A presentation to Week 9 of the Sport Coaching Pedagogy unit (2013) at the University of Canberra. https://en.wikiversity.org/wiki/SportCoachingPedagogy

1. The Expert Pedagogue
#SpCP13: Week 9

3. Pedagogy ...
The interaction between how one
learns, how one teaches, what is being
taught and the context in which it is being
taught.
Cassidy, Jones and Potrac (2009)
Understanding Sports Coaching, p. 7

4. Reflection ...
Awareness of the social and educational dynamics
that have created (and continue to create) identities
and philosophies ...
Cassidy, Jones and Potrac (2009)
Understanding Sports Coaching, p. 7

5. Awareness...
To evaluate information from a variety of sources.
Confidence and courage to take responsibility for
decisions.
Cassidy, Jones and Potrac (2009)
Understanding Sports Coaching, p. 7

7. The presence of opening homework
reviews in mathematics classes are
associated with higher achievement.
Berliner (1986)
In Pursuit of the Expert Pedagogue

8. We need to know under what conditions opening
homework reviews are needed and when they are not needed
that is, why do teachers choose to use a homework review
following some assignments and not others? We need to know
what cues in classrooms speak clearly to teachers and say
"Stop! Go into your review routine."
Berliner (1986)
In Pursuit of the Expert Pedagogue

9. We also need to know what cues during the review speak
clearly to teachers and say, "Stop! This review is over."
Berliner (1986)
In Pursuit of the Expert Pedagogue

10. In this study of the opening homework review, the expert
teacher was found to be brief, taking about one third less
time than a novice.
She was able to pick up information about attendance,
about who did or did not do the homework, and to identify
who was going to need help in the subsequent lesson.
She was able to get all the homework corrected and
elicited mostly correct answers throughout the activity.
And she did so at a brisk pace and without ever losing
control of the lesson. Berliner (1986)
In Pursuit of the Expert Pedagogue

11. Expert teachers ...
Develop automaticity and routinisation for repetitive operations
Are more sensitive to task demands and social situation when solving pedagogical issues
Are more opportunistic and flexible in their teaching
Represent problems in qualitatively different ways
Have fast and accurate pattern recognition capabilities
Perceive meaningful patterns in the domain in which they are experienced
Bring rich and personal sources of information to bear on problems to be solved
Are specific to a domain and to particular contexts in domains
Berliner (2004b)

14. Link

15. Link

16. We propose that by examining the rigorous
methods utilised by John Wooden, and
subsequently attempting to extrapolate such
methods to activities and strategies at the
disposal of developing teachers, we may be able
to derive important practical lessons for how to
become better instructors in the gymnasium.
Horton and Young (2010)

17. An examination of Coach Wooden’s habits provides all sport pedagogues
with evidence for how one is able to embark, with great patience and
rigour, on a deliberate path that builds to excellence.
Wooden built his skills gradually over many years by paying attention to
the smallest details.
According to Wooden, accruing small, daily advances is the key to
success, rather than seeking big, quick gains.
The improvements may be barely discernible from one day to the
next, but when a gain is made it has been earned, and just as
importantly, it lasts.
It is likely no accident that all of Wooden’s championships
came in the last 12 years of his career.
Horton and Young (2010)

19. We feel assured that at least some experienced
teachers some of the time act like experts in other
fields...
Among the most important reasons to continue this
work is the chance to boost teachers' pride in
their profession.
Berliner (1986)
In Pursuit of the Expert Pedagogue

20. If we were to repeat that study today, we would make two
changes. First, we would certainly attempt to describe the
planning context that made possible the Coach’s
concise, apt, and codable behavior. ... he had made clear in
his autobiography (Wooden, 1988) that the economical
teaching we admired so much was hardly
improvisational. Rather, he saw it as a byproduct of the
careful planning that created each season an improved-
by-his-own-research basketball curriculum
implemented with exacting detail.
Gallimore and Tharp (2004)

21. 2001
Carol Dweck (2010)

22. Berliner, D. (2004a)
Describing the Behaviour and Documenting the Accomplishments of Expert Teachers
Berliner, D. (2004b)
Expert teachers: Their characteristics, development and accomplishments.
Bush, A. and Silk, M. (2012)
Politics, power and the podium: coaching for Paralympic performance.
Cote, J. and Gilbert, W. (2009)
An Integrative Definition of Coaching Effectiveness and Expertise
Horton, S. and Young, B. (2010)
Pedagogical Self-Improvement Methods
Nelson, L., Cushion, C., Potrac, P. and Groom, R. (2012)
Carl Rogers, learning and educational practice: critical considerations and applications in sports
coaching.

24. Images
Coaches (Michael Heiniger)
David Berliner (CERA, 2010 website)
John Wooden reprint (Mark McCartney)
John Wooden Official Web Site
Basketball (Frank Douwes)