The Importance Of Coachal Learning

Coombs and Ahmed (1974) defined formal learning as: 'something that has taken place in an institutionalised, chronologically graded and hierarchically structured educational system'. In a bid to improve coaching practice and knowledge many coaches partake in formally accredited coaching education programmes (Trudel et al, 2010). In fact, research suggests that coaches may enrol in a formal learning programme for other reasons such as: necessity, career satisfaction and intrinsic value or promotion (Nash and Sproule, 2012). Werthner and Trudel (2006) discussed that coaching certification is often only provided once a coach has completed a formal learning programme.

Evidently Cushion et al. (2003), highlighted that the central focus of these

The aim of the study was to combine a qualitative and quantitative approach in order to identify the various pathways in which coaches perceived as significant in formal education. Subsequently, nine coaches who participated and completed the programme evaluation of the 'leadership training program' (Vella et al, 2013) were chosen. This programme comprised of one group workshop that lasted for two hours, along with follow-up phone calls for five months post the group session. It was reported that coaches appreciated information supported by practical demonstrations with the addition of observing coaching scenarios. The coaching scenarios proved beneficial to coaches as it gave coaches the practical skills based on theoretical principles that have direct application to their coaching practice. Furthermore, Vella et al (2013) highlighted the importance of a collaborative relationship between the 'coach learner and coach educator'. With this relationship they suggested that it is necessary for the educator to facilitate practical understanding as opposed to theoretical understanding. To summarise, Vella et al (2013) established that through the supplementation of informal pathways could greatly affect the formal program. Incidentally, Erickson et al (2008) similarly found that 'coaches learn and prefer to learn from a variety of sources which combine to

Savery (2006) defined PBL as : 'instructional learner-centred approach that empowers learners to conduct research, integrate theory and practice and apply knowledge and skills to develop a viable solution to a defined problem'. Researchers have suggested that PBL is an essential element to bridging the gap between coaching theoretical principles and coaching practice (Jones and Turner, 2006). A study conducted by Jones and Turner (2006) on undergraduate students aimed to explore the impact of PBL. The significance of this study is based on the discontent expressed by coaches on the portrayal of 'unrealistic one-dimensional view of coaching' that some formal education programmes have previously adapted (Jones and Turner, 2006) . As a result of this study, many of the students highlighted how PBL allowed them to apply theoretical knowledge directly to a practical situation. Evidently this approach was employed by Vella et al. (2013) by effectively integrating examination of coaching scenarios. The research supports that through the utilisation of PBL in formal education enables coaches to understand the importance of reflection, flexibility, 'transferable knowledge' and to initiate 'lifelong learning' (Jones and Turner,