# data[].attributes.body
The three learner personas represent the theoretically constructed individuals who are from the industry for the intended learners on this course (Campbell et al., 2021; Digital Learning Institute, 2022). Each learner represents current ‘real-life’ data collected from 11 Coach Educators interviews concerning the typical types of learners faced by teachers/coaches post-course certification working in the industry (Lau, 2022). These personas are to bridge the gap between hypothetical teachers/coaches to enable the Coach Developer (on the intended course) to link as case studies to represent best practices in merging online digital design principles with the reflection activities and consequently promote intrapersonal skills (e.g., self-reflection) applying to teacher/coaches in their workplace (Silva et al., 2020; Campbell et al., 2020; Digital Learning Institute, 2022)

# data[].attributes.body
Business problem

There remains a massive shortage of teachers attributed to the pandemic despite 8000 certified trained holders (Swim England, 2021; 2022; STA, 2021). Initial certificated coach education programmes do not impact/prepare learners for the world of work and, coupled with a fragmented Continuing Professional Development structure, results in significant learning gaps in individuals. (Stodter et al., 2021). Consequently, the teachers/coaches operating have significant gaps in their technical knowledge, pedagogical learning, and intrapersonal skills (Stodter and Cushion, 2019; Lau, 2018; Silva et al., 2020). Coach Developers (CD) do not currently exist, but we have tutors (Coach Educators) who deliver the initial training, but the opportunities for professional development are sparse beyond attending seminars (Lau, 2022). My current research focuses on plugging the promotion of CDs to aid the learning, support and growth development of teachers within the workplace through the ‘upskilling of tutors’ in becoming CDs.

Learning Gap

The deficiencies exist in the understanding of the role and concept of the CD and within their swimming technical knowledge and coach learning (including the pedagogical practice) because most tutor only holds the same qualification (Level 2) as the swimming teacher holder.

Rationale

The outcomes refer to the first unit of the CD training programme (the role of the CD). The specific criteria refer to the roles and their ability to be measured outcomes with on their self-reflection and application to support the learning of the coaches, which is realistic to their context/situation and time-based within the eight-week module. These principles are consistent with the SMART outcomes and adopt the cognitive measurement of learning through assessment and curriculum construction design.

Learning Outcomes
(By the end of the module, the trainee CD will be able to:)

1. Describe the three roles and five responsibilities of a Coach Developer

2. Evaluate the concepts of Coach Education, Coach Development and Coach Learning.

3. Demonstrate achieving at least 75% of secure specialist matter expert (SME) technical knowledge of swimming strokes and skills.

4. Analyse their knowledge and skills and highlight three strengths and three areas for development.

5. Apply the role of the Coach Developer to at least two CD learner personas.

# data[].attributes.body
Topic 1 focuses on the role of the CD, but the responsibilities are not covered in the literature. The knowledge, skills and attributes, including their professional conduct in the workplace practice. These aspects would be in line with the content and application of the CD conceptual framework (CIMSPA, 2021).

Topic 2 introduces the key concepts associated with the role and provides an overview. However, it is likely that subtopics 2b and 2c may become separate modules in their entity in due course. Learners will apply the personas to topics, and 2.

Topic 3 addresses the need for greater advanced knowledge of practice and the opportunity for standardising and assessing the professional practice to agree that a 'common' language can be applied. Deficiencies in the Coach Educator training programme exist because of the assumption of SME knowledge is covered on their initial training, which may have been longer than 10 years ago (Lau, 2022).

# data[].attributes.body
Delivery mode: Blended learning has been chosen. The pandemic had changed the shift towards online training (typically synchronous), which enabled the learners to continue their learning and increased the instructor’s skills to become familiar with online technology. Additionally, the lack of CD’s ability to engage the participants in effective online learning and buy-in (Callary et al., 2020; Callary et al., 2021; Santos et al., 2021). Consequently, a blend of asynchronous and synchronous learning allows some face-to-face engagement with the flexibility of online engagement.

Building Blocks

Subtopic: 1a – roles and responsibilities

Content

·        Instructional videos will be utilised

·        Interactive PDF activities would be created.

Activities

·        Tasks to include knowledge checks and sufficient time for discussion activities related to real-life scenarios

Assessment & Feedback

·        Formative includes quizzes and Discussion Forums

·        Summative would include Eportfolio and reflections.

Facilitation techniques

·        Virtual Classrooms

·        Face-to-face within the two-day topic

Flow videos: A linear – structured approach will enable all learners to balance the development of knowledge, active engagement and encourage practical application in the workplace and subsequent reflection. Topic 1 will include content instruction, a two-day face-to-face facilitation and training activities and assessment. Topic 1 will be for four weeks, with the Sub-topics over three weeks.

# data[].attributes.body
Callary, B., Gearity, B., & Kuklick, C. (2021) Coach developers’ confessional tale of an online professional development course for Masters fitness coaches, Sports Coaching Review, 10(3), (pp. 348-369).

Callary, B., Brady, A., Kiosoglous, C., Clewer, P., Resende, R., Mehrtens, T., ... & Horvath, R. (2020). Making sense of coach development worldwide during the COVID-19 pandemic. International journal of sport communication, 13(3), (pp. 575-585).

CIMSPA (2021). Coach Developer Standards. Loughborough: CIMSPA.

Digital Learning Institute. (2022). Module 3: Toolkit Resources. Ireland: Digital Learning Trends.

Kastrena, E., Setiawan, E., & Adawiyah, A. (2020). Moving from Traditional Teaching to Blended Learning in the Teaching and Learning of Sports Test and Measurement Course to Improve Students’ Learning Outcomes. In International Proceedings Conferences Series (pp. 146-151).

Lau, R. (2015). How can Swimming Teacher Competencies be developed? [Master dissertation: University of Oxford].

Lau, R. (2022). Transcripts Coach Educators. (Unpublished).

Santos, F., Cardoso, A., Pereira, P., & Strachan, L. (2021). Coach training within the COVID-19 pandemic: Challenges and potential pathways. Frontiers in psychology, 12.

Silva, E. J. D., Evans, M. B., Lefebvre, J. S., Allan, V., Côté, J., & Palmeira, A. (2020). A systematic review of intrapersonal coach development programs: Examining the development and evaluation of programs to elicit coach reflection. International Journal of Sports Science & Coaching, 15(5-6), (pp. 818-837).

Swim England (2021). A shortage of swimming teachers could see 600,000 miss out on lessons. Accessible at https://www.swimming.org/swimengland/swimming-teacher-shortage/

Swim England (2022). Half a million miss 'confidence and life skills' due to swimming teacher shortage. Accessible at https://www.swimming.org/swimengland/swimming-teacher-shortage-life-skills/

STA (2021). UK Swim Schools Surveyed Have lost 50% of their Teachers - STA Says it's Time to Stand Up. Accessible at https://www.sta.co.uk/news/2021/11/18/uk-swim-schools-surveyed-have-lost-50-of-their-teachers-sta-says-its-time-to-stand-up/

Stodter, A., & Cushion, C. J. (2019). Layers of learning in coach developers’ practice-theories, preparation and delivery. International Sport Coaching Journal, 6(3), (pp. 307-316).

Stodter, A., Cope, E., & Townsend, R. C. (2021). Reflective conversations as a basis for sport coaches’ learning: A theory-informed pedagogic design for educating reflective practitioners. Professional Development in Education, (pp. 1-16).