Abstract

The proposed teaching innovation is a new course that is part of a broader experiential learning initiative using peer-to-peer coaching. Based on a collaboration between the business school and the athletics department at a major public university, we are leveraging information technology to help individual students learn how to set personal objectives, receive (and give) performance feedback, and apply data analytics in the context of athletic performance. As part of this new course, students of all skill levels will learn to coach other students to design and build IT-enabled performance systems that elevate each other’s own personal performance on a complex human activity. The initial performance activities for this program include golf, tennis, running, and ice skating. More broadly, the experiential learning design of this course is highly applicable to professional activities such as leadership, management , and strategic consulting. The course progresses through skill building modules using an action design research model (Sein et al., 2011) in which students build customized artifacts contingent on their specific needs. They learn intervention in practice, use data to evaluate outcomes, and refine their performance design collaboratively for maximum impact (Gregor and Hevner, 2013). Modules are based on interdisciplinary, evidence-based research in organizational behavior, psychology, information systems, and athletic performance: • Peer-to-peer coaching (Hooker, 2013) and social learning (Bandura and Walters, 1977) • Mental fortitude (Fletcher and Mustafa, 2016) • Motivation (Deci and Ryan, 2000) • Performance metrics and data analysis (Currell and Jeukendrup, 2008) • Strategic use of sport data (Exel and Dabnichki, 2024) • Performance management and continuous improvement (Bhuiyan and Baghel, 2005) The proposed learning model combines technology-enabled self-management with peer-to-peer coaching to drive learning objectives: 1) Gain experience both as a peer coach and in receiving coaching from others to drive performance; 2) Learn to take a design-centered approach to training and preparation for performance; 3) Develop the capability to design and implement performance systems for other aspects of personal and professional life; and 4) Build life-changing skills that will improve the student’s approach to a broad range of challenges they may face.

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