University-based coach education: the use of digital technologies to provide a learner-centered teaching
DOI:
https://doi.org/10.47197/retos.v64.105673Keywords:
Coach development, Higher education, Physical education, learningAbstract
Introduction: There is a trend in coach education programs (CEP) toward the use of learner-centered approaches, particularly in the university. Moreover, the growth of online CEP have been stimulated, in response to the technological evolution in the 21st century. However, studies that discuss the use of digital information and communication technologies (DICT) to foster learner-centered coach education approaches are rare.
Objectives: (a) to present a framework for Learner-Centered Teaching (LCT) and guidelines for the use of DICT in line with this approach; (b) to present and discuss proposals for the use of DICT that can enable a learner-centered approach in CEP, particularly for the university context.
Development: We reflect on the implications of the use of DICT to provide a learner-centered university-based CEP, by proposing seven practical principles: 1) empower teachers in terms of LCT knowledge and DICT ability; 2) provide a supportive and feedback-rich environment using different DICT; 3) provide opportunities for control and choice of DICT by student-coaches; 4) consider the student-coaches’ previous knowledge regarding the content of the course and DICT; 5) include different options for DICT in the teaching-learning process; 6) use DICT to create environments for collaboration and discussion between teacher and student-coaches; 7) evaluate the effectiveness of technology to meet the diverse and emerging needs of student-coaches.
Conclusions: For DICT be an integral part of educational changes, teachers must understand LCT principles that are embedded in technology applications. By using DICT, teachers can delivery content in a more flexible way, creating online learner-centered environments.
References
Abraham, A., Morgan, G., North, J., Muir, B., Duffy, P., Allison, W., Cale, A., & Hodgson, R. (2013, may 21-24th). Task analysis of coach developers: applications to the FA youth coach educator role [conference session]. International Conference on Naturalistic Decision Making. Available from: https://www.researchgate.net/publication/307980388_Task_Analysis_of_Coach_Developers_Applications_to_The_FA_Youth_Coach_Educator_Role.
Almeida, M. E. B. (2003). Educação a distância na internet: abordagens e contribuições dos ambientes digitais de aprendizagem. Educação e Pesquisa, 29(2), 327–340. https://www.scielo.br/j/ep/a/dSsTzcBQV95VGCf6GJbtpLy/abstract/?lang=pt
APA. (1997). Learner-Centered Psychological Principles: a framework for school reform and redesign. American Psychological Association.
Barr, R. B., & Tagg, J. (1995). From teaching to learning — a new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26. https://doi.org/10.1080/00091383.1995.10544672
Blumberg, P. (2009). Developing Learner-Centered Teaching. Jossey-Bass.
Carl, A., & Strydom, S. (2017). e-Portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables. South African Journal of Education, 37, 1-10. https://doi.org/10.15700/saje.v37n1a1250
Ciampolini, V., Milistetd, M., Brasil, V. Z., & Nascimento, J. V. do. (2019). Teaching strategies adopted in coach education programs: analysis of publications from 2009 to 2015. Journal of Physical Education, 30(1), 1–14. https://doi.org/10.4025/jphyseduc.v30i1.3006
Cifuentes, A. A. S., Ángeles, M. A. V., & Parrací, C. A. R. (2022). Formación académica permanente y experiencia de los entrenadores de rendimiento y alto rendimiento en Colombia. Retos, 46, 368–377. https://doi.org/10.47197/retos.v46.93256
Cullen, R., Harris, M., & Hill, R. (2012). The Learner-Centered Curriculum: Design and implementation. Jossey-Bass.
Culver, D. M., Werthner, P., & Trudel, P. (2019). Coach developers as ‘facilitators of learning’ in a large-scale coach education programme: one actor in a complex system. International Sport Coaching Journal, 6(3), 296–306. https://doi.org/10.1123/iscj.2018-0081
Cushion, C. J., & Townsend, R. C. (2018). Technology-enhanced learning in coaching: a review of literature. Educational Review, 71(5), 631–649. https://doi.org/10.1080/00131911.2018.1457010
Dohme, L., Rankin-Wright, A. J., & Lara-Bercial, S. (2019). Beyond knowledge transfer: the role of coach developers as motivators for lifelong learning. International Sport Coaching Journal, 6(3), 317–328. https://doi.org/10.1123/iscj.2019-0034
Dray, K., & Howells, K. (2019). Exploring the use of e-portfolios in higher education coaching programs. International Sport Coaching Journal, 6(3), 359–365. https://doi.org/10.1123/iscj.2018-0082
Driska, A. P., & Gould, D. R. (2014). Evaluating a problem-based group learning strategy for online, graduate-level coach education. Kinesiology Review, 3(4), 227–234. https://doi.org/10.1123/kr.2014-0061
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1339
Galatti, L., dos Santos, Y. Y. S., & Korsakas, P. (2019). A Coach developers’ narrative on scaffolding a learner-centred coaching course in Brazil. International Sport Coaching Journal, 6(3), 339–348. https://doi.org/10.1123/iscj.2018-0084
Hanewicz, C., Platt, A., & Arendt, A. (2017). Creating a learner-centered teaching environment using student choice in assignments. Distance Education, 38(3), 273–287. https://doi.org/10.1080/01587919.2017.1369349
ICCE. (2016). ICCE Standards for Higher Education Bachelor Coaching Degree Programmes. https://www.icce.ws/_assets/files/icds-draft-4-final-november-23.pdf
ICCE, ASOIF, & LMU. (2014). International Coach Developer Framework v1.1. International Council for Coaching Excellence.
Jarvis, P. (2009). The Routledge International Handbook of Lifelong Learning. Routledge. https://doi.org/10.4324/9781315638461
Jones, R., Fonseca, J., De Martin Silva, L., Davies, G., Morgan, K., & Mesquita, I. (2014). The promise and problems of video diaries: building on current research. Qualitative Research in Sport, Exercise and Health, 7(3), 395–410. https://doi.org/10.1080/2159676X.2014.938687
Jones, R. L. (2006). The Sports Coach as Educator. Routledge. https://doi.org/10.4324/9780203020074
Jones, R. L., & Turner, P. (2006). Teaching coaches to coach holistically: can problem-based learning (pbl) help? Physical Education & Sport Pedagogy, 11(2), 181–202. https://doi.org/10.1080/17408980600708429
Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26(5), 332–343. https://doi.org/10.1111/j.1365-2729.2010.00371.x
Kennedy, G., Judd, T. S., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122. https://doi.org/10.14742/ajet.1233
Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267–286. https://doi.org/10.1080/02602930500352816
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
López, M. G., Jaenes, S. J. C., Vázquez C. E., & López M. E. (2019). Formación permanente y necesidades de formación de los entrenadores de rugby en Andalucía. Retos, 36, 115–120. https://doi.org/10.47197/retos.v36i36.66815
Mallett, C. J., Rynne, S. B., & Dickens, S. (2013). Developing high performance coaching craft through work and study. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge Handbook of Sports Coaching (Vol.1, pp. 463–475). Routledge. https://doi.org/10.4324/9780203132623
Mccarthy, L., & Stoszkowski, J. (2018). A heutagogical approach to coach education : what worked for one particular learner, how and why ? Journal of Qualitative Research in Sports Studies, 12(1), 317–336.
Mccombs, B. L. (2015). Learner-centered online instruction. New Directions for Teaching and Learning, 2015(144), 57–71. https://doi.org/10.1002/tl.20163
McCombs, B. L. (1997). Self-assessment and reflection: ools for promoting teacher changes toward learner-centered practices. NASSPT Bulletin, 81(587), 1–14. https://doi.org/10.1177/019263659708158702
McCombs, & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582–1600. https://doi.org/10.1111/j.1467-9620.2005.00534.x
McQuade, S., & Nash, C. (2015). The role of the coach developer in supporting and guiding coach learning. International Sport Coaching Journal, 2(3), 339–346. https://doi.org/10.1123/iscj.2015-0059
Mead, S., Spencer, K., & Kidman, L. (2016). Video self-reflection and coach development in New Zealand. Asia-Pacific Journal of Health, Sport and Physical Education, 7(2), 139–156. https://doi.org/10.1080/18377122.2016.1196113
Meyer, K. A (2014). Student engagement in online learning: what works and why. ASHE Higher Education Report, 40(6), 1–114. https://doi.org/10.1002/aehe.20018
Milistetd, M., Salles, W. das N., Backes, A. F., Mesquita, I., & Nascimento, J. V. do. (2019a). Learner-centered teaching in a university-based coach education: first attempts through action research inquiry. International Journal of Sports Science & Coaching, 14(3), 294–309. https://doi.org/10.1177/1747954119842957
Milistetd, M., Salles, W. das N., Trudel, P., & Paquette, K. (2019b). Making Direct Teaching more Learner-Centered in University-Based Coach Education Courses. In B. Callary & B. Gearity (Eds.), Coach Education and Development in Sport (1st ed., pp. 7–19). Routledge. https://doi.org/10.4324/9780429351037-2
Milistetd, M., Trudel, P., Rynne, S., Mesquita, I. M. R., & do Nascimento, J. V. (2018). The learner-centred status of a Brazilian university coach education program. International Sport Coaching Journal, 5(2), 105–115. https://doi.org/10.1123/iscj.2017-0075
Moreira, D., & Barros, D. (2020). Orientações práticas para a comunicação síncrona e assíncrona em contextos educativos digitais. Repositório aberto da Universidade de Alberta, 10. http://hdl.handle.net/10400.2/9661
Morgan, K., Jones, R. L., Gilbourne, D., & Llewellyn, D. (2013). Changing the face of coach education: using ethno-drama to depict lived realities. Physical Education & Sport Pedagogy, 18(5), 520–533. https://doi.org/10.1080/17408989.2012.690863
Nelson, L., Cushion, C., & Potrac, P. (2013). Enhancing the provision of coach education: the recommendations of UK coaching practitioners. Physical Education & Sport Pedagogy, 18(2), 204–218. https://doi.org/10.1080/17408989.2011.649725
Paquette, K., Hussain, A., Trudel, P., & Camiré, M. (2014). A Sport federation’s attempt to restructure a coach education program using constructivist principles. International Sport Coaching Journal, 1(2), 75–85. https://doi.org/10.1123/iscj.2013-0006
Paquette, K., & Trudel, P. (2018a). The evolution and learner-centered status of a coach education program. International Sport Coaching Journal, 5(1), 24–36. https://doi.org/10.1123/iscj.2017-0038
Paquette, K., & Trudel, P. (2018b). Learner-centered coach education: practical recommendations for coach development administrators. International Sport Coaching Journal, 5(2), 169–175. https://doi.org/10.1123/iscj.2017-0084
Perea Rodríguez, R. L., & Abello Avila, C. M. (2022). Competencias digitales en estudiantes y docentes universitarios del área de la educación física y el deporte. Retos, 43, 1065–1072. https://doi.org/10.47197/retos.v43i0.86401
Roberts, S. J., & Ryrie, A. (2014). Socratic case-method teaching in sports coach education: reflections of students and course tutors. Sport, Education and Society, 19(1), 63–79. https://doi.org/10.1080/13573322.2011.632626
Santos, Y. Y. S., Palma, B. P, McCarthy, L., Casline, L. S., Cardoso, C., & Rafaela Galatti , L. (2023a). University-based coach education: the e-portfolio as a formative assessment tool of student-coaches’ learning. International Sport Coaching Journal, 11(3), 414-424. https://doi.org/10.22456/1982-8918.127202
Santos, Y. Y. S., Culver, D., & Rafaela Galatti, L. (2023b). Formação de treinadores(as) no contexto universitário: a complexidade da apropriação e do desenvolvimento do ensino centrado no(a) aprendiz. Movimento, 29, e29042. https://doi.org/10.22456/1982-8918.127202
Salles, W. das N. (2019). Desenvolvimento do ensino centrado no aprendiz: estratégias, percepções e implicações à formação inicial universitária em Educação Física [Doctoral dissertation, Universidade Federal de Santa Catarina]. https://repositorio.ufsc.br/handle/123456789/206422
Seifu, K. (2020). Determinants of information and communication technology integration in teaching-learning process at Aksum University. Cogent Education, 7(1), 1824577. https://doi.org/10.1080/2331186X.2020.1824577
Setiawan, I. (2024). Implementación de programas de desarrollo profesional docente en línea: perspectivas de los docentes de educación física. Retos, 57, 445–454. https://doi.org/10.47197/retos.v57.105406
Stoszkowski, J., & Collins, D. (2017). Nirvana or never-never land: does heutagogy have a place in coach development? International Sport Coaching Journal, 4(3), 353–358. https://doi.org/10.1123/iscj.2017-0001
Stoszkowski, J., & McCarthy, L. (2018). “Who wouldn’t want to take charge of their learning?” Student views on learner autonomy, self-determination and motivation. Journal of Perspectives in Applied Academic Practice, 6(2), 104–107. https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/330
Stoszkowski, J., McCarthy, L., & Fonseca, J. (2017). Online peer mentoring and collaborative reflection: a cross-institutional project in sports coaching. Journal of Perspectives in Applied Academic Practice, 5(3), 118–121. https://doi.org/10.14297/jpaap.v5i3.289
Trudel, P., Culver, D., & Richard, J.-P. (2016). Peter Jarvis: Lifelong Coach Learning. In L. Nelson, R. Groom, & P. Potrac (Eds.), Learning in Sport Coaching: Theory and Application (1st ed., pp. 202–214). Routledge.
Trudel, P., Culver, D., & Werthner, P. (2013). Looking at Coach Development from the Coach-Learner’s Perspective. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge Handbook of Sports Coaching (1 st ed., pp. 375–387). Routledge.
Trudel, P., Milistetd, M., & Culver, D. M. (2020). What the empirical studies on sport coach education programs in higher education have to reveal: a review. International Sport Coaching Journal, 7(1), 61–73. https://doi.org/10.1123/iscj.2019-0037
Turner, D., & Nelson, L. (2009). Graduate perceptions of a UK university-based coach education programme, and impacts on development and employability. International Journal of Coaching Science, 3(2), 3–28.
Weimer, M. (2013). Learner-Centered Teaching: Five Keys Changes to Practice. Jossey-Bass.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Yura Yuka Sato dos Santos, Heitor de Andrade Rodrigues, Andrea Woodburn, Diane M. Culver, Larissa Rafaela Galatti
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
