Gene Schembri – Page 2

An inconvenient proposition about learning: IT’S OK to TELL PEOPLE STUFF

The push – pull continuum

A pillar of many coach developer courses is the PUSH – PULL continuum – a way of characterising a range of different teaching approaches1. A similar idea is the TELL – ASK continuum. An Australian Sports Commission video 2 about the TELL – ASK continuum can be accessed HERE.

Pushing or telling is characterised as a traditional information-driven approach where the teacher curates, translates and communicates information (3). The responsibility for learning resides with the learner (athlete or coach).

In a learner-centred approach, learner and teacher work together. The teacher engineers an environment to promote learning. The emphasis is squarely on learning. High-level questions help to make thinking visible and make sense of learning. They help the learner to connect to prior knowledge and cluster new knowledge into larger concepts. Student explanations provide a similar role.

An additional potential advantage to the push-pull approach is that it reminds the CD or coach that they will need to adapt their teaching to the context and the needs of the learners.

Push – Pull Limitations

The push-pull or tell-ask concepts are useful provided it is understood that there is no right or wrong teaching approach that can be explained by the idea of a push-pull continuum. It is also important to not see push-pull as binaries. They are simply teaching approaches to be used in a flexible way along with other teaching strategies.

• Pushing or telling are imprecise terms often confused with the idea of someone talking for 40 minutes or more while the audience remains passive – possibly asleep (didactic lecturing). A didactic approach is not the same as explicit or direct teaching.
• Explicit (or direct) teaching includes some telling but in the context of setting clear learning intentions, indicating what ‘good looks like’, modelling, checking for understanding, guiding the practice and so on.
• The push-pull continuum is a useful reminder that different learning situations require solutions that are relevant to the moment. However, push-pull is not a precise guide for telling you when to push or pull. For example, it is not useful to say that pushing should never be used with an expert learner or an exploratory learning strategy or questioning approach should never be used with a novice learner.
• Push-pull is also not a useful tool for categorising different teaching roles such as instructor, teacher, facilitator, mentor etc. What these titles mean is arbitrary and imprecise and assumes that the roles can be accurately placed on the push-pull continuum. They can’t.

Addressing the limitations

Push – Pull shows us that there are different ways a coach or CD can offer guidance to a learner. The type of guidance offered depends on the context and the learner. The push – pull continuum is limited in informing us of the choices available for guidance. It is difficult to match a point on the push – pull continuum with a learner’s needs and use that to prescribe how much pushing, pulling or something else should be done.

In an earlier post, we looked at the Gradual Release of Responsibility model (GRR) – (ref 4) summarised by the graphic below. The graphic conveys the multiple ways a teacher and learner can work together. Guidance fades from top to bottom. GRR is not meant to convey a linear process – the amount of guidance may fluctuate depending on the circumstance.

A complementary approach to managing instructional guidance is to base the guidance on the following three factors shown in the graphic and explained below. The three factors help in the choice of the optimal guidance for different contexts.

• The TASK. Is the focus on surface knowledge such as knowing the three energy systems or knowing what emotional intelligence means? Or is it about the deep knowledge that is required to apply knowledge and skills and solve problems.

• The LEVEL of LEARNER EXPERTISE. What prior knowledge and skills does the learner possess?

• The INSTRUCTIONAL GOAL. This is an important factor in deciding whether there should be no guidance or minimal guidance versus a high level of guidance as in explicit instruction. Two instructional goals have been identified:

o Pre-instructional goals. Priming the learner for what is to come. Activating prior learning. Identifying knowledge gaps. Motivating the learner.
o Problem solving. For this goal, the aim is to enhance problem solving skills so the learner can apply knowledge and transfer it to new and unfamiliar situations. This requires the acquisition of more comprehensive mental models.

Slava Kalyuga (5) has developed the idea of these three factors as a basis for managing instructional guidance in an article in an open access book, In Their Own Words. The e-book is available here and is highly recommended. See page 122 for Slava’s informative article.

Whether instructor, teacher, or mentor, these three factors come into play. A word of caution though. Coaching is complex with many ‘moving parts’. Any prescriptive advice should be tempered with the coach’s (or CD’s) own judgement. This may mean doing something that doesn’t neatly fit a ‘textbook prescription’.

Take outs

• The Push – Pull continuum is shorthand for indicating there are different ways to offer guidance to learners.
• Implicit in the idea is that more pulling or asking is better because it is consistent with the idea of a more learner-centred approach to teaching.

• Use push – pull as a reminder to employ a variety of teaching/coaching approaches.

• Avoid black and white binary labelling. Pushing or telling can mean many things and can serve many useful purposes. At the wrong time or if overused, pushing can be counterproductive. Pulling or asking, likewise comes in many forms. There are pros and cons for this strategy too.

• Rather than putting teachers and learners into categories, understanding how to best manage guidance is a more productive approach.

• More and more emphasis in coaching and coach development is being placed on learner-centred approaches. More asking. More learner-voice. Opportunities for more learner choice when working with learners (coaches or athletes). These are aimed at producing greater learner independence and autonomy.

• There is no right way to teach or coach. What works in the researcher’s laboratory might not work in your ‘laboratory’ of the real world. This calls for understanding and empathy for different points of view and teaching/coaching styles. This idea is developed in an excellent podcast on The Sport Pysch Show (6).

• Avoid putting labels on teachers/coaches and learners or putting them on a continuum. A more useful approach starts with the learner’s needs and asking the following questions:

o What is the learning intention and what does ‘good’ look like?

o Is the learner a novice or an expert on the task at hand? What is their prior achievement?

o What is the nature of the task? (Task complexity – high or low or in between)

o What is the instructional goal – to prime and motivate prior to deeper learning or is it to develop problem solving skills?

Asking these questions is a reminder that CDs and coaches may play multiple roles ranging from providing explicit instruction, to being a mentor or supportive friend.

Context as always is important. Remember, it too can vary.

The coach or CD’s ‘override’ button is to be used when gut feeling indicates the learner may need something that fits the moment better than a more prescriptive approach.

Editors: Lawrie Woodman, Andrea Woodburn and Melanie Schembri-Waite.

References

Crisfield, P., Bales, J. (2024). International Coach Developer Framework, International Council for Coaching Excellence. Page 42.
Australian Sports Commission. Supporting Others Video Series.
Chew, S., (2023). The Culture of Teaching We Have Versus the Culture of Teaching We Need. In In Their Own Words (What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting. Division 2, American Psychological Association. Page 32.
Fisher, D. Effective Use of the Gradual Release of Responsibility Model.
Kalyuga, Slava. (2023). Task Complexity, Learner Expertise, and Instructional Goals in Managing Instructional Guidance. In In Their Own Words. Page 122-131. (See reference #3 above for access).
Cushion, C., Harvey, S. Cope, E. Sport Psych Show, Episode #227. (2023). A Flexible Approach to Coaching. Highly recommended for its common sense to approach to how learning works and its relevance to coaching.

Explicit instruction

Coach Developer Profile

Lawrie Woodman

Lawrie has been at the forefront of coach development in Australia. He played a major role in the roll out of the internationally recognised National Coaching Accreditation Scheme (NCAS).

As director of the Australian Coaching Council, Lawrie saw the implementation of major programs to assist NSOs in their development. These included: coaching athletes with a disability, the national officiating program, a coach scholarship program for emerging performance coaches, and elite coach conferences.

In 1994, Lawrie drove a year of coach recognition and celebration with the Year of the Coach initiative.

A hallmark of Lawrie’s directorship was the provision of a high level of support to NSOs in all facets of the design and delivery of courses.

CURRENT ROLE

Freelance coach developer mentoring some individual community coaches. Chair of the Australian Coaching Council.

Experience relevant to coach development

50 years as a teacher, coach and coach educator, including 35 years developing and delivering national level coaching development programs. Formal positions included Director of the Australian Coaching Council, Performance Coordinator at the AIS, High Performance Manager at Athletics Australia and Coaching Manager at the Australian Football League.

Awarded an OAM in 2021 for services to sport coaching and development.

PERSONAL PHILOSOPHY

I am a physical educator by profession and an experienced teacher. My philosophy can be summed up as working to inspire lifelong enjoyment of sport and physical activity. Coaches, and the way they deliver sport experiences, are the main influencers of that outcome.

Developing and delivering appropriate coach education and development is therefore crucial.

BELIEFS ABOUT COACHING

Coaching is a combination of connected endeavours, including:

Preparing athletes/participants for competition. Helping people get better. Creating a learning environment to assist people to improve and master the skills and tactics of their sport.
The quality of the participants’ experiences is directly dependent on the quality of coaching.
The coach is the shop front of a sport. Providing a positive experience is critical so participants will come back – next practice session, next week, next season.
Coaches are very influential in the quality of the club environment, determining whether it is a welcoming, enjoyable, learning environment – “A place where people want to be.”

“The coach is the shop front of a sport.

THE KEYS TO SUCCESSFUL COACHING

Forming relationships and teaching.
Understanding motivations:

Your own motivation – why are you coaching?
Knowing your athletes’ motivations for participating – why are they here?”. Then meeting their motivations (and your own). This will include fun and enjoyment, mastery of skills, social – being with others and a feeling of belonging, competition, and success.

Teaching – utilising a structured coaching process to deliver your craft – planning, goal setting, implementation, observation, analysis, feedback, and review.
Patience and resilience.
Curiosity – being a long-term active learner, evidence seeker, and getting better.
Values and beliefs – standing for something

TAKING COACH DEVELOPMENT TO THE NEXT LEVEL

The underlying theme is assisting people to become better coaches – ensuring they have up-to-date coaching skills.

There is a wide “matrix” of learning and development opportunities available at all levels today. Coach development can be much more individualised. Attending courses, either face to face or on-line, provided by sporting organisations and other educational agencies, and gaining formal qualifications will remain a major element. Seeking out on-going development opportunities is crucial to continued improvement.

The starting point for a coach development program is the coach knowing where they want to get to as a coach and understanding their starting point – “Where are you now?” What do they believe they need to bridge the gap? What is their next step? This where coach developers can play a crucial role in helping the coach with these questions and facilitating an environment which assists them along the way.

Continuous reflection on their coaching activities and progress with a view to ongoing improvement is a key to progress. Like athletic performance, this will not be a linear experience.

Ongoing coach support at club or association level will be a critical factor of future effectiveness. This can be delivered in different ways – mentors, coach developers, club development programs with components that include the coaches. Clubs may rely on their coaches to deliver expected major outcomes of these programs to their athletes.

TOP TIPS FOR COACH DEVELOPERS

Coach Development has a lot in common with coaching – “coaching the coaches”. Many of methods and skills used by coach developers will be the same as those used in effective coaching.
It starts with the qualities of being persistently curious and an active learner. The first step is to get involved – gaining experience; practicing coach development.
Seek out formal and informal opportunities to deliver coach development activities, including presenting at courses within sporting organisations, clubs and leagues.
Start building relationship with coaches you are working with and determine what they are expecting from the relationship. Initially offer what the coach is seeking and then broaden their mindset to explore other elements.
Facilitate the implementation of a community of practice with other coach developers to share ideas, provide motivation and offer support. Do something similar with the coaches you are developing.

Lawrie Woodman

Assessment FAQs – Part 2

IS RELIABILITY THE SAME AS VALIDITY?

Assessment involves trade-offs no matter how you cut the cake. More reliability and less validity. More validity and less reliability.

ASSESSMENT: The big RELIABILITY – VALIDITY trade-off

It’s common to hear definitions of reliability and validity (see graphic above) when discussing assessment. Most times they leave me thinking, Well, so what! What are the implications of this?

Not familiar with the terms? Have a look at this.

So, let’s dig a little deeper. What does it mean for the coach developer and how we go about assessment?

All assessment involves trade-offs (1,2). Too much time on summative assessments (3) robs the coach of practice time. If we assess one area of a course, we forgo the opportunity to assess another area in more depth. Aim for a more rigorous assessment and there is a danger of making it all too complicated and time consuming and costly.

The nature of assessment forces the coach developer to accept a trade-off of some kind. No matter what assessment path they take. There are no solutions, only trade-offs. (1).

MENTAL MODELS TO THE RESCUE

Given this dilemma (only trade-offs available), it’s important that we revisit our mental models (MM) that underpin coach learning. These models are based on the observations, beliefs, and values we have about the kind of learning experiences and outcomes for our coaches.

For example, our mental models might be underpinned by:

A desire for simplicity
An understanding of how volunteers would like to receive their training and their attitude towards being assessed.
A consideration of whether summative assessments add value for particular groups of coaches.
The time available and the suitability of the CD workforce.
The opportunity cost of one method over another. Where do we focus to get the biggest bang for the buck?
Beliefs about the importance of coaches learning in a practical context with an emphasis on ‘whole coaching’.

A theme running through these points is summed up by the saying: Don’t let the perfect be the enemy of the good. Be open to balancing competing forces regarding the choice of assessment.
The mental models you choose might be underpinned by different assumptions, beliefs, and values to those in the example above. Particularly as you take your context into consideration.

What would you include in your list of MM attributes?

THE TENSION BETWEEN RELIABILITY & VALIDITY

The graphic below draws together some of the ideas outlined above.

Multiple combinations of reliability and validity are possible. In the graphic all four arrows are within striking distance of the bull’s eye. That is, relatively high validity. But notice the spread is broad, leading to relatively low reliability.

“The key thing in assessment is being clear about why you are assessing, what conclusions you want to draw and how well the evidence supports the conclusions.” Dylan Wiliam

TAKE OUTS

Reliability is a pre-requisite of validity.
There is always a tension between reliability and validity.
Trade-offs between the two are commonplace.
More reliability is not necessarily better!
There is no such thing as a valid assessment task. Validity is a property of inferences based on the assessment outcomes, just as a picture cannot tell the whole story of an event. (2)
A lot of what we do in coach development involves outcomes that are not specific, measurable, or easily observable.
Coaching is a people business, and this calls for CDs and coaches to exercise their professional judgement. This often means making judgements by stepping back to look at the big picture – as ‘fuzzy’ as it may be.
The context and prior achievements of the coaches will determine the type of assessment adopted.
In some instances (e.g., volunteers, advanced coaches), the assessment might be embedded (3) into the learning with no formal summative assessments.

References

Christodoulou, Daisy. (2024) Designing the Perfect Assessment System, Part 3, The are no solutions, only trade-offs. The expression was originally used by the writer and critic Thomas Sowell. Daisy’s article is available here.
Wiliam, Dylan. (2020) How to Think About Assessment, in Donarski, Sarah, and Bennett, Tom, Assessment: An Evidence-Informed Guide for Teachers, John Catt.
Northern Illinois University, Formative and Summative Assessment. Available here.
Bjerede, Marie (2015). Embedded Formative Assessment: Tests without Stress. Available here.

Acknowledgments: Thanks to reviewers Lawrie Woodman, Andrea Woodburn, Melanie Schembri Waite, and Dawn Ho.

Part 2 Reliability Validity

Coach Developer Profile

Les Bee

Les Bee is a “semi-retired” coach and coach developer who enjoys supporting coaches at all levels. He has over 45 years coaching experience and 30 plus years as a coach developer, primarily involved in football (the round ball game).

He has been influential over several decades in promoting a games-based approach for athlete learning. Les has run numerous games-coaching workshops all over the country and internationally as well as developing a number of resources.

In recent years Les has been at the cutting edge of support-in-practice initiatives whereby more experienced coaches, after some training, volunteer their time to support newbie coaches on the job.

The role of parents in contributing to positive participant outcomes has been a mission of Les’s for some time.

Les has a great ability to take multiple ideas and cut through to the essentials.

HOW DID YOU GET INTO THE CD ROLE?

I was ‘volunteered’ to go on a coaching course by my coach and the club president. The experience was enjoyable, and it was the start of a long learning journey.

I was very fortunate to get a role that allowed me to observe, engage and be challenged by coaches from a wide range of sports.

I was predominantly involved with team sports, but also gained much from exposure to quality coaches from individual sports.

PHILOSOPHY

Be open minded and flexible, try anything that you feel may work with players/athletes.

Be prepared to modify or adjust according to their responses as I believe it is important that players appreciate their efforts, as some physical requirements may be stressful and challenging at the time.

Remember it is their game/activity and therefore they must be at the centre of their
development. Provide an environment that allows and encourages the player to learn through experience and reflection (either through self-reflection or in conjunction with their coach).

Coach development should provide a range of coaching approaches to support them in the delivery of appropriate sessions for the athlete’s development. A course is only the starting point of their journey and further support and opportunities for learning are required.

BEST PARTS ABOUT THE ROLE

I enjoy seeing players and coaches develop and it is rewarding to observe their progress when they move to different levels or continue to enjoy their involvement. It is also very gratifying that many have kept in touch over the years.

SUPPORT FOR COACHES & COACH DEVELOPERS

The connection with coaches through courses and supporting them whilst they explore their options and philosophies.

Supporting new coach developers in their journey and encouraging them to try different approaches to see what works for them and resonates with the coaches they are working with over time.

IF YOU HAD MORE RESOURCES

Establish a support mechanism that makes it easy for coaches to identify a sounding board to help in further development or overcome challenges.

Establish a local association/club contact for this purpose; State and National level support seems to be too distant to have an ongoing impact.

Whilst technology can assist, I believe coaching is an interpersonal activity and requires personal contact between coach developers/mentors and coaches, that reinforces the desired coaching behaviours.

This should also include engaging with parents to ensure all are on the same page in supporting the athlete’s participation.

HIGHLIGHTS AND CHALLENGES

Highlights
Working with people who are open and prepared to share their thoughts, have clear values and treat others with respect and dignity regardless of their background and level they coach.

Challenges
In the past, coaching courses have tended to focus on one approach to coaching that may not resonate with some participants, there is a need for coaches to be exposed to a range of coaching methods as they further develop, this is difficult given the time constraints of a course.

Just like your driver’s licence, a one-off assessment gets you a licence, however that’s when the real learning experience begins, and there’s no “P” plates for coaches.

DO YOU HAVE A MENTOR?

I have learnt from many people from a wide range of sports and like industries so believe I have many mentors. I stay in touch with people who are happy to share their experiences and thoughts.

I have benefitted from three close friendships/mentors from my own sport and three from other sports and one from an officiating background, all are prepared to share thoughts and be a critical friend.

MY TOP 5 COACH DEV TIPS

Seek information and ideas from all areas, sport, education, business etc.
Explore and experiment with the different approaches to coaching and coach development.
Provide learning environments for coaches where they learn not to ‘over coach’.
Be comfortable to make mistakes, reflected experience can be extremely valuable.
Remember “It’s about the person, first and foremost”.

Above all, “Be yourself.”

Les Bee

Books of Interest

Books to spark your interest

Mixed in with books about coaching, coach development and learning in general, you’ll find books on the impact of smart phones on growing children, reflections on how science works, an introduction to the science of memory, another about outsmarting your brain, and a book on the power of knowing what you don’t know.

Rocket science is easy compared with coaching. Hopefully the books listed here reflect some of the diverse areas of knowledge that have an impact on coaching and coach development. Coaching is often about the ‘one percenters’.

In the grid below you will see my reads for 2024. I hope some of these books may spark your interest.
Full disclosure – I read the majority of these cover to cover. A few I dipped into and will continue to do so. Here they are. Click on a book cover to take you to a short review.

McCarthy, Liam (Ed.) (2025). Sport Coach Education. Development, and Assessment, Routledge, London
The book integrates ideas about assessment along within the broader context of developing coaches. While not providing any gold standard, or best practice for design, many ideas are provided to stimulate thought through the foundation chapters which are followed by examples from around the world.

One paragraph header in Liam’s second chapter made me sit up straight: Implications for Coach Education and Development Programmes: If Assessment Is Learning, Then What?
This reconceptualising of assessment builds a bridge between two aspects of preparing coaches: learning/development and assessment.

Full disclosure, I am a co-author of a chapter along with Andrea Woodburn (lead author).

Sahlberg, Pasi; Doyle, William. (2019). Let the Children Play. (How More Play Will Save Our Schools and Help Children Thrive), Oxford University Press.
Pasi Sahlberg originally from Finland lives in Australia. He was a major shaper of the world-renowned Finnish education system.

This book is a world round-up of playful learning and a reminder to us in sport to never forget the importance of providing opportunities for children to play.

The call for “better education and not more of it”, is something we as CDs should keep in our sights.

Genova, Lisa. (2021). Remember (The Science of Memory and the Art of Forgetting), Simon and Schuster.

For CDs looking for a readable introduction to how memories are formed, and learning happens, this book is highly recommended.

Cognitive science is playing an increasingly important role in education. This is an area that needs more attention in coach learning and development.

Duhigg, Charles. (2024). Supercommunicators (How to Unlock the Secret Language of Connection), Cornerstone Press.

Charles Duhigg over the course of the book builds a model of communication based on four rules:

1. Pay attention to what kind of conversation is occurring; 2. Share your goals, and ask what others are seeking; 3. Ask about others’ feelings and share your own; 4. Explore if identities are important to this discussion (identities are the various facets of the lives of the people communicating).

Just providing this list doesn’t do justice to the book. Each point is further expanded and enriched with supporting anecdotes and stories – some of them to do with very difficult conversations.

Chrisfield, Penny. (2019). Supporting Coaches in Practice Handbook, in conjunction with the International Council for Coaching Excellence.
Starting with information on learning, the Handbook moves to make the case for post-program support where real behavioural change is derived from practice in authentic situations.

“Learning can be accelerated if coaches learn to be effective reflectors, and if their reflections can be heightened through skilful questioning and high-quality feedback.” The Handbook provides practical advice for implementing these ‘accelerators’ of learning.

The Handbook is available here.

Kirschner, Paul A., Hendrick, Carl; Heal, Jim. (2022). How Teaching Happens, (Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice, A David Fulton Book.

What’s advertised on the cover is what you get! Thirty seminal articles are looked at each with a one-line encapsulation, a quote followed by why readers should read the article and then an abstract. Detail follows and each chapter wraps with conclusions, takeaways, and references.

Chapter 11 overviewing Barak Rosenshine’s case for explicit instruction is a must read, as is the chapter on Robert Bjork’s case for desirable difficulties in teaching. Sorry, one more: I have to mention chapter 28 on Richard Anderson’s proposition: Don’t Ask Questions That Don’t Require Understanding to Answer.

Pill, Shane; SueSee, Brendan; Rankin, Joss; Hewitt, Mitch. (2022). The Spectrum of Sport Coaching Styles, Routledge New York, and London.

Muska Mosston and Sara Ashworth in 2008 published Teaching Physical Education (TPE) available here.

TPE categorises teaching styles into two broad categories: teacher-centred and learner-centred approaches.

With a much greater focus in current coaching and coach development on learner-centred teaching / coaching, the spectrum of styles provides a useful framework for choosing a teaching style according to the degree to which learners are given responsibility for their own learning.

The authors have built on the original work of Mosston and Ashworth to explain the 11 styles in a sports coaching context.

Reynaud, Cecile. (Ed.) (2023). Winning Ways of Winning Coaches. Human Kinetics.

Cecile Reynaud, the editor of this collection, has a distinguished record as a volleyball coach. The twenty elite coaches featured are from the USA (majority), Canada and Australia. The contributions are grouped under three broad headings: coaching career path, program development and management, and athlete engagement and growth. Many (if not most) of the insights are relevant to anyone coaching at the elite level.

It might be my Aussie bias, but I thought netball coach Roselee Jencke’s chapter, Managing Yourself with its emphasis on elite coaches looking after themselves was a point that can’t be stressed too often.

Softball coach Lonni Alameda in the last chapter gives us a useful way to think about winning. She writes: “If players had identified winning as a core value, we would have had a problem. I’m more about the process than the outcome.” So, while coach Alameda talks to her athletes about winning, it is creating a winning culture that is most important.

For many insights across a broad range of issues faced by all elite coaches, this is a good read.

Grant, Adam. (2021). Think Again. Penguin Random House UK.

This book resonates with some of the messages in Al-Khalili’ book on science reviewed in this post. Adam Grant wants us to think about the importance of rethinking and unlearning in a world of rapid change. Mental flexibility, humility, and curiosity trump fixed views. Keeping an open mind is very important, teachable and perhaps a little uncomfortable when we arrive.

Grant describes three archetypes (ways of thinking and communicating with others). There are the preachers, the prosecutors, and the politicians. These stand in stark contrast to the way scientists view the world. He encourages us to think more like scientists. An important message for coaches.

The three-part framework for the book is 1. individual rethinking, 2. interpersonal rethinking and 3. collective rethinking. Some useful messages for coaches and CDs who at their best are always ‘rethinking’.

Rollnick, Stephen; Fader, Jonathan; Breckon, Jeff; Moyers, Teresa B. (2021). Coaching Athletes to Be Their Best (Motivational Interviewing in Sports), The Guildford Press, NY London.

Let’s start with the sub-title – motivational interviewing (MI). This has its genesis in a counselling method that was originally developed in the 80s to help people with problem drinking. The premise is telling people what to do doesn’t work – even when sensitive persuasion is used.

The MI approach encourages the client, in our case the athlete (or learning coach), to “draw out athletes’ internal motivation for doing better, whether as individuals or as a team … Telling, commanding, and instructing, used exclusively, can lead to pushback, or even undermine athletes’ enthusiasm.” (p202). The mindset change is from fixing to guiding.

This is a message that resonates with a learner-centred approach to teaching.

Goodwin, Bryan; Rouleau, Kristin; et al. (2023). The New Classroom Instruction that Works (The Best Research-Based Strategies for Increasing Student Achievement). McRel International.

The title gives the impression that this is a book only for teachers working with kids in a classroom. That’s a pity. The book has much more to offer.

The authors looked at major studies that compiled evidence about what works best in learning. The book highlights strategies that were shown to be successful across seven or more studies – the benchmark for deciding whether to include the strategies in the book.

The book’s structure is based on five different aspects of learning: 1. Gaining interest and commitment, 2. Mastery of new knowledge, 3. Making sense of learning, 4. Practising and reflecting, 5. Extending and applying learning. (Which resonates with the acronym LEARNS known by many CDs).

Each area starts with readable summaries of what the research says, followed by how to strategies. Many of the strategies could be used by coach developers. I particularly liked the tips for high-level questions and learner explanations.

Busch, Bradley; Watson, Edward; Bogatchek, Ludmila. (2023). Teaching and Learning Illuminated (The Big Ideas Illustrated), Routledge, London and NY.

This book in A4 format uses two side-by-side pages for each topic. The left page summarises key points graphically. The right page provides additional information using an economical 300 or so words.

The book includes, but is not limited to, introductory ideas about cognitive science and learning. Elsewhere I have been beating the drum for a greater recognition and use of cognitive load concepts by coach developers and coaches.

Bradley Busch is a key driver behind the InnerDrive resources. I would recommend that CDs subscribe to their free blog. InnerDrive frequently releases free infographic posters on issues related to learning. These form a large repository of highly recommended summaries of key ideas in teaching and learning. This link will take you to the blog.

Al-Khalili, Jim. (2022). The Joy of Science. Princeton University Press

Science sends out invitations to falsify itself! If you can’t falsify a scientific claim, it lives for another day. “Science is a process for formulating meaningful statements, the truth of which is only verified through observational evidence.” (p100). Even then a level of uncertainty and doubt remains. Science is both tentative in nature and requires a degree of humility from its practitioners.

This is not the language or mindset of the prosecutor, the preacher, or the politician (to borrow from Adam Grant’s book reviewed with this post).

So, what’s this got to do with coach development? As it turns out, lots! Because coaching is in the business of learning (and many other things), it is important to be able to sort through and select ideas that are informed by science (where possible) and supported by appropriate field experience.

Too many ideas in coach development and coaching don’t meet the test of conforming to good evidence that is supported and corroborated by practitioners in the field.

Chrisfield, Penny; Bales, John. (2024). International Coach Developer Framework, International Council for Coaching Excellence (ICCE).

The updated ICCE CD Framework (2nd Ed) contains a wide range of information relevant to CDs. Starting with ideas about quality coaching and coach education (including the CD’s role), the Framework then looks at what CDs need to know about the important topic of learning.

Information on the assessment of coaches and CDs is provided. The perspective on assessment is influenced by a competency-based training approach with less emphasis on the role of assessment as an integral component of learning.

The Framework includes concluding remarks for each section and a call to action to promote thinking. I particularly like the numerous case studies outlining what people around the world are doing.

Kneebone, Roger. (2020). Expert (Understanding the Path to Mastery), Penguin Random House UK.

‘Kneebone’, the perfect aptronym for someone who has been a trauma surgeon, a family doctor and now an academic at Imperial College London.

At the heart of the book is the Apprenticeship Model often associated with the medieval guild system. The three stages of apprenticeship provide a road map for anyone who wants to become an expert. The stages are Apprentice > Journeyman > Master. Kneebone is keen to point out that the stages overlap, and the steps don’t follow an orderly sequence. A couple of quotes will give you a feel for how the author views experts:

“Much of what experts do is invisible, even to themselves. Being expert is about how you think and see things … it’s not simply defined by what you create.” And, “The point about being expert is not the field you are in but what you have to do to get there.”

Kneebone is a storyteller and so we meet a tailor and taxidermist (among others). He shares observations of colleagues in science and medicine, shares his own passion for music (including making his own harpsichord) and his experience as a light aircraft pilot.

This book is a delight to read and will be of interest to anyone in coaching and coach development who value continuous learning and becoming better at what they do.

Willingham, Daniel T. (2023). Outsmart Your Brain. Souvenir Press

Teachers teach and if the learner doesn’t ‘get it’, it’s the learner’s fault. The expectation is that the learner is expected to be independent – everything from knowing how to prioritise and plan to dealing with emotions and anxiety. This book is about how the teacher can work in partnership with the learner to build independence.

The book is based on the observation that we learn by “doing the mental equivalent of push-ups on our knees”. That is, we cut corners. Outsmarting our brains encourages us to do the mental exercise that feels harder but is going to bring the most benefit in the long run.

The author in his own teaching shares information about how the brain works and then teaches strategies to help students ‘outsmart their brains’. The book includes 14 short chapters addressing strategies to build ‘learn-to-learn’ skills.

Bell, Mike. (2021). The Fundamentals of Teaching (A Five-Step Model to Put Research Evidence into Practice), Routledge London and NY.
Mike Bell’s book provides practical strategies in the five areas that form the framework for the book: 1. Prior Knowledge, 2. Presenting new material, 3. Setting challenging tasks, 4. Feedback and improvement, 5. Repetition and consolidation.

Like the Goodwin et al book reviewed in this post, Bell’s book is based on picking the eyes out of respected research reviews. The author cautions against turning the strategies into a “must do” checklist.

The book provides a good primer into a brain-based explanation of the learning process. The emphasis on mastery learning ties in well with coach learning strategies that avoid completing the curriculum at any cost. There are many practical ideas here for the CD, particularly regarding the knowledge component of courses.

The use of prior knowledge quizzes and quizzes to check understanding are helpful tools for the reader, consistent with ideas espoused in the book.

Haidt, Jonathan. (2024). The Anxious Generation (How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness), Allen Lane.

Jonathan Haidt writes about a ‘tragedy in two acts’ where a phone-based childhood replaces a play-based childhood. Gen-Z (mid 90s to early 2010s) are the focus of the book.

The Anxious Generation examines in detail the impact of smart phones on the mental health of Gen-Z. This coincides with the withdrawal of opportunities for children to take risks through free play (the rise of ‘helicopter’ parenting).

By the early 2010s, smart phones were stacked with third-party apps with companies competing for eyeballs. This also coincides with the inclusion of the front-facing camera on smart phones. Armed with a powerful device and augmented by social media, young people went in search of validation and replaced a small circle of real friends with a larger number of online ‘friends’.

The result: by 2015, increased admissions of young people to psychiatric wards with depression and anxiety. And tragically, increased numbers of suicides.

What a great opportunity we have in sport for young people to make the most out of programs that challenge them and provide opportunities to make real friends.

Books

Urban Lens: Capturing the City’s Soul

This photography portfolio is a deep dive into urban landscapes, capturing the soul of the city through the lens. It features a collection of images that portray the city’s dynamic energy, architectural marvels, and the candid moments of its inhabitants. Each photograph is a narrative of the urban experience, showcasing the photographer’s ability to find beauty in the everyday.

The collection also explores the contrast between the bustling streets and the quiet, unnoticed corners of the city. It’s a celebration of urban life, highlighting the diversity, culture, and vibrancy that make each city unique.

Sculptural Delights: Furniture Design Portfolio

This portfolio presents a series of innovative furniture designs that blur the lines between functionality and art. Each piece is a result of creative exploration, combining materials, forms, and textures to create furniture that is both practical and visually striking. The designs range from minimalist to complex, catering to diverse tastes and spaces.

The collection showcases the designer’s versatility and commitment to craftsmanship. Whether it’s a sleek, modern chair or an intricate, sculptural table, each design is a testament to the designer’s ability to reimagine the possibilities of furniture design.

Landscape Visions: Exploring the Natural World

This photography portfolio takes viewers on a journey through the natural world, capturing breathtaking landscapes from around the globe. Each image is a celebration of nature’s beauty, from the serene to the majestic. The photographer’s skill in composition, lighting, and perspective brings each scene to life.

The collection is not just a showcase of scenic beauty but also a reminder of the fragility of our natural environment. It encourages viewers to appreciate and protect the world’s natural wonders.

Cutting-Edge Couture: Avant-Garde Fashion Design

This portfolio features a collection of avant-garde fashion designs that challenge conventional notions of beauty and style. Each design is a work of art, pushing the limits of imagination and creativity in fashion. The designer uses a mix of unconventional materials, bold colors, and experimental silhouettes to create striking couture pieces.

experimental silhouettes to create striking couture pieces. The collection is a testament to the designer’s artistic vision and technical expertise. It invites viewers to explore the boundaries of fashion and to appreciate the artistry involved in creating avant-garde apparel.

Captivating Portraits: A Photographic Journey

This portfolio is a collection of portrait photographs that capture the essence of each subject. The photographer’s ability to connect with subjects, understanding their personalities and stories, is evident in each image. These portraits range from candid shots to carefully staged compositions, each telling its own story.

The collection showcases the photographer’s skill in using light, composition, and mood to reveal the unique character of each individual. It’s a celebration of human diversity and the art of portrait photography.