Classroom session: Energising group work with a learning framework

In his session, Douglas gets the student coaches to apply the knowledge they have just covered to a hypothetical set-play scenario. Throughout this section of the class, the coach educator utilises LEARNS, a practical learning framework encapsulating the following principles:

• Learner-centred – tailors methods to each individual’s motivation, learning preferences, pace, and skill level. Focuses on who the learners are and what they need.

• Environment – builds positive relationships and a non-intimidating, enjoyable learning climate where mistakes are welcomed and self-esteem is enhanced.

• Actively involved – encourages learners to think, apply knowledge, practice skills, and receive high-quality constructive feedback.

• Reflect – uses a range of methods to help learners make connections between new knowledge and prior experiences with the focus on applying what they learn in the future.

• New information – providing new skills and knowledge that build on each person’s experience, doing “new” things to keep sessions “new” for both the coach educator and coach.

• Stretch – challenges learners appropriately based on needs while building confidence and self-esteem.

After having introduced the DOVES principles for set plays (New Information), Douglas shows his class three clips of a team that excels in attacking corner kicks. The coach educator then challenges each group to come up with a plan for stopping this team, using the DOVES principles to structure their findings. Watch the introduction below to see how Douglas’s application of LEARNS supports session engagement.

Following an active and lively discussion of the material provided, the two groups each come up with a plan of action. In this section we see how the first group approached the task. Douglas promptly encourages reflection and challenges their thinking (two of the LEARNS principles), so coaches have to think on their feet at the same time as presenting their ideas to their classmates.

In the final section, it is the turn of Group 2 to present their strategy for dealing with the dangerous attacking corner. Again, Douglas provides his own views and encourages constructive comments from the other student coaches, which keeps them Actively Involved. After a quick recap of the session as a whole, the student coaches head off for a well-deserved coffee break before their next lesson.

This session highlighted how structured, yet flexible facilitation can engage student coaches meaningfully. Both groups demonstrated enthusiasm when challenged with relevant and realistic scenarios.

As a coach educator, consider the following take-aways:

• Design tasks that are relatable, encourage active involvement and resemble real world situations.

• Use competition and peer collaboration to enhance motivation, engagement, and teamwork.

• Step back and observe after setting up the task, allowing learners space to explore, reflect, and self-direct their learning using the framework. The key point to remember is “The brain that does the thinking, does the learning”.