Can an Understanding of Personal Barriers to Coaching Be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context?

Autor/in	Kudliskis, Voldis
Titel	Can an Understanding of Personal Barriers to Coaching Be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context?
Quelle	In: International Journal of Progressive Education, 18 (2022) 3, S.71-90 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kudliskis, Voldis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Barriers; Coaching (Performance); Males; Postsecondary Education; Learning; Late Adolescents; Self Destructive Behavior; Competition; Expectation; Stress Variables; Environmental Influences + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Post-secondary education; Tertiäre Bildung; Lernen; Halbstarker; Self destrucive behaviour; Selbstzerstörung; Wettkampf; Expectancy; Erwartung; Environmental influence; Umwelteinfluss
Abstract	The purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. 'Positions of Consensus' and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age). (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01