So it's the final week and I'm looking forward to bringing my model into its final stages. I have the model itself done but there are a few areas which might need adjustment when it comes to writing the assignment. I tried to keep up with the assignment as the model went on but it took a huge direction change a couple of weeks ago so I now need to ensure everything fits. But here is what I hope to be my final model.......

The following image shows the finer details which is what may change in the next few days. 

Model for Continuous Team Development

Okay, finally here is my model for continuous team development.

Okay, finally here is my model for continuous team development.
Let me briefly explain a few things....firstly, I wanted a model that emphasizes a continuous cycle that uses information gathered from the previous cycle to fuel the next cycle. For this I have analysis following the implementation phase, rather than having the evaluation here. My reason behind this is that the information gathered from the implementation stage will go back into analysis for the next stage of development.

I was finding it difficult to get my head around how I could design a model that fits what I want to develop. I didn’t know whether to do a model for program design, curriculum design or whatever else can be designed out there but what I did want to do was show that developing a team is a continuous process so this model would be used by coaches all throughout the season. I’m still not sure if that was the idea for this project but I’m happy with what I have so far. Any advice on how to make it improvements or changes would be welcome.

Just to explain a few more things. The analysis phase will look to analyze team performance and player performance. After the first cycle (a cycle being Analysis, Design and Develop, and Implement) the implementation phase would act as the tool for analysis of players and team performance. This will hopefully portray the idea of continuous development?!? Once the goals from one cycle are complete they move onto determining the goals for the next cycle.
I wanted to promote the idea of a pull model rather than push. With the development of a team it is difficult to know what has to be taught before knowing the needs. Since this model is for continuous development it would therefore be used every time a problem is presented in the team. Rather than designing a curriculum or program at the beginning of the season this model will instead pull information from a knowledge base of skills, play situations and game knowledge only when needed. This will occur at the design and development phase.

Implementation will either be in the form of video sessions, practice sessions or games. Each of which will determine the type of assessment needed to assess if goals are being met. At the same time analysis of performance will also be happening. Again hopefully portraying the idea of a continuous cycle?!?

Of course there will be overall goals this model is trying to achieve. These will link with the teams overall goals and will be determined either before the cycle begins or after the first cycle. Every cycle after that will not only be aiming to close the individual and team needs identified with each cycle but also to eventually reach the overall goals at the end of the season.

Model on paper

I have been thinking long and hard about my model but so far have only been scribbling notes and designs on paper. I hope to have my model up by tomorrow.....just need to get my technical skills out to put my design onto the computer. For those of you who know me will know that this is not going to be easy...haha, Laurene you know what I am talking about.

I have also been working to put my assignment together as I find that writing about the background, the purpose, the need for change, and rational for my model has helped me come to what I hope to be the final design for my model. Putting all the components into a systems model also helped a lot. By outlining the inputs and by knowing the output being aimed at it made it easier to define the process. After Dan's talk on Thursday I realized the environment my model is being designed for is more suited to the idea of pulling training when needed. So I have been working on emphasizing that in my model too.

I finally feel like I am on the right track!

Visual Update

The Visual update of my model is still in the planning. Hopefully in the next few days I will have my model complete.

It is going to follow a similar framework to ADDIE with a few alterations to suit my context. I have mapped out many ways to display the model, yet am unsure of how best to fit it all together. I am hoping that it will all just click pretty soon.

At the moment I am unsure of how important a development stage is in my model. It seems everything in Design is related to development. I think I would rather join the two together and empathize the importance of both through the one area. The design and development area appears to be the area of most significance in my model. So I am working on a way to portray that visually.

My Model Update

Orientation - My coaching model looks to design an effective and efficient player development program. This involves practical applications in a prescriptive manner. This model could be used in any team, for any player development.

Knowledge Structures – My model will be procedural as all the stages are intended to help the learner reach a particular goal.

Expertise – A coach at any level can decide to adopt this model. Originally I was aiming at the collegiate level but in theory it can be used at level. High school, club, and even grass root development. The coaches’ expertise can vary from expert to novice. The novice coach however, may need more help with

Context – The context of my model will be within Collegiate, High School and Club level Field Hockey Programs. I guess the model could be altered for any team sport.

Level- The model will be used for the design of whole player development programs. This includes developments program design, curriculum planning, season plans, unit plans, practice plans, Lesson plans and individual plans.

The Importance of Evaluation

Formative evaluation looks at determining the worth or merit of something that is devised or used throughout the process of designing instruction. This type of evaluation should be continuous as it is vital to receive feedback on products that will be used during instruction. If instruction is being developed for a particular group then the evaluation should be done using a similar sample group.

Summative evaluation is done at the end of developing the program, after it has been implemented. This evaluation looks at the worth of the finished product as a whole. Was it successful in helping learners achieve the goals and objectives?

Both types of evaluation provide essential information, referred to as feedback which is used to help further improve the instruction. For my model formative evaluation will be included throughout the design and development stages. I guess summative evaluation can be made by looking at the performance of goalkeepers during games. This will allow them to see what improvements are needed for the next training session.

Revamped Model

Ok so I have done a lot of thinking for my model this week, taking into account the comments from Gary and Gerry last week. So heres what I am thinking now.

Professional Context
Coaching Field Hockey, specifically goalkeepers. NCAA Field Hockey. I would like to focus specifically on the development of goalkeepers within the sport. As I am getting into coaching I realize there isn’t much in the way of guidelines on how to develop coaching sessions or curriculums.

I am wondering whether to focus the Goalkeeper Development Curriculum on High School level or Collegiate level....however, here what I got so far....

System- NCAA Collegiate institutions
Suprasystem - Field Hockey
Subsystems - Players and Coaches
Information Channels - Email and Blackboard
Subsystem Interface - Training Sessions

The Need
Need to develop a coaching curriculum for designing and developing goalkeeper’s performance. There is no current standard for developing a Field Hockey Goalkeeper’s curriculum in the Field Hockey team. New coaches coming into the program, who are unsure of how to develop a curriculum, will create a lack of constancy for the goalkeepers. By providing a standard they will be able to create and design a curriculum which will assess, analyze and develop all the needs of goalkeepers in field hockey. This will then be consistent with all goalkeepers and coaches ensuring that nothing is left out.

I will have to look a bit more in detail about specific current outcomes and the required outcomes.

Prioritize the Needs
What does it cost to meet the needs? -To meet the needs will require a lot of time from coaches. It will cost money to provide the right facilities and use the correct equipment. Time spend on developing goalkeepers is less time spent on developing players.

What does it cost to ignore the needs? - Without meeting these needs coaches may be missing out vital development areas with the goalkeepers. This can result in poor performance during games, goals being scored, games being lost and ultimately National Championships not being won.

Front End Analysis
Analyze Problems - Find out what is happening - goalkeepers are not performing at a high standard for all skill.
Identify the Causes - Find out why they are not performing - They are not receive the correct training.
Identify Solution - How to get them performing well - Develop a training program that includes everything.

Innovation of change
My model as an innovation for changing the development of Field Hockey Goalkeepers may or may not be difficult. It may take some convincing that the benefits are worthwhile. Once someone is set in their ways for coaching it may be very difficult to change what they have done for years. However, having the chance to design the teaching curriculum for field hockey goalkeeper gives me the opportunity to prove my case and try my model out.
To help implement the change the projected outcome should be brought to the attention of the coaching staff. They should be informed of all the changes going to be made and be aware of the process at all times.