Online Peer Mentoring and Collaborative Reflection: A Cross-institutional Project in Sports Coaching

Authors

  • John Stoszkowski University of Central Lancashire
  • Liam McCarthy St. Mary's University
  • Joana Fonseca St. Mary's University

DOI:

https://doi.org/10.14297/jpaap.v5i3.289

Keywords:

peer learning, peer assessment, formative assessment, coach education.

Abstract

In recent years, calls have grown for the use of digital technologies to transform coach education and enhance student learning; however, empirical research evidence for their efficacy is lacking. This paper describes our initial experiences of a Higher Education Funding Council for England funded project, designed to facilitate online peer mentoring and collaborative reflection between bachelor degree students at two separate UK universities. So far, the pedagogical approach has been differentially effective, with three categories describing our current perceptions of successful and/or unsuccessful student engagement in it. Namely, students require an adequate knowledge base, an appropriate technological and personal skillset, and the attitudinal dispositions to deploy them effectively.

Author Biographies

  • John Stoszkowski, University of Central Lancashire

    John Stoszkowski is a Lecturer in Sports Development and Coaching at the University of Central Lancashire, UK, and a Fellow of the Higher Education Academy, UK. Email: JRStoszkowski@uclan.ac.uk. Twitter: @JohnStoszkowski

  • Liam McCarthy, St. Mary's University

    Liam McCarthy is a Lecturer in Sports Coaching at St. Mary’s University, Twickenham, UK, and a Fellow of the Higher Education Academy, UK. Email: liam.mccarthy@stmarys.ac.uk. Twitter: @liammccarthy16

  • Joana Fonseca, St. Mary's University

    Joana Fonseca is a Senior Lecturer in Physical and Sport Education at St. Mary's University, Twickenham, UK, and a Fellow of the Higher Education Academy, UK. Email:Joana.fonseca@stmarys.ac.uk. Twitter: @JoanaF0NSECA

References

Abraham, A., & Collins, D. (2011). Taking the next step: Ways forward for coaching science. Quest, 63, 366-384.

doi: https://doi.org/10.1080/00336297.2011.10483687

Calderón, A., Lopez-Chicheri, I., Fernandez-Rio, J., & Sinelnikov, O. A. (2017). “I really want them to be engaged and learn”: The use of social media in higher education. In A. Casey, V. A. Goodyear & K. Armour (Eds.), Digital technologies and learning in physical education (pp. 86-103). London, UK: Routledge.

Cushion, C., Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R., & O’Callaghan, C. (2010). Coach learning and development: A review of literature. Leeds, UK: Sports Coach UK.

Dixon, M., Lee, S., & Ghaye, T. (2013). Reflective practices for better sports coaches and coach education: Shifting from a pedagogy of scarcity to abundance in the run-up to Rio 2016. Reflective Practice, 14(5), 585-599. doi: https://doi.org/10.1080/14623943.2013.840573

De Martin Silva, L., Fonseca, J., Jones, R. l., Morgan, K. & Mesquita, I. (2015). Understanding undergraduate sport coaching students’ development and learning: The necessity of uncertainty. Teaching in Higher Education, 20(7), 669-683.

doi: https://doi.org/10.1080/13562517.2015.1072153

Hew, K. F., & Cheung, W. S. (2013). Use of web 2.0 technologies in k-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64.

doi: https://doi.org/10.1016/j.edurev.2012.08.001

Hussein, M. E., Hirst, S., Salyers, V., & Osuji, J. (2014). Using grounded theory as a method of inquiry: Advantages and disadvantages. The Qualitative Report, 19(27), 1-15. Retrieved from http://nsuworks.nova.edu/tqr/vol19/iss27/3

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing Company.

Jones, R. L., Armour, K. M., & Potrac, P. (2003). Constructing expert knowledge: A case study of a top-level professional soccer coach. Sport, Education and Society, 8, 213-229.

doi: https://doi.org/10.1080/13573320309254

Jones, E., & Simmons, G. (2010). Recruit into coaching mentoring guide. Leeds, UK: Sports Coach UK.

Lara-Bercial, S., Abraham, A., Colmaire, P., Dieffenbach, K., Mokglate, O., Rynne, S., & Nordmann, L. (2016). The international sport coaching bachelor degree standards of the international council for coaching excellence. International Sport Coaching Journal, 3(3), 344-348.

doi: https://doi.org/10.1123/iscj.2016-0085

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

doi: https://doi.org/10.1017/cbo9780511815355

Locke, K. (2001). Grounded theory in management research. London, UK: Sage Publications.

Prensky, M. (2006). Listen to the natives. Educational Leadership, 63(4), 8-13.

Race, P. (2014). Making learning happen: A guide for post-compulsory education. London, UK: Sage Publications Ltd.

Sáiz, S., J., Calvo, A. L., & Ibáñez Godoy, S. J. (2009). Development of expertise in Spanish elite basketball coaches. International Journal of Sport Science, 17(5), 19-32.

Stoszkowski, J., & Collins, D. (2014). Communities of practice, social learning and networks: exploiting the social side of coach development. Sport, Education and Society, 19(6), 773-788.

doi: https://doi.org/10.1080/13573322.2012.692671

Stoszkowski, J., & Collins, D. (2015). Sources, topics and use of knowledge by coaches. Journal of Sports Sciences, 34(9), 794-802.

doi: https://doi.org/10.1080/02640414.2015.1072279

Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

Trudel, P., & Gilbert, W. (2006). Coaching and coach education. In D. Kirk, D. Macdonald & M. O’Sullivan (Eds.), Handbook of research in physical education (pp. 516-539). London: Sage.

doi: https://doi.org/10.4135/9781848608009.n29

Downloads

Published

2017-06-12

Issue

Vol. 5 No. 3 (2017)

Section

On the Horizon

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.