Table A1 Steps of the new first-aid... | Emerald Publishing

Table A1

Steps of the new first-aid coaching system based on lesson study

Step 1	Initial contact, planning and organization The concept of lesson study is explained to the first-aid teacher, with case students being observed for their performance and the outcomes will be evaluated. With the coach’s assistance, the first-aid teacher is advised to create a lesson plan ( Appendix 2). The first cycle of the study lesson in the first-aid course will proceed based on the initial communication and the lesson plan
Step 2	Observation and Documentation The coach randomly selects five case students and provides observations for these students either individually or in a team, using the observation sheet ( Appendix 4). The observers document the quality of the first-aid course, considering lesson clarity and instructional variety with points (Table A3 in Appendix 3) and in writing. They assess student engagement and student outcome with points (Tables A4 and A5 in Appendix 3). Additionally, at the observational points, the first-aid teacher reflects with points and in writing on the study lesson (perceived lesson clarity and instructional variety) using the lesson plan sheet ( Appendix 2)
Step 3	Coaching During the study lesson and while the first-aid teacher mainly functions as the head teacher of the study lesson, the coach actively assists the first-aid teacher. All in all, four major areas of responsibility arise for coaches 1. Reflection in-action 2. Reflection on-action 3. Coaching by example teaching 4. Observation
Step 4	Reflection Directly after the cycle, the coach and first-aid teacher – based on the lesson plan – instantly review and reflect on the study lesson. In a guided but natural communication, the collaborative team recapitulates both positive and negative aspects and captures first impressions on the research session
Step 5	Evaluation The coach tallies all points from the observation sheets, including the first-aid teacher’s reflection. Using this data, the coach compiles the most crucial points for improvement and prepares them for meaningful feedback
Step 6	Feedback and Debriefing As coaching regularly involves more lesson cycles, the debriefing can also serve as the preliminary discussion for the next first-aid coaching course cycle. This debriefing/preliminary discussion aims to highlight vital aspects for improvement and ensure optimum quality in the subsequent research sessions or first-aid courses conducted without a coach
Step 7	Communication Youth Red Cross/Red Cross The coach submits the documented results – observation sheets and evaluation sheets – to the Youth Red Cross or Red Cross. Consequently, the umbrella organization can substantially guarantee and improve the quality of their first-aid courses. This ensures transparent documentation of the quality of the product they offer
Step 8	Repetition of the cycle Since the goal is to establish a collaborative team for more than one cycle, steps one to seven are reiterated for each cycle

Step 1	Initial contact, planning and organizationThe concept of lesson study is explained to the first-aid teacher, with case students being observed for their performance and the outcomes will be evaluated. With the coach’s assistance, the first-aid teacher is advised to create a lesson plan (Appendix 2). The first cycle of the study lesson in the first-aid course will proceed based on the initial communication and the lesson plan
Step 2	Observation and DocumentationThe coach randomly selects five case students and provides observations for these students either individually or in a team, using the observation sheet (Appendix 4). The observers document the quality of the first-aid course, considering lesson clarity and instructional variety with points (Table A3 in Appendix 3) and in writing. They assess student engagement and student outcome with points (Tables A4 and A5 in Appendix 3). Additionally, at the observational points, the first-aid teacher reflects with points and in writing on the study lesson (perceived lesson clarity and instructional variety) using the lesson plan sheet (Appendix 2)
Step 3	CoachingDuring the study lesson and while the first-aid teacher mainly functions as the head teacher of the study lesson, the coach actively assists the first-aid teacher. All in all, four major areas of responsibility arise for coaches1. Reflection in-action 2. Reflection on-action 3. Coaching by example teaching 4. Observation
Step 4	ReflectionDirectly after the cycle, the coach and first-aid teacher – based on the lesson plan – instantly review and reflect on the study lesson. In a guided but natural communication, the collaborative team recapitulates both positive and negative aspects and captures first impressions on the research session
Step 5	EvaluationThe coach tallies all points from the observation sheets, including the first-aid teacher’s reflection. Using this data, the coach compiles the most crucial points for improvement and prepares them for meaningful feedback
Step 6	Feedback and DebriefingAs coaching regularly involves more lesson cycles, the debriefing can also serve as the preliminary discussion for the next first-aid coaching course cycle. This debriefing/preliminary discussion aims to highlight vital aspects for improvement and ensure optimum quality in the subsequent research sessions or first-aid courses conducted without a coach
Step 7	Communication Youth Red Cross/Red CrossThe coach submits the documented results – observation sheets and evaluation sheets – to the Youth Red Cross or Red Cross. Consequently, the umbrella organization can substantially guarantee and improve the quality of their first-aid courses. This ensures transparent documentation of the quality of the product they offer
Step 8	Repetition of the cycleSince the goal is to establish a collaborative team for more than one cycle, steps one to seven are reiterated for each cycle

Source(s): Table created by Thomas Andreas Ogradnig