The Coaching Conversation: Connecting the Classroom and Community

Abstract

Teaching and learning in higher education are complex and can be embedded within powerful
social learning opportunities for students and the community. Taking advantage of community
connections, student learning can be inspiring, empowering, and create new ways of thinking,
practicing, and contributing to their communities. Likewise, quality sport coach education
enables coaches to think of past, current, and future practices, and provides personalized
approaches to becoming a master at the craft of coaching. Using constructivist learning theory
in a course entitled “Principles of Coaching”, students collaboratively reflected on social
learning and networks within their local sport coaching systems and how these can promote
and stimulate ongoing learning. In this report, I share a project in which students created and
delivered the Coaching Conversation, a half day professional development opportunity for
coaches across sports in the community. I explain how principles from constructivist learning
theory situate the project wherein a) learning is viewed as development of deep understanding
of how to best select and implement strategies to support other coaches in the community; b)
there is construction of new ways of knowing and demonstrating knowledge through
facilitation skills; and c) reflection happens in and on their own learning as coaches and
students. The report outlines how high impact learning strategies can be implemented through
projects in higher education to create meaningful peer-facilitated social learning by
intentionally connecting students with a network in their community.