What, Why, and How?

In the never-ending desire to learn more and share with others, I will be discussing a few introspects in the next several weeks associated with being a coach (instructor) in motorcycle rider education.  The topics of the articles will include several insights on learning, needs, coach roles, physicality, communication, discussion methods, and a plethora of others that may generate some worthy internal self-consideration. The information is not a panacea for enlightenment nor do I claim it will solve every problem, but rather consider it as a scope of ideas for the generation of thought and activity in one’s search for a spark of further inspiration – specifically when dealing with student interaction.

One comment before the public flogging occurs, please read with an open mind and consider the information for what it’s worth, the ideas are provided as multiple tools for a coach’s proverbial tool kit, for use if needed by the reader. Please try to preserve the context of the information as the sharing of information that some may not have been exposed to or have considered for deeper thought.  The articles demand nothing more than reading and assembly of the available information to develop a broader meaning in their relationship with the professionalization of coaching. Or, if it doesn’t interest you personally, share the information with someone who could benefit from the topics. The information is applicable to many teaching and coaching fields not only Motorcycle Rider Education although that will be the focus.

Process (what and why)

The professional coach has a desire to master the multiple skills and fields of knowledge for the which their profession rests upon. The factors and information that come together to form these skills are many and with each of the skills, competence is demanded by students who benefit from exposure and coaches who purport it as a profession.  These skills should be considered the what of the “learner’s need to know” as described by Knowles, Holton and Swanson’s (2015) Andragogy in practice model (p. 80). How the teaching is accomplished is largely dependent upon the coach’s understanding of how people learn and additionally how to apply that understanding. Holistically, this and future articles could be viewed as administering the psychological study of education as it applies with students. The subject of psychological behavior virtually underlies everything a coach should be concerned with, however in these articles it is only dealing directly with learning and how it would be considered for helpful use in that light. This relates to the why a learner may want to know, again as suggested by Knowles et al. (2015).

Definition of learning (how)

The ability to learn is one of the most interesting and outstanding characteristics of being human. Learning is a continuous process and occurs throughout a person’s entire lifetime. To define learning without understanding who is doing the learning would be to assume knowledge of everyone and everything. To affect how an individual learns, instructors/coaches must first understand the ways that an individual perceives, thinks, feels, and does – to assist in that student’s change of knowledge. With that information known, we can fully define learning as “the acquisition of knowledge or skills through experience, study, or being taught” (New Oxford Dictionary, 2010). This can be considered the how of the learner’s need to know in the Andragogy in practice model.

The acquisition of knowledge can cause a change in behavior because of the experience. Behaviors can be physical, intellectual, or attitudinal and may not even be visually seen by others. Furthermore, prior experiences as expressed by Knowles et al. (2015) are the basis for current knowledge, and a reference point for future learning.  Instructors/Coaches should seek that information from a student as a basis for moving knowledge forward, because it will affect learning styles and success. By truly utilizing initial introductions and pre-course communications with students, coaches can use this vital information for setting up positive learning transactions – getting to know the student. Understanding individual student characteristics can then help to identify differences in behavior using the idea that “any change in behavior will then imply that learning is taking place” (Crow & Crow, 1963, p. 1).  Validating that learning is happening.

Until next time, Ride and Coach Safe!.

References:

Crow, L. D., & Crow, A. (Ed.) (1963). Readings in human learning. New York: McKay.

Knowles, M. S., Holton, E. F. III, Swanson, R. A. (2015). The adult learner: the definitive classic in adult education and human resource development. New York, NY: Routledge.

Learning. (2010). New Oxford Dictionary. Oxford: Oxford University Press.