CULTURE FOR LEARNING: A THEORETICAL MODEL OF LEARNING THROUGH EFFECTIVE ATHLETICS COACHES by James Benjamin Johnson A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Assessment, Learning, and School Improvement Middle Tennessee State University December, 2020 Dissertation Committee: Dr. Kevin Krahenbuhl, Chair Dr. Lando Carter Dr. Gary Kiltz This dissertation is dedicated to my father, Mike Johnson, who passed away just a month prior to completion. He was a man of integrity that valued hard work and loved his family. He spent countless hours in service to his family, his church, and his community. He lived by a rule: do your best. I hope this would live up to his standard. ii ACKNOWLEDGEMENTS I would like to thank Middle Tennessee State University and the College of Education for the honor to complete a lifelong dream of earning this degree. The debt of gratitude that is owed to each professor will never be repaid. I would also like to thank Dr. Kevin Krahenbuhl, Dr. Lando Carter, and Dr. Gary Kiltz for your invaluable support. This dream would not have been a reality without each of you. I want to thank my family, as they are my foundation. I want to thank the love of my life, Kim, as she has stood by my side throughout this entire process. She makes me a better person and amazes me every day. Finally, I would like to thank God for the blessings and perseverance to earn and fulfill this dream. iii ABSTRACT A theoretical model of learning as seen by effective athletics coaches is nuanced with methods of performance improvement strategies but also inherently influenced by overarching cultural aspects to create an environment conducive to maximize learning. This grounded theory qualitative research study generates the Culture for Learning theoretical model of learning. The model can have potentially profound impacts on learning and performance by providing the necessary aspects of a culture set to maximize learning based on expectations, accountability, and relationships allowing for performance and improvement strategies to exist and flourish. The literature review covers theories of learning, practice methodology, improvement strategies, and essential components for a defined culture. Topics include behaviorism, the humanistic theory of learning, cognitive learning theory, fundamental skill acquisition through repetition, analysis with feedback through the use of performance analysis, environment, goal setting, motivation, and relationships. Theoretical sampling was used to select coaches to generate a theory of effective learning in athletics. The participating athletic coaches were defined as effective as they have a high percentage of wins or have shown trending improvements from year to year based on their teams’ win/loss record. They are from different states, and sports domains as well as having different levels of experiences and have won numerous district/region championships, state champions, conference championships, and national championships. The collection and analysis of interview, observation, and document/artifact data were analyzed through open, axial, and selective coding using constant comparison, member checking, and analytic memoing to ensure the accuracy of the findings. iv Future implications include leaning on the Culture for Learning theoretical model to impact classrooms, schools, and districts with learning strategies, cultural aspects used to motivate and empower students and teachers, and policy implications for assessment and standards’ adoption. District and school leaders could also lean on athletic coaches to provide insight into developing relationships, increasing the opportunity to maximize learning in classrooms within schools. The Culture for Learning can be used to improve learning in classrooms when the culture is conducive to doing so, as the athletics coaches’ theoretical model displays. v TABLE OF CONTENTS LIST OF FIGURES ........................................................................................................ xi LIST OF TABLES ........................................................................................................xii CHAPTER I: INTRODUCTION ..................................................................................... 1 Background .......................................................................................................... 1 Context ................................................................................................................ 4 Problem Statement ............................................................................................... 6 Statement of the Purpose ...................................................................................... 7 Definition of Terms .............................................................................................. 8 Significance of the Study ..................................................................................... 8 Research Plan ...................................................................................................... 9 Overview ........................................................................................................... 10 CHAPTER II: REVIEW OF LITERATURE ................................................................. 11 Learning Theories .............................................................................................. 12 Behaviorism ........................................................................................... 12 Humanistic Theory ................................................................................. 15 Cognitive Learning Theory ..................................................................... 17 Practice .............................................................................................................. 20 Acquisition & Retrieval .......................................................................... 21 Mental Representations .......................................................................... 23 Automaticity........................................................................................... 25 Spaced & Interleaved Practice ................................................................ 26 Deliberate Practice ................................................................................. 28 vi Analysis & Feedback ......................................................................................... 33 Feedback ................................................................................................ 33 Evaluation .............................................................................................. 35 Performance Analysis ............................................................................. 36 Reflection ............................................................................................... 39 Culture ............................................................................................................... 40 Trust & Vulnerability ............................................................................. 41 Goals ...................................................................................................... 45 Commitment to Improve ......................................................................... 47 Environment ........................................................................................... 50 Relationships .......................................................................................... 53 Motivation .............................................................................................. 56 Summary ........................................................................................................... 58 CHAPTER III: METHODOLGY .................................................................................. 60 Introduction ....................................................................................................... 60 Research Questions ............................................................................................ 60 Statement of Purpose ......................................................................................... 60 Research Setting / Context ................................................................................. 61 Methodology ...................................................................................................... 62 Rationale ............................................................................................................ 64 Participants & Data Sources ............................................................................... 64 Data Collection Procedures ................................................................................ 74 Data Analysis Procedures ................................................................................... 74 vii Summary ........................................................................................................... 76 CHAPTER IV: Findings ................................................................................................ 78 Culture for Learning........................................................................................... 83 Expectations ........................................................................................... 86 Establishing & Modeling Expectations .............................................. 87 Challenging Through Expectations