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John Lyle 한국코칭능력개발원 2023 International Journal of Coaching Science Vol.17 No.1
The academic literature on coach education has paid scant attention to monitoring and evaluation, despite agreement on its importance and evidence of variable delivery. This paper reports on a project that adopts a programme evaluation approach to a sport’s coach education provision. Following the description of a programme evaluation model created for this purpose and a monitoring and evaluation toolkit devised to address each stage of the model, the paper reports on the feedback generated by two national governing bodies of sport in the UK that trialled the use of the toolkit. The feedback identified improvements the monitoring and evaluation materials and number of barriers to implementation. A non-prescriptive, self-administered, incremental, selective and sport-specific approach is recommended, with an emphasis on a development and improvement objective.
John Lyle 한국코칭능력개발원 2023 International Journal of Coaching Science Vol.17 No.1
The role of mentoring in sport coaching education and development has become a common feature of the associated academic literature, particularly in relation to the support given to coaches. Much less attention has been paid to the coach’s role as a mentor to her athletes. This paper draws upon the lessons learned from a mentoring initiative in which elite athletes and coaches acted as mentors to young people who had become disengaged from education and social expectations. The findings from an evaluation of the programme are considered in the context of the coach’s role. Three distinct approaches to the mentoring role are identified – external, internal-discrete, and integral. The impact on more-episodic participation may be more transitory but the coach’s support role in offering security, a sounding board, experience and expert insight to issues such as coping with success and failure, education and key lifestyle transitions form performance athletes should not be underestimated and ought to be acknowledged in coach education and development.
REGENERATIVE CITIES OF THE 21ST CENTURY
Lyle, John T. Seoul City University 1996 SEOUL metropolitan FORA 96 Vol.1996 No.-
Our cities of the late 20th century, these last declining years of the industrial era, are not sustainable. By virtually all indicators of ecological and social health, they are in a state of decline. To become sustainable, cities will have to be regenerative; that is, they must incorporate ongiong processes of self-renewal. To understand what I mean by this, consider th industrial-age cities that most o us are living in now.
John Lyle 한국코칭능력개발원 2019 International Journal of Coaching Science Vol.13 No.1
The ethical dimension of coaching practice has long proved to be a problematic issue. Obvious abuses of coaches’ practice may be easy to identify but the distinction between ethical and unethical behaviour is often less clear and not helped by an absence of consensus on the meaning of the terms. The paper examines the lessons to be learned from the academic literature in this field. Direct, indirect and consequential responsibilities are identified, and the coach’s role in establishing a moral climate is emphasised, whilst taking into account the outcome orientation of elite sport. The limitations of codes of conduct are discussed, particularly the creation of a ‘loophole’ culture, as is the role of power differentials in sexual and emotional abuse. The paper concludes that coaches should be encouraged to reflect critically on their role, and that vigilance and targeted monitoring may help to move the focus to positive rather than ‘not unethical’ behaviour.
Role models, sporting success and participation
John Lyle 한국코칭능력개발원 2013 International Journal of Coaching Science Vol.7 No.2
Increasing participation and maximising the impact of sporting success are often adduced as ancillary elements of the coach’s role. This paper reviews critically the assumptions underpinning the putative impact of sporting success, hosting major events, and sporting role models on sports participation. Role modelling can be conceptualised on a continuum from observation and minimal interaction to longer-term and more interactive mentoring relationships. Changed behaviour is more likely when the role model stimulates the observer’s attention, lasting images are created, and opportunities for reinforcement are available. Increases in participation as a direct result of sporting success and sporting role models are a secondary effect, but a more integrated and better-planned sports development strategy can enhance the likelihood of an impact. There is no robust evidence for the positive impact of sporting success or role models on sustained participation. Further attention to the coach and athlete’s role model would enhance the development of coaching as a profession.
The learning formats of coach education materials
John Lyle,Sue Jolly,Julian North 한국코칭능력개발원 2010 International Journal of Coaching Science Vol.4 No.1
This paper reports on an investigation into the design of coach education materials. At a time of significant change in coach education in the UK, it was appropriate to examine the extent to which coach education materials conform to good practice in terms of adult learning design principles and the formatting of the content. Coach education materials from Levels 1-3 of coaching awards in 5 sports were content analysed. These data were accompanied by opinions from 60 coaches and tutors, a focus group, and number of interviews. In the absence of a substantial literature on this aspect of coach education, a framework of analysis criteria was derived from the adult learning literature and prescriptions of good practice from those who had substantial experience in materials design. The framework elements (each with sub-groups of 5 to 18 items) were progression, feedback, interactivity, reflection, operation, contextualisation, summarising, attractiveness, layout & structure, and accessibility. The coach education materials were mixed in quality, and the analyses were usefully focused on two issues - presentational formatting and learning principles design (structural formatting). Overall, interactivity, reflection and feedback in the learning materials were less positive than might have been expected. The project was able to provide a valuable set of operational criteria for guiding the future production of learning materials in coach education.