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that I feel in many ways matters the most, the development of a supportive
relationship between the coach and the player (Mageau & Vallerand, 2003).
The production of this video resource to introduce and communicate the essential
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elements of the ‘Coach ’ model is something that I am personally and professionally
passionate about. I believe a unique element of my value to the GAA is that I am one
of the few people with both the experience and skills to complete the production
effectively. My own worldview and values are central to this sense of myself and to
my creative approach to the production of my video and this research study.
Given the purpose, significance and context for my research I have identified my
research question as: ‘Producing a video to communicate a new model of coaching to
GAA Coaches: A narrative approach.’
1.5 Organisation of the Dissertation
In this chapter I have explored the purpose, significance and personal and
professional context for my research informing the reader of key references to
support my claims.
Chapter 2 will explore the literature on narrative in learning, digital storytelling,
instructional design in video production, and developing a social partnership through
a narrative style video.
Chapter 3 will inform the reader of my research methodology, data collection
methods and how I address validity, rigour and ethics.
Chapter 4 describes the implementation phase of this enquiry. In line with Crotty’s
Educational Entrepreneurial Approach to Action Research it highlights the four
stages of Explore, Understand, Create, and Transform as they have unfolded over
time. Illustrative data and their analysis are weaved into the narrative.
Chapter 5 will draw conclusions from my research and provide a source of insight for
others considering related endeavours.
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