Taking advantage of a positive learning environment Professor John Lyle COACHING FUTURES sportscotland Hilton Edinburgh Airport Hotel 30th June 2016

Elaborating a positive learning environment Learning lessons from previous CDPs Confirming your role in maximising learning Interactive approach Highlight future actions Session objectives Coaching Futures June 2016

How do adults learn best? What makes learning more likely to happen? Questions Coaching Futures June 2016

Rowntree – adult characteristics impacting learning (See Open University materials) Adults have characteristics that impact on their learning Rich in experience Goal orientated Personal agendas Aware of the need for perspective (work/leisure balance) Interested in a ‘return’ for time and money invested Adult learning Coaching Futures June 2016

Knowles – self-directed learner Knowles' assumptions The need to know — adult learners need to know why they need to learn something before undertaking to learn it. Learner self-concept —adults need to be responsible for their own decisions and to be treated as capable of self-direction Role of learners' experience —adult learners have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition. Readiness to learn —adults are ready to learn those things they need to know in order to cope effectively with life situations. Orientation to learning —adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations. [based on Knowles 1990:57 ] Adults will react against any experiences in which they are not treated as adult learners Adult learning Coaching Futures June 2016

Learning Environments Race (2005) – conditions for effective learning Note that these are prescriptions gleaned from asking learners about their experiences Wanting to learn Taking ownership of the need to learn (realise that it’s relevant) Learning by doing Learning through feedback Making sense of what has been learned (to ‘know’ rather than knowledge) Verbalise orally Assessment – making judgements (test learning) Learning Environments Coaching Futures June 2016

Learning Environments How are these experiences incorporated into coach development programmes? Use them as a template. Learning Environments Coaching Futures June 2016

Learning Environments How would you characterise the learning environment you provide or provided by Coaching Futures Is learning the main goal? Is progress evident? Is each child/athlete/coach catered for? Is failure tolerated? Is there a supportive environment? Are ‘steps/stages’ identified? Are there role models / learning mentors? Are you confident that there is CONSTRUCTIVE ALIGNMENT between goals, activity, feedback and your/developer behaviour? Learning Environments Coaching Futures June 2016

Learning Environments Principles to be applied: Relevance/meaningfulness Stimulation Attractiveness Feedback loops Interactivity Progression Challenging Reflection Apply to your coaching and your learning Learning Environments Coaching Futures June 2016

Learning Practice It is important to recognise your ‘novice’ status. What are the ‘expert’ qualities you are aiming for? Learning Practice Coaching Futures June 2016

Recognition of your novice status – and what you are aiming for! Extent of planning More detailed in novice Level of contingency Higher with expert Feedback given Expert more specific and detailed Broad/narrow focus in objectives Novice expressed more broadly Evidence of ‘bigger picture’ Expert relates to longer-term Organisational focus Novice focus on ‘structure’ Perceived complexity More inter-relationships - expert Dealing with crisis Expert has fewer crises Control Novice concerned with control Needs-led relating to performance Expert relates to competition Needs-led relating to individuals Expert individualises Learning practice Coaching Futures June 2016

What is reflection? Learning practice An internal process that ‘reconsiders existing ideas in the coach’s cognitive structure’ [remember the need for verbalising] An informal and formal coach learning situation A means of ‘making sense’ of new knowledge A bridge between experience and learning, and the building of knowledge structures Learning practice Coaching Futures June 2016

Learning practice Contribution to Learning Turning experience of an event /happening/ activity/ interaction into a personalised episode Awareness of learning experiences into ‘understanding’ Knowledge ‘about’ into intrapersonal knowledge Coaching is cognitive but often ‘tacit’ – reflecting on practice helps to ‘open this up’ – self-awareness A form of reinforcement Learning practice Coaching Futures June 2016

Learning practice The process of reflection Returning to the experience Recollection Attending to cognitions Positive and negative Re-evaluating the experience Refer to intentions Assimilate into existing knowledge Reinforcement The purpose of the reflective processes in education (or from experience) might be stated as strengthening the link between the learning experience and the knowledge building that follows it. Learning practice Coaching Futures June 2016

Learning practice Mentoring Mentor as: Learning facilitator Role model Master-apprenticeship Guide  Structured(specific programmes) Unstructured Occupational/role socialisation Professional development Personal development Recognise different roles and expectations Responsive Suit experienced coaches Interactive Openness, parity Directive Novice, danger of dependence Learning practice Coaching Futures June 2016

Expertise Coaching Futures June 2016

Lessons from Development Programmes Regular mentoring is valued Social interaction valued Feedback on practice is most valued Initial stages may seem intangible – stay with it! Self-discovery and self-determination – patience, needs to be emergent More ‘informed observation of practice’ is wanted Readiness to change is vital for progress Success comes from the extent of ‘between-session’ reinforcement A clear development plan is necessary A supportive team environment makes progress more likely Take care to advance ‘technical knowledge and application’ rather than solely personal development Mentor (not just advisor) with specific follow up of workshop/practice materials Need to be challenged, progressive, absorption, reflection Lessons from Development Programmes Coaching Futures June 2016

Thank you for listening Enjoy the programme Coaching Futures June 2016