SCA on the Pitch
Learning Design Rationale
Author: Stefania Martinelli
Index
(5) Assessment Design
(1) The Brief
(6) Module Map
(2) Design Strategy
(7) Why e-Learning?
(3) Proposed Solution
(8) Enhancements
(4) Learning Science
The Brief
Objectives
Audience
Must be delivered digitally
Grassroots football coaches
Knwon Constrains
Knwon Challenges
Must be delivered digitally
- “It doesn’t affect fit, young people”
- “AED importance isn’t understood / is delayed”
Design Strategy
Strategy: belief change and behaviour change
Barrier 1
Barrier 2
Behaviour
Belief
“This won’t happen to my players”
“I’m unsure about AED use”
Low Urgency
Hesitation / Delay
Performance goal: collapse → assume SCA → act → AED without delay
Proposed Solution
Targeting Barriers
The Learner Journey
Barrier 1
Barrier 2
Fit + young = not at risk
AED hesitation
Learning Science
Applying learning principles
The Design
High-Stake Learning
Adult Learning
Multimedia Design Principles
Because speed and accuracy matter
For Grassroots Coaches
Assessment Design
Why a scenario-based and timed?
Scenarios assess judgement under pressure, not recall
Timing supports faster retrieval and exposes hesitation points (AED)
Fairness rules: short stems, plausible distractors, clear feedback, retry option
Module Mapping
Sections and Barrier Target
Why e-Learning?
(Tool used: Genially)
Layered Content
Digital-firstMobile-friendly
Interaction Types
Fast Iteration
Definitions No clutter
Busy coaches
Myth cards, scenario, timed questions
Easy to update
Enhancements
How I’d strengthen the solution
Analyse
Audit
Diagnose
Consider real learners (inc. use of device, connectivity, realistic time available)
What already exist and tried (e.g. resources, posters)
Where are the learning barriers, especially around AED urgency
Collaborate
Research
Pilot and Iterate
Consult key stakeholders (.e.g. medial lead, coach educators, etc.)
If available, talk to coaches to capture constraints, confidence, real settings
Test with a small group, refine distractors, timing, and feedback
Thank you!
aNDROGOGY | applying knowles
Adult Learning
The Learners will:
- Myths + real football cases to reset risk perception
- Signs/symptoms: what to look for
- RRR mental memo: Recognise, Respond, Restart
- Beat the Clock: timed scenario questions
- End takeaway: AED readiness (know location/access)
Mayer: Cognitive Theory of Multimedia Learning
The Design
Retrieval practice & transfer to performance
High Stake Learning
AED hesitation
- Plain-language AED definition + why it matters
- RRR scaffold embeds AED as the “Restart” cue
- Readiness check: everyone knows where the AED is
Learning link: self-efficacy + practice reduces anxiety and delay
Fit + young = not at risk
- Myth-busting interactions (cognitive conflict early)
- Real football cases (credible, coach-relevant)
- Action rule: “If a player collapses, assume it’s an SCA until proven otherwise.”
- Timed scenarios to practise recognition under pressure
Learning link: conceptual change = cognitive conflict → application
SCA on the Pitch: Rationale
Stefania Martinelli
Created on February 5, 2026
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Transcript
SCA on the Pitch
Learning Design Rationale
Author: Stefania Martinelli
Index
(5) Assessment Design
(1) The Brief
(6) Module Map
(2) Design Strategy
(7) Why e-Learning?
(3) Proposed Solution
(8) Enhancements
(4) Learning Science
The Brief
Objectives
Audience
Must be delivered digitally
Grassroots football coaches
Knwon Constrains
Knwon Challenges
Must be delivered digitally
Design Strategy
Strategy: belief change and behaviour change
Barrier 1
Barrier 2
Behaviour
Belief
“This won’t happen to my players”
“I’m unsure about AED use”
Low Urgency
Hesitation / Delay
Performance goal: collapse → assume SCA → act → AED without delay
Proposed Solution
Targeting Barriers
The Learner Journey
Barrier 1
Barrier 2
Fit + young = not at risk
AED hesitation
Learning Science
Applying learning principles
The Design
High-Stake Learning
Adult Learning
Multimedia Design Principles
Because speed and accuracy matter
For Grassroots Coaches
Assessment Design
Why a scenario-based and timed?
Scenarios assess judgement under pressure, not recall
Timing supports faster retrieval and exposes hesitation points (AED)
Fairness rules: short stems, plausible distractors, clear feedback, retry option
Module Mapping
Sections and Barrier Target
Why e-Learning?
(Tool used: Genially)
Layered Content
Digital-firstMobile-friendly
Interaction Types
Fast Iteration
Definitions No clutter
Busy coaches
Myth cards, scenario, timed questions
Easy to update
Enhancements
How I’d strengthen the solution
Analyse
Audit
Diagnose
Consider real learners (inc. use of device, connectivity, realistic time available)
What already exist and tried (e.g. resources, posters)
Where are the learning barriers, especially around AED urgency
Collaborate
Research
Pilot and Iterate
Consult key stakeholders (.e.g. medial lead, coach educators, etc.)
If available, talk to coaches to capture constraints, confidence, real settings
Test with a small group, refine distractors, timing, and feedback
Thank you!
aNDROGOGY | applying knowles
Adult Learning
The Learners will:
Mayer: Cognitive Theory of Multimedia Learning
The Design
Retrieval practice & transfer to performance
High Stake Learning
AED hesitation
- Readiness check: everyone knows where the AED is
Learning link: self-efficacy + practice reduces anxiety and delayFit + young = not at risk
- Myth-busting interactions (cognitive conflict early)
- Real football cases (credible, coach-relevant)
- Action rule: “If a player collapses, assume it’s an SCA until proven otherwise.”
- Timed scenarios to practise recognition under pressure
Learning link: conceptual change = cognitive conflict → application