Glossary

Key Terms behind Social Video Learning and Modern Sports Education.

Our glossary explains the core terms behind our methodology from Social Video Learning to peer feedback and the German Olympic Sports Confederation’s (DOSB) competency model. A quick way to understand how we approach coach education in sport.

Blended Learning / Blended Training

Blended Learning (also Blended Training) combines asynchronous learning phases with synchronous ones, whether in person or in online meetings. edubreak®CAMPUS supports both fully blended courses and the preparation and follow-up of purely in-person formats. The approach differs from Self Learning, where participants study independently online and receive only automated feedback, without any in-person component.

→ See also: Practical Transfer, Social Video Learning

Competency Model

Ghostthinker’s didactical approach is built on the competency model of the German Olympic Sports Confederation (DOSB), which underpins the education programmes of sports organisations across Germany. Ghostthinker did not develop this model itself; rather, it integrates it methodically into its own didactics and technology and into the course formats on edubreak^®CAMPUS.

→ See also: Competency Orientation

Competency Orientation

Competency orientation is one of the core didactical principles guiding Ghostthinker’s development and consulting work. It starts from a positive view of human nature: people want to learn, and people can learn. Building on this, Ghostthinker favours participation and personal responsibility over control and sanctions.

Learning succeeds best, in this view, when three basic needs are met:

Sense of competence: learners apply their skills, develop them further, and experience their own progress.
Autonomy: learners are given room to make decisions and help shape their own tasks.
Social connectedness: Ghostthinker sees learning as a social process – exchange, cooperation and feedback drive motivation and understanding.

Ghostthinker designs learning environments to foster independence, exchange and competency development accordingly. The focus is not on isolated factual knowledge, but on reflected, applicable ability: knowledge should become visible in concrete action and transfer flexibly across situations – what we call the development of practical competencies. Learning processes are designed to be cognitively activating, to encourage independent thinking, and to strengthen learners’ sense of self-efficacy and collaboration.

→ See also: Competency Model, Practical Transfer

Peer-Feedback

Peer feedback describes learners giving each other feedback directly, which benefits them in two ways: it builds reflection, empathy and communication skills, while also taking pressure off instructors without compromising the quality of the learning process. A clear structure – criteria or feedback guides, for instance – helps ensure peer feedback stays constructive and becomes part of an open, appreciative learning culture.

→ See also: Competency Orientation, Social Video Learning

Practical Transfer

Practical transfer is the guiding design principle behind Ghostthinker’s didactical approach: linking online reflection directly with real practice on the pitch. Rather than abstract factual knowledge, the priority is reflected, immediately applicable skill – knowledge is meant to become visible in concrete action.

→ Siehe auch: Blended Learning / Blended Training, Competency Orientation

Social Video Learning

Social Video Learning is a didactical-technological innovation developed by Ghostthinker for video-based learning, built around the Social Video Player. Participants learn collaboratively (“social”) directly on their own video footage from real training practice (Reality-Based Learning), commenting and using interactive tools together with other participants right on the video. The approach connects online learning directly with learners’ lived reality and is designed to maximise both competency acquisition and reflection.

User-Generated Content

At Ghostthinker, user-generated content (UGC) refers to learning material created by participants themselves – above all, their own video recordings from training practice. Rather than relying solely on pre-produced teaching material, these recordings make learners’ real practice visible: coaches film their own training sessions, reflect on them together with others in the Social Video Player, and, in doing so, document their growth in competency over time. Beyond boosting motivation by having learners work with their own material, this also makes progress concretely traceable.