Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap

In the fields of sports coaching and higher education, there are significant implications related to the delivery and effectiveness of work-based learning (WBL), learning styles and occupational competency. Alongside this, similar claims are made throughout the academic and policy literature in bot...

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Auteur principal:	Philippe Michel Crisp
Format:	article
Langue:	EN
Publié:	Association for Learning Development in Higher Education (ALDinHE) 2018
Sujets:	Formative learning Employability Sports Coaching Experiential Learning Professionalism Incidental Learning. Theory and practice of education LB5-3640
Accès en ligne:	https://doaj.org/article/6c43cce264c349238d71f2598a60f834
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spelling	oai:doaj.org-article:6c43cce264c349238d71f2598a60f8342021-11-29T14:02:54ZCoaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap10.47408/jldhe.v0i13.4421759-667Xhttps://doaj.org/article/6c43cce264c349238d71f2598a60f8342018-05-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/442https://doaj.org/toc/1759-667X In the fields of sports coaching and higher education, there are significant implications related to the delivery and effectiveness of work-based learning (WBL), learning styles and occupational competency. Alongside this, similar claims are made throughout the academic and policy literature in both fields about the effectiveness and necessity of improving issues of skill development and employability (see SkillsActive, 2010a; SkillsActive, 2010b; Taylor and Garratt, 2010; Pegg et al., 2012). This paper therefore examines, in the context of the sports coaching industry’s relevant skills gaps, the learning experiences of a level five cohort who undertook supported coaching placements as part of a placement module. Using two focus groups (N=15 and N=13 respectively) the findings demonstrate that it is not only preferential, from the students’ perspective, to engage in WBL but that the coaching placements also helped the students meet many of the wider professional sector’s identified skills gaps. The findings also indicated that it is the student-coaches’ learning through incidental learning (unintentional, yet through the planned placements) that most significantly determined their professional competency. Philippe Michel CrispAssociation for Learning Development in Higher Education (ALDinHE)articleFormative learningEmployabilitySports CoachingExperiential LearningProfessionalismIncidental Learning.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 13 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Formative learning Employability Sports Coaching Experiential Learning Professionalism Incidental Learning. Theory and practice of education LB5-3640
spellingShingle	Formative learning Employability Sports Coaching Experiential Learning Professionalism Incidental Learning. Theory and practice of education LB5-3640 Philippe Michel Crisp Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
description	In the fields of sports coaching and higher education, there are significant implications related to the delivery and effectiveness of work-based learning (WBL), learning styles and occupational competency. Alongside this, similar claims are made throughout the academic and policy literature in both fields about the effectiveness and necessity of improving issues of skill development and employability (see SkillsActive, 2010a; SkillsActive, 2010b; Taylor and Garratt, 2010; Pegg et al., 2012). This paper therefore examines, in the context of the sports coaching industry’s relevant skills gaps, the learning experiences of a level five cohort who undertook supported coaching placements as part of a placement module. Using two focus groups (N=15 and N=13 respectively) the findings demonstrate that it is not only preferential, from the students’ perspective, to engage in WBL but that the coaching placements also helped the students meet many of the wider professional sector’s identified skills gaps. The findings also indicated that it is the student-coaches’ learning through incidental learning (unintentional, yet through the planned placements) that most significantly determined their professional competency.
format	article
author	Philippe Michel Crisp
author_facet	Philippe Michel Crisp
author_sort	Philippe Michel Crisp
title	Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
title_short	Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
title_full	Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
title_fullStr	Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
title_full_unstemmed	Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
title_sort	coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2018
url	https://doaj.org/article/6c43cce264c349238d71f2598a60f834
work_keys_str_mv	AT philippemichelcrisp coachingplacementsandincidentallearninghowreflectionandexperientiallearningcanhelpbridgetheindustryskillsgap
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Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap

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