Learner-centered coach education in Vierumäki : a case study on the presence of the learner-centered educational approach

Abstract

Higher education institutions, as well as coach education programmes, have been evolving in past decades the nature of pedagogy, i.e., the practice of teaching alongside the learner needs and interests. Pedagogy, in general, has been shaped mostly by social influences and external factors. Therefore, the pathway of change involves notable movements and shifts in emphasis in relation to educational paradigms through these influences and factors.

The learning paradigm, which lays down the fundamental pillar of learner-centered teaching (LCT), has become a central theme and objective of many education programs. LCT is an educational approach that is considered to be essential in education nowadays. It was found that LCT in coach education is a necessity for achieving better construction and implementation of the learners' own knowledge in practice.

LCT is in nature an approach to teaching with an emphasis on the learners, their needs, and interests, rather than on memorizing the content. It notices the balance of power in teaching and learning. LCT also develops learners' responsibility for their own learning and requires them to take an active role in the learning environment. Especially, the establishment of a learning environment plays an important role in developing LCT. It is not just a classroom, but rather a space where learners feel safe and supported in their learning. Through their own unique ways of learning they can freely construct, pursue, and explore new knowledge and skills.

The purpose of the present study was to assess the presence, and level of implementation of learner-centered teaching in Haaga-Helia University of Applied Science's (HH UAS) Degree Programme in Sport Coaching and Management (DP). The HH UAS made an educational reform, which evoked in DP the necessity for curriculum change. Therefore, DP has developed in recent years a new curriculum, which was also influenced by the International Degree Standards published by the International Council of Coaching Excellence (ICCE). The curriculum consisted of several new courses, yet a major change occurred in balancing the implemented level of LCT.

The assessment of LCT implemented in DP lasted 1 academic year. Assessment includes 16 courses, where each course is assessed through 4 evaluation components, among which are course a) syllabi and materials, b) class observations, c) questionnaires for students, and d) interviews with the instructors. All of the components are assessed through an extended LCT framework, which serves as an assessment rubric. In this study, the LCT rubrics are converted to a Likert ordinal scale, while ratings on rubrics are described using descriptive statistics.

Finally, the results indicated a positive, significantly large, and successful implementation of LCT in the DP. However, further development of several actions of the LCT framework is needed as well as continuous re-evaluation of the DP, or at least some courses that require a shift and development of LCT.