I wrote previously about my introduction to learning types [1.] and how these educational activities can be mapped onto coaching activities.
Learning types are defined in Professor Diana Laurillard’s model of how students learn, the Conversational Framework (see, for example, Laurillard, D (2012), Teaching as a Design Science, Routledge), describing learning interactions between learner and teacher and between learner and peers.
Whilst working through another online course (Blended & Online Learning Design, UCL, hosted by FutureLearn), I was struck by how closely the framework itself could be applied to learning in sports coaching & player development.
Last year was almost a write-off for coaching, for me. A busy 10 weeks pre-lockdown, including a very hopeful day learning to tutor new All Stars and Dynamos Cricket Activators, but nothing else for me since early March.
I’ve not been shielding, but with my parents both in their 80s to look out for, it makes sense to avoid the risk of infection by giving a wide berth to crowds — schools, and public transport, have been off the schedule.
One regular coaching venue did manage to re-open for (some of) the autumn term, but (sensibly) their draft Risk Assessment explicitly stated “… staff…requiring difficult journeys on public transport will be kept away…”. No work, there.
But, to be honest, I really haven’t missed coaching during first lockdown, nor since. The hours spent travelling, carting a kitbag on trains, for just a couple of hours coaching, had become a chore.