Team Learning Process: A Longitudinal Study in Dynamic Situation

Autor/inn/en	Kérivel, Thibault; Bossard, Cyril; Kermarrec, Gilles
Titel	Team Learning Process: A Longitudinal Study in Dynamic Situation
Quelle	In: Learning Organization, 29 (2022) 1, S.52-68 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-09-2020-0177
Schlagwörter	Cooperative Learning; Teamwork; Longitudinal Studies; Learning Processes; Team Sports; Athletes; Training; Visualization; Learning Strategies; Program Design; Foreign Countries; France + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Mannschaftssport; Athlet; Ausbildung; Visualisation; Visualisierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Programme design; Programmaufbau; Programmplanung; Ausland; Frankreich
Abstract	Purpose: This paper aims to explore team learning processes used by soccer players in a professional training context by focusing on their identification and evolution for 22 months. Design/methodology/approach: A soccer team from a professional academy participated to this study based on six training sessions. Qualitative data on training sessions were collected. Data analysis followed four steps: reporting the game timeline and behaviours connected to each situation; coding verbal data by delineating meaningful units of activity; classifying meaningful units of activity according to team learning processes derived from previous studies; and providing a temporal graph representing occurrences of team learning processes at each training session. Findings: Results showed that soccer players used 13 team learning processes during training sessions. Two processes are mainly mobilized to visualize the situation and to plan. A temporal graph was edited to represent processes evolve over training sessions. The latter illustrated a stability in team learning processes mobilization during the 22 months follow-up. Research limitations/implications: This study complete knowledges about team learning by providing a fine-grained understanding of how players learn in teams and how team learning processes evolve over time. Practical implications: This paper can help practitioners who manage teams in high temporal pressure situations to design adapted training programs. Originality/value: This exploratory study highlights that the team learning processes usually mobilized "off-field" could also be used by team members in high temporal pressure situations, "on-field". This study offers an original longitudinal approach that fits with some recent calls for contribution about team activity and could benefit to other research fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01