Page 18 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

traditionally been organised within Counties or regions, with participants from locally

competing units attending the same programme. These programmes are delivered by
trained Tutors in a formal, classroom based manner, with additional ‘field- based’

delivery of practical elements. Both outside and inside the programme structure there

has been a culture of reluctance to share information between members of different
Clubs and Counties. This reluctance may be associated with a fear of losing a

competitive advantage on the playing field, particularly at local level events where
the participants’ familiarity with one another is greatest and rivalry is often most

apparent. Addressing the limited opportunities for learning provided within the GAA
CEP structure required a plan for change.

In search of a better approach to the challenge of coach education then, Strategy 1.7
of the GAA Strategic Plan 2015 – 2017 (GAA 2015) aims to ‘Review and renew the

coach-accreditation programme at all levels within the Association’. Pre-empting the

publication of the Strategic Plan, a subcommittee of the GAA Central Council called
the National Games Development Committee (NGDC), commissioned an external

and independent assessment (Appendix B) of the GAA CEP in 2012. The resultant

‘McCullick Report’ confirmed that ‘The current modes of program delivery are more
“formal” in nature’ and emphasised ‘that coaches can, and may prefer to, learn via

multiple ways and to understand, acknowledge, and integrate those ways of learning
is to increase the prospects of coaches developing their knowledge and skills.’

The NGDC adopted the recommendations of the ‘McCullick Report’ for

implementation, and particularly in the context of this study approved:

· The implementation of less formal and informal delivery methods of coach
education, including eLearning

· The use of video-recordings of ‘real’ practitioners

To date implementation of these recommendations has not been formally guided by any
reference to models for change management success, for example Rosenberg’s (2001, p.

180) “Four C’s” for success in eLearning.

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