Learning from education

Former FA county coach developer, Andy Lowe, looks at the lessons football coaches can learn from education.
Education and CoachingMany similarities can be drawn between education and coaching. Numerous educational methods have a purposeful place in developing our young players on the coaching field, utilising a holistic coaching approach intertwined with teaching and learning (Jones 2007).

Children are accustomed to collaboration, peer assessment, reflection and independent learning in our schools where they develop autonomy in their thinking and responses. So why as coaches do we think our young players can’t or shouldn’t be doing this in our coaching sessions?

Very slowly these methods are becoming more pertinent. This article looks at one thought provoking method that can be added to our coaching toolbox - the concept of ‘Think, Pair, Share’ (Lyman,1981). Not commonly seen in the coaching environment, this intervention method can add further to the approaches used by coaches to develop player autonomy, whilst aiding learning and understanding along the way.

Think, Pair, Share (Play)Primarily used in education environments, Think, Pair, Share can be used at the beginning, during and end of sessions or games. The importance of playing time is paramount and fortunately Think, Pair, Share doesn’t impact on this in ways that other intervention methods may. If managed correctly it can be very beneficial.

This concept requires the coach to be skilful in setting questions and scenarios for players at the appropriate time. However, the creation of a social situation where pairs can work together to solve the challenge or discuss answers to questions posed by the coach is not an easy one.

Is this different to the normal intervention methods? The distinct difference is that once the question has been posed there are now opportunities for every player to engage in answering the question through 8-9 different paired responses. This is a more effective method than the group listening to one answer whilst sixteen players stand waiting for their say.

Also, the opportunity is given to those who don’t feel comfortable discussing their thoughts in a big group. Working in pairs helps players refine their own thinking in collaboration with each other. Kidman (2005) suggests the active involvement of players in a collaborative learning process can enhance task mastery, whilst increasing understanding. This is pertinent to Think, Pair, Share.

It allows us to get away from coach centred input, in essence we want to know what the players know and understand. But not just from one or the same players. This intervention method develops multiple opportunities for players to collaborate with peers in a contextual environment.

In turn, children think more, learn more, spend more time on task and have more productive outcomes (Vygotsky). It is imperative that the coach becomes skilled in establishing the correct time to use this method to stimulate thought, ignite curiosity, allow reflection and, in turn, put players’ ideas into practice.

Similarly, the ability of the coach to listen, speak to pairs separately and prompt with appropriate questions to elicit information is paramount, as is the need for contextual open-ended questions containing a mixture of low and high order questions to ensure effective differentiation.