Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: a yearlong action-research intervention in sport education

2.50
Hdl Handle:
http://hdl.handle.net/10547/622120
Title:
Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: a yearlong action-research intervention in sport education
Authors:
Farias, Cláudio; Hastie, Peter A. ( 0000-0002-3727-6006 ) ; Mesquita, Isabel
Abstract:
Purpose: The purpose of this study was to provide a year-long examination of the scaffolding processes used by a teacher in order to support student coaches in their instructional leadership responsibilities during seasons of Sport Education. The intervention sought to enable coaches to conduct problem-solving activities and instructional interactions that would actively involve teammates in the discovery of knowledge and construction of their own learning experiences. Method: Twenty-six seventh grade students participated in four consecutive seasons of Sport Education (Basketball, Handball, Soccer, and Volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and fact-finding. Data collection included semi-structured interviews with teams as well as exclusively with the coaches, lesson observations, and a field diary kept by the first author who assumed the role of practitioner-researcher. Results: The findings showed it was necessary to explicitly teach the coaches specific instructional strategies for constructivist peer interactions to emerge. However as coaches became increasingly self-assisted, they were able to promote activities more relevant to the learning needs of teammates. Further, the involvement of the students in taking responsibility for peer-teaching emerged late in the school year. The scaffolding process was found to be a non-linear process contingently adjusted in reference to aspects such as coaches’ mastery of processes, the complexity of the domain-specific content, and nature of the sport. Conclusions: This study gives credence to the advocacy that specific training is necessary if students are to develop the ability to engage teammates actively in learning interactions. 
Affiliation:
University of Bedfordshire; University of Auburn; University of Porto
Citation:
Farias C, Hastie PA, Mesquita I (2017) 'Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: a yearlong action-research intervention in sport education', European Physical Education Review.
Publisher:
SAGE
Journal:
European Physical Education Review
Issue Date:
13-Jan-2017
URI:
http://hdl.handle.net/10547/622120
DOI:
10.1177/1356336X16687303
Additional Links:
http://journals.sagepub.com/doi/abs/10.1177/1356336X16687303
Type:
Article
Language:
en
ISSN:
1356-336X
Appears in Collections:
Sport and physical activity

Full metadata record

DC FieldValue Language
dc.contributor.authorFarias, Cláudioen
dc.contributor.authorHastie, Peter A.en
dc.contributor.authorMesquita, Isabelen
dc.date.accessioned2017-06-05T13:19:38Z-
dc.date.available2017-06-05T13:19:38Z-
dc.date.issued2017-01-13-
dc.identifier.citationFarias C, Hastie PA, Mesquita I (2017) 'Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: a yearlong action-research intervention in sport education', European Physical Education Review.en
dc.identifier.issn1356-336X-
dc.identifier.doi10.1177/1356336X16687303-
dc.identifier.urihttp://hdl.handle.net/10547/622120-
dc.description.abstractPurpose: The purpose of this study was to provide a year-long examination of the scaffolding processes used by a teacher in order to support student coaches in their instructional leadership responsibilities during seasons of Sport Education. The intervention sought to enable coaches to conduct problem-solving activities and instructional interactions that would actively involve teammates in the discovery of knowledge and construction of their own learning experiences. Method: Twenty-six seventh grade students participated in four consecutive seasons of Sport Education (Basketball, Handball, Soccer, and Volleyball). The research involved four action-research iterative cycles of planning, acting, monitoring, and fact-finding. Data collection included semi-structured interviews with teams as well as exclusively with the coaches, lesson observations, and a field diary kept by the first author who assumed the role of practitioner-researcher. Results: The findings showed it was necessary to explicitly teach the coaches specific instructional strategies for constructivist peer interactions to emerge. However as coaches became increasingly self-assisted, they were able to promote activities more relevant to the learning needs of teammates. Further, the involvement of the students in taking responsibility for peer-teaching emerged late in the school year. The scaffolding process was found to be a non-linear process contingently adjusted in reference to aspects such as coaches’ mastery of processes, the complexity of the domain-specific content, and nature of the sport. Conclusions: This study gives credence to the advocacy that specific training is necessary if students are to develop the ability to engage teammates actively in learning interactions. en
dc.language.isoenen
dc.publisherSAGEen
dc.relation.urlhttp://journals.sagepub.com/doi/abs/10.1177/1356336X16687303en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectteacher-researcheren
dc.subjectpeer interactionsen
dc.subjectproblem-solvingen
dc.subjectfacilitatoren
dc.subjectX300 Academic studies in Educationen
dc.titleScaffolding student–coaches’ instructional leadership toward student-centred peer interactions: a yearlong action-research intervention in sport educationen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.contributor.departmentUniversity of Auburnen
dc.contributor.departmentUniversity of Portoen
dc.identifier.journalEuropean Physical Education Reviewen
dc.date.updated2017-06-05T13:07:26Z-
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