title: Reflective conversations as a basis for sport coaches' learning: a theory-informed pedagogic design for educating reflective practitioners

authors: Stodter, Anna

subjects: Social Sciences

abstract: There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.

text: Reflective conversations as a basis for sport coaches' learning: a theory-informed pedagogic design for educating reflective practitioners There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.

year: 2021

title: Writing Lawa: Stimulating indigenous ownership of vernacular literacy through action research

authors: Holt, Mark Timothy Lloyd

subjects: orthography

abstract: The Eastern Lawa people of Northern Thailand have not had a practical or standardised method of writing their own language. This research began in response to an informal request that help be given to the teachers at Bo Luang school to write Lawa language using Thai script. 

The exploratory and informal nature of the project led me to use action research’s cyclical concept of action, followed by feedback, followed by planning for further action. This allowed for adjustments to both research goals and methods in response to the Eastern Lawa community. I was also able to document practical language development issues in the context of an ancient but rapidly changing indigenous Mon-Khmer community in Northern Thailand. 

I began with the traditional linguistic assumption that building a foundation for vernacular literacy would consist of three consecutive phases. A draft orthography would be prepared with the community. Community acceptance of this would allow a working orthography to be used by the teachers of Bo Luang school. The third phase would then be official regional or national recognition of a formal orthography. I also believed that community ownership was the key to all three phases.

In reality I encountered a constant tension between trying to force the pathway of language development that I had envisaged and coming to terms with the linguistic and social situation which I discovered within the Bo Luang Lawa community. My plans for action research came to be grounded in a critical, reflexive ethnography. Community ownership became the major goal and the raison d’etre for my research instead of just an outcome of good language development practice.

My initial emphasis on linguistic development has transformed into a desire to base both research goals and orthographic objectives on the history, identity and aspirations of the indigenous people. It is my intention that this thesis will be part of the growing body of work that recognises the limitations of Western empirical research models and the necessity for and practicality of alternative approaches.

If you don’t know the words, ask your mother; if you don’t know the path, ask your father. (Traditional Lawa saying)

text: Writing Lawa: Stimulating indigenous ownership of vernacular literacy through action research The Eastern Lawa people of Northern Thailand have not had a practical or standardised method of writing their own language. This research began in response to an informal request that help be given to the teachers at Bo Luang school to write Lawa language using Thai script. 

The exploratory and informal nature of the project led me to use action research’s cyclical concept of action, followed by feedback, followed by planning for further action. This allowed for adjustments to both research goals and methods in response to the Eastern Lawa community. I was also able to document practical language development issues in the context of an ancient but rapidly changing indigenous Mon-Khmer community in Northern Thailand. 

I began with the traditional linguistic assumption that building a foundation for vernacular literacy would consist of three consecutive phases. A draft orthography would be prepared with the community. Community acceptance of this would allow a working orthography to be used by the teachers of Bo Luang school. The third phase would then be official regional or national recognition of a formal orthography. I also believed that community ownership was the key to all three phases.

In reality I encountered a constant tension between trying to force the pathway of language development that I had envisaged and coming to terms with the linguistic and social situation which I discovered within the Bo Luang Lawa community. My plans for action research came to be grounded in a critical, reflexive ethnography. Community ownership became the major goal and the raison d’etre for my research instead of just an outcome of good language development practice.

My initial emphasis on linguistic development has transformed into a desire to base both research goals and orthographic objectives on the history, identity and aspirations of the indigenous people. It is my intention that this thesis will be part of the growing body of work that recognises the limitations of Western empirical research models and the necessity for and practicality of alternative approaches.

If you don’t know the words, ask your mother; if you don’t know the path, ask your father. (Traditional Lawa saying)

year: 2014

title: Te Arawa – Kaitiaki of the Rotorua Te Arawa Lakes

authors: Curtis, Sir Toby

abstract: I start this morning by reciting what we call a patere talking about Te Arawa's interest and relationship to the lakes and the water. Matawhaura is our mountain on Lake Rotoiti. When I went to school in Auckland we travelled on the New Zealand Road Service
transport bus, returning for the holidays along the Mamaku ranges. Those that came from Lake Rotoiti always looked out to see the lake and the mountain Matawhaura. As soon as we saw it a little touch of emotion welled up in our hearts. Mataatua people living in Whakatane felt the same thing when they travelled back home, descending the Rotoma hill, they looked out for Putauaki (Mt Edgecumbe). It gave them the same feeling of emotion.

text: Te Arawa – Kaitiaki of the Rotorua Te Arawa Lakes I start this morning by reciting what we call a patere talking about Te Arawa's interest and relationship to the lakes and the water. Matawhaura is our mountain on Lake Rotoiti. When I went to school in Auckland we travelled on the New Zealand Road Service
transport bus, returning for the holidays along the Mamaku ranges. Those that came from Lake Rotoiti always looked out to see the lake and the mountain Matawhaura. As soon as we saw it a little touch of emotion welled up in our hearts. Mataatua people living in Whakatane felt the same thing when they travelled back home, descending the Rotoma hill, they looked out for Putauaki (Mt Edgecumbe). It gave them the same feeling of emotion.

year: 2017