Page 45 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches
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Anonymous Questionnaire
I utilised an anonymous survey with coaches on the Award 2 Pilot Coaching course to
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gather information to assess how effectively my video communicates the ‘Coach
model. The survey comprised of the following questions, the answers to which provide
evidence of the Transformational impact of my research:
· Did the video communicate the ‘Coach 10’ Model of effective coaching well?
· What aspects of the video do you feel helped/did not help communicate the
model effectively?
· Describe how the video style helped/did not help communicate the model
effectively?
· What aspects of the video would you change to help communicate the model
more effectively?
Reflecting the opinions of a subset of coaches for whom the video is ultimately being
produced, the data from the survey provides an insight as to the impact of the resource
on their understanding of the ‘Coach 10’ model and their own practice.
3.5.3 Validity, Rigour, Ethics & Quality
As my research is not informed by objectively verifiable quantitative data I employed
other means to ensure my claims are evidence-based and worthy.
Validity
Seeking to improve practice within my organisation the validity of my claims is subject
to the opinion of my colleagues and collaborators in the first instance. As an exercise
conducted within the environment of the MEME Programme and under the auspices of
D.C.U. the perspective of my peers and University representatives must also be taken
into account. Throughout the social validation meetings organised within the MEME
Programme I utilised Habermas’ (1976) four criteria of social validity to reinforce the
validity of my claims. Those criteria are: Comprehensibility, Truthfulness,
Appropriateness and Authenticity. Through a process of dialogue between myself and
my colleagues and peers my claims as to my work were challenged for understanding
and clarity (Comprehensibility), for evidence (Truthfulness), for relevance and
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