International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(3) 71-90

Can an Understanding of Personal Barriers to Coaching be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context?

Voldis Kudliskis

pp. 71 - 90   |  DOI: https://doi.org/10.29329/ijpe.2022.439.6   |  Manu. Number: MANU-2012-09-0002.R1

Published online: June 01, 2022  |   Number of Views: 23  |  Number of Download: 121


Abstract

The purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. ‘Positions of Consensus’ and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age).

Keywords: Education; Coaching; Inner and Outer Barriers to Learning; Post-16 Education; Boys and Learning


How to Cite this Article?

APA 6th edition
Kudliskis, V. (2022). Can an Understanding of Personal Barriers to Coaching be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context? . International Journal of Progressive Education, 18(3), 71-90. doi: 10.29329/ijpe.2022.439.6

Harvard
Kudliskis, V. (2022). Can an Understanding of Personal Barriers to Coaching be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context? . International Journal of Progressive Education, 18(3), pp. 71-90.

Chicago 16th edition
Kudliskis, Voldis (2022). "Can an Understanding of Personal Barriers to Coaching be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context? ". International Journal of Progressive Education 18 (3):71-90. doi:10.29329/ijpe.2022.439.6.

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