#coachlearninginsport: new education?



Earlier this week I heard someone say “if you are resting on your laurels, you are wearing them in the wrong place”.

I think that is a great one liner.

People Who Love To Learn

An alert from Stephen Downes today directed me to a culture that might not be sitting on its laurels in thinking about and in the practice of education … Finland. Stephen shared news of the New Education Forum’s report (2015), A Land Of People Who Love To Learn.

I do think there are some important insights in the report for #coachlearninginsport. I felt at home when I read “In a world that is changing rapidly, the need to learn never ends”. (Note ‘learn’ rather than ‘develop’.)

Some of the messages (themes in bold) in the report for me are:

Knowledge and learning are not as tied to a specific school or educational institution as they used to be.” (p.4).

“We insist that education must not settle for adapting to change, but also act as a driver. To raise brave, compassionate citizens capable of independent thought and bearing the responsibility for themselves and for others; curious people, capable of finding things out for themselves and assessing the reliability of whatever information they come across. People with a tolerance of uncertainty, the courage to implement their ideas in practice and even break a few rules, if necessary.” (p.4)

Assessment must be changed to individual and continuous feedback, provided at all education levels. The key is to provide information on the personal development of individuals, not how well they did compared to others.” (p.6)

“we want to integrate schools to the rest of society also in terms of space. Instead of new educational institutions, we should be building learning villages that interact closely with the surrounding world.” (p.8)

“the need for interdisciplinary approaches and the continuous learning of new skills outweighs neatly compartmentalised competencies.” (p.9)

Technology must be used to change how we do and learn things. This is about pedagogy, not the equipment.” (p.12)

“We no longer have the privilege of thinking that we are the best and no one measures up to us, and wait for the rest of the world to come and admire how we do things in our schools. New ideas keep emerging in all corners of the world and we need to make sure we are up to date, no shame in stolen with pride. Education needs to be imported as well as exported.” (p.13)

New education is centred around the learner and his/her experiences. Love may not be easily quantifiable, but it is perceptible. The learner’s experience is the key indicator of success at all levels of education, from early childhood to adult education. All assessments must primarily be carried out from the perspective of the learner, not the teacher



The New Education Report is a short document. Within it there are some fascinating insights from an educational system that is lauded globally. I am very interested in the approach taken in the report. I think it is self-aware and self-critical.

My summary is very selective and I am sure you will finds lots of other insights from the report. I do think that any report with this introduction is deserving of your attention:

The New Education Forum’s messages were not aimed at painting an overall picture of everything that reforming the education sector might entail; they are suggestions for themes that deserve to be given centre stage more in open and critical discussion. The aim was to stimulate the readers’ thoughts and passions and encourage more open and constructive dialogue on the change in learning – not to put the minds of those content with the status quo at ease.

Photo Credits

Päijänne Islets (Miguel Virkkunen Carvalho, CC BY 2.0)

Waiting/meeting (Marcus Hansson, CC BY 2.0)

DR2_6919 (Riku Kettunen, CC BY-NC-ND 2.0)

Cirrus 120104

It has been a quiet two weeks in my RSS feeds.

Some of the items that did reach me:

What Americans Keep Ignoring About Finland’s School Success (via LinkedIn and OLDaily). A post by Anu Partanen that includes a link to Pasi Sahlberg, director of the Finnish Ministry of Education’s Center for International Mobility and author of  Finnish Lessons: What Can the World Learn from Educational Change in Finland? (Last year I wrote about what sport can learn from Finnish education.)

An Economist article about The Disposable Academic and the place of PhD research. The article concludes:

Many of those who embark on a PhD are the smartest in their class and will have been the best at everything they have done. They will have amassed awards and prizes. As this year’s new crop of graduate students bounce into their research, few will be willing to accept that the system they are entering could be designed for the benefit of others, that even hard work and brilliance may well not be enough to succeed, and that they would be better off doing something else. They might use their research skills to look harder at the lot of the disposable academic. Someone should write a thesis about that.

An alert via PhilPapers about a forthcoming paper in Science and Engineering Ethics written by Ksenija Baždarić, Lidija Bilić-Zulle, Gordana Brumini and Mladen Petrovečki, Prevalence of Plagiarism in Recent Submissions to the Croatian Medical Journal. They analysed all manuscripts submitted in 2009–2010 with plagiarism detection software: eTBLAST , CrossCheck, and WCopyfind . They report that of 754 submitted manuscripts, 105 (14%) were identified by the software as suspicious of plagiarism. A manual verification confirmed that 85 (11%) manuscripts were plagiarized: 63 (8%) were true plagiarism and 22 (3%) were self-plagiarism. They conclude that “the prevalence of plagiarized manuscripts submitted to the CMJ , a journal dedicated to promoting research integrity, was 11% in the 2-year period 2009–2010”.

My Scoop.it feed provided a number of newspaper items from around the globe.

My Paper.li feed has had some excellent items too.

Photo Credit

Here Sleep Deer

Conference Session 5: ACCSS

The Asian Conference of Computer Science in Sports (ACCSS) is being held at the Japan Institute of Sports Sciences. The fifth and final session of the conference comprises five papers (Links to other sessions from the Conference  can be found here (session four) and here (all other sessions).) Tomohito Wada chaired this session.

Three of the five papers focussed on combat sports and two looked specifically at systems.

The first paper of the session was presented by Peter Emmermacher. His paper was entitled Video Supported Fight Analysis in Karate K-Wet-A.

Tomi Vanttinen discussed the development of a video database management system in combat sports in Finland.

Tomi looked at the use of a USB Exchange and an Archos Exchange for video use in real-time environments. With additional help, he noted that a WLAN system is used for file transfer. Tomi shared the procedure for developing a web-based archive of material through FTP procedures.

Kerstin Witte concluded the discussion of contact sports with her paper, A Software package for Assessment of Visual Perception and Anticipation Ability in Combat Sport.

Kerstin’s discussion of anticipation prompted a lot of questions about perception and anticipation.

The fourth paper of the session presented by Hristo Novatchkov moved the focus of the Conference to mobile systems. His paper was titled Current Development of a Server-Based Mobile Coaching System.

The final paper of the conference was presented by Rafet Irmak. His paper reported on Computer Software for Statistically Determined Blood Lactate Threshold.

Rafet reported how software was developed to calculate and report blood lactate threshold using statistical and mathematical models.

Chikara Miyaji closed the two day Conference. He thanked delegates for their attendance and thanked his colleagues for the support he had received in organising the Conference. He was congratulated by Arnold Baca on behalf of the delegates for a delightful two-days of formal presentations and informal discussions.