The programme appeared more effective when coaches were highly trained, enthusiastic and committed and when secondary schools worked closely with feeder primaries¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Implementation quality moderated programme effectiveness: highly trained, enthusiastic and committed coaches, and close coordination between secondary schools and feeder primaries, were associated with greater effectiveness. → Maxwell 2014

Evidence¶

Maxwell 2014¶

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., & Clague, L. (2014). TextNow Transition Programme: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581131

q2 · i? · causal · r2

Process evaluation combining online surveys of coordinators (primary 64%, secondary 68% response) and coaches, plus four pupil focus groups with 22 intervention pupils, analysed using descriptive statistics and thematic analysis; findings are the evaluators' interpretive conclusions about implementation, not a tested causal comparison.

"The programme appeared to be more effective when secondary schools worked closely with feeder primaries to co-ordinate all elements of the programme. In addition, more effective coaches were highly trained , enthusiastic and committed."

Discussion¶

Related Claims¶

• Close collaboration between principal preparation programs and districts is associated with more coordinated candidate preparation — related
• The quality of the coach-athlete relationship as defined by the 4Cs is instrumental to performance success and wellbeing — related
• No specific coaching dosage is established as necessary; coaching outcomes appear more sensitive to coaching quality than dosage, with sustained duration favoring comprehensive coaching — related
• The TextNow Transition Programme did not significantly improve reading comprehension at the primary-secondary transition; participating pupils made slightly less progress than controls — related
• The TextNow programme produced no statistically significant difference in enjoyment of reading or motivation to read compared with the comparison group — related