This session’s quiz
- 9 Summary of Session 5
- References
- Acknowledgements
- Session6Session 6: Asking good questions and listening actively
- Introduction
- 1 Why ask questions?
- 2 Principles for good questions
- 3 Experiences of using questioning practices
- 4 Deeper questions: from the inside out
- 5 From bite-sized to banquet responses
- 6 Active listening: more than just paying attention
- 7 Active listening in action
- 7.1 Better listening
- 7.2 Active listening summarised
- 7.3 Use minimal encouragers
- 8 Building your coach developer 101 guide
- 9 This session’s quiz
- 10 Summary of Session 6
- References
- Acknowledgements
- Session7Session 7: Effective observations and feedback
- Introduction
- 1 Are teacher observations a waste of time?
- 2 Analysing coaches: structuring the observation process
- 3 Systematic observation
- 4 How should you plan an observation?
- 5 Discussing feedback and encouraging dialogue
- 6 Creating a peer-to-peer observation culture
- 7 Coach observation: pulling it all together
- 8 Building your coach developer 101 guide
- 9 This session’s quiz
- 10 Summary of Session 7
- References
- Acknowledgements
- Session8Session 8: Refreshing coach development for the digital age
- Introduction
- 1 Collaboration, information gathering and learning
- 2 The role of digital messaging
- 3 Coach developers as content curators
- 4 Fostering more mentoring
- 5 Technology for peer support
- 6 Forum posting
- 7 Building your coach developer 101 guide
- 8 This session’s quiz
- 9 Summary of Session 8
- 10 Bringing things together
- Where next?
- Tell us what you think
- References
- Acknowledgements
