Page 58 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

4.3.4 Upskilling

While I use digital and multimedia applications to create eLearning artefacts and video -
such as those in Figure 4.2 and Video 4.2 - in my regular work, I had never been

formally trained in their use and the range of applications with which I was familiar was

very limited. As such the MEME Programme provided me with a great opportunity to
enhance and broaden my technical skills, and in particular to use the following

applications in preparation for the production of my video:

● Using iMovie to edit and publish video

● Using Sparkol Videoscribe to create whiteboard style animations for video
● Using Articulate Storyline to create interactive multimedia publications

With an improved set of technical skills and an evolving commitment to utilise the skills

of critical thinking, decision-making, problem-solving, collaboration and

communication highlighted by Czarneki (2009) as necessary, I felt ready to build my
digital video story.

4.3.5 My Challenge

My challenge then was informed by the understanding I had developed of myself, my

role, and my work culture and feedback on the efforts we had made to date to
10’
communicate the ‘Coach model. The following journal extracts provide an insight
into my thinking as I prepared myself for the challenge ahead:

‘My research is linked to so many aspects of the challenges we are presented with at
work, in relation to supporting the impact of coaches. I think about it all the time…It is
my challenge. I am particularly interested in the relational aspect of coaching between
the coach and the players, grounded in the culture and values of a people and place,
10’
and this is what ‘Coach emphasises and what I hope video as a medium can
effectively communicate through its ability to engage the viewer with a story as
expressed by a real person, that the viewer can relate to themselves and the journey
they are on.’
(JD Journal, Nov 23, 2016)

‘I believe Communication is fundamental to learning because it happens through
common experience, whether between people and things or people and people. I can
only know and understand something when I recognise it, when I see its relevance to

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