A Critical Analysis of Different Learning Styles

This essay will critically analyse the importance of different coaching and learning styles and how these could impact one’s coaching. It will also endeavor to comprehend how to advance sporting performance and the efficacious mechanisms that make a great football coach. J.Lyle (2005) suggests the practice of all styles (autocratic, democratic, laissez faire) countenances coach to be flexible to each individual athlete catering for all aptitudes and requirements; recognising when each style is required for any given situation.

Coaching is the process of developing, training and mentoring a person. Gallwey (1974) defined coaching in “The Inner Game” book series as “coaching is unlocking a person’s potential to maximise their own performance; helping them to learn rather than teaching them”. Gallwey’s (1974) definition of coaching bears a resemblance to Whitmore (1992) definition in “Coaching for Performance”, where he defines it as “building awareness, responsibility and self-belief is the goal of a coach”.

Learning styles on the other hand cannot be defined simply because there are various learning styles with various definitions. Current research demonstrates a lack of clarity in different means of learning. Honey and Mumford’s (1982) understanding of learning style is mainly about reflecting. Their theory is exemplified by Kolb's model (1976): activist, reflector and pragmatist. However, for the purpose of this essay one can agree; learning is the process of acquiring knowledge with some ability to perform it.

When analysising and assessing how a coach can improve a player’s sporting performance they need to understand that the player is at the sentiment of learning and development. It is vital that the coach understand that players need to have the right amount of drive, passion and longing and autonomy to surpass in their given fields of sports.

Claxton (2005) portrays an effective leaner similar to that of an entrepreneur, artist, adventurous person and social learner. Whereas, Lyle (2002) understanding is based on constructivist and reflective theories. Claxton’s characteristics of effective learning and Lyle’s desired opportunities for coaches have many similarities between them. Both Bloom (1965) and Biggs (1999) concur that reflection should be positioned at the ‘highest’ level. Briggs highlights that it is a manner of learning and not necessarily an objective but rather as deep learning.

Jones (2006) describes coaching pedagogy as four interlinked elements of coaching, learning, knowledge base and learning environment. These elements match the characteristics of an effective learner by Claxton (2005) and combined with the empowerment of self learning Smith (2004) makes reflective practice a valuable idea. The topics of value and belief about coaching, which can have an immense impact upon practice, were not dealt with in any programme apart from deliberations of coaching philosophy within lower level coaching awards this is shown by Knowles et al (2006). The majority of learning takes place in experiences and ideas.

Gladwell (2008) repeatedly mentions that the "10,000-Hour Rule", is the key to achieving world class expertise in any skill or field. Athletes need to have a growth mindset illustrated by Dweck (2000). Coaches should use Bloom (1965) taxonomy (cognitive domain, affective domain and psychomor domain) with other learning theories as this will allow them to reach all player of the team. Given that the players have the right frame of mind and level of motivation, they have the ability to master anything they desire, without which the other segments will not be effective.

Self-regulation is an important concept in social learning theory Schunk (2009). Coaches can foster self-regulation by getting athletes to set self-referenced goals before and during competition and training sessions Ames (1992b). A lack of stability in the light of new information is required in order for effective learning to take place Slavin (2003) as argued by both Piaget (1896-1980) and Vygotsky (1978). Hammond (2004) ascertained that performance analysis techniques utilised to develop athletic performance were also beneficial to sports coaching (video analysis).

To conclude coaching is about teaching and learning; key pedagogical concepts, theories and research can easily be applied to the coaching environment.  Jones and Turner (2006) suggest that any coach education program should be based on improving the participants’ ability to deal with the dynamic nature of coaching.

In order to be effective coaches should use a blended learning as well as encourage mistakes. Player’s should develop higher order thinking and collaboration skills this will enable players to develop effective communications, team skills and use an interdisciplinary approach to things. Technology can assist coaches and enable them to use digital tools (video footage, GPS activity) to improve performance behavioral learning. Coaches should encourage self and peer assessment along with: clear transparent goals (short, medium and long term goal) that have objectives (personal development plan). Along with relevant drills that are timely and appropriate feedback (video analysis, social learning).

The ability to analysis and reflect accurately, should allow for better cognitive understanding of the coaching process.  Coaches should consider session design based on Theory of 'Flow' Csikszentmihalyi (1990) and have their own coaching philosophy as shown by S. Barnson (2012).The best coaches position themselves appropriately for the group, communicate effectively whilst focusing on a few key coaching points, and demonstrate several times whilst letting the learners know exactly what to look for Weinberg & Gould (2003).