The aim of this study was to investigate the coaching behaviors of elite English youth soccer coaches in different practice settings and gain insight into the coaches' cognitive processes underpinning these behaviors. The practice setting was split into two types of activities, "training form" and "playing form," and behavioral data were collected using a modified version of the Coach Analysis and Intervention System. Interpretive interview data were triangulated with the behavioral data to ensure that both the "what" and the "why" of the coaches' behavior and practice were considered. The results showed the coaches using more "training form" activities than "playing form," and using high levels of prescriptive instruction, regardless of practice type, in contrast to a stated desire to "developing the whole player," creating "decision makers," and being a "facilitator of knowledge creation." The interviews revealed that the coaches had a low self-awareness about their behavior, with an epistemological gap identified between understanding and practice, with statements of intent not being matched by knowledge and action.

1The aim of the study was to investigate the behaviours, cognitive processes and practice 2 activities of twelve English youth professional soccer coaches across six different age groups. 3Systematic observation data were collected using a modified version of the Coach Analysis 4 and Intervention System which provided a detailed analysis of coaching behaviours 5 performed during practice. Interpretive interviews were then triangulated with the 6 behavioural data to identify the cognitive processes underlying the behaviours performed. 7The behavioural results showed that the coaches of the younger age groups used more 8 instruction and the coaches of the older age groups used more divergent questioning and 9 significantly more total feedback and punitive behaviours. The coaches of the younger age 10 groups used more training form activities than the coaches of the older age groups who used 11 more playing form activities. However, the interviews revealed that instead of the age of 12 athletes' directly affecting the cognitive process of coaches it was in fact the coaches

The aim of this paper was to critically review existing literature relating to, and critically analyse current conceptualisations of, 'coaching philosophy'. The review reveals a bewildering approach to definitions, terms and frameworks that have limited explanation and reveal a lack of conceptual clarity. It is argued that rather than provide clarification and understanding the existing literature conflates coaching rhetoric and ideology with coaching philosophy and serves to reproduce existing coaching discourse rather than explain coaching practice. The paper problematises the unquestioned assumptions currently underpinning 'coaching philosophy'; namely the overemphasis of coaches' agency and reflexivity, the downplaying of the significance of social structure on coaches' dispositions and the acceptance that coaching practice is an entirely conscious activity. The paper argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology, and critically evaluate the assumptions and beliefs underpinning their practice.

2A systematic observation method has been one of the most popularly employed 3 methods in coaching research. Kahan's review of this method conducted between 4 1975-1997 highlighted the key trends in this research, and offered methodological 5 guidance for researchers wishing to use this method in their research.

14The aim of this study was to investigate the impact of video feedback on five English youth 15 football coaches' reflection and practice behaviours over a three season period. First, 16 quantitative data were collected using the Coach Analysis and Intervention System (CAIS) 17 during season one and season three. Data from CAIS results showed that over the three 18 seasons the coaches decreased their total instruction and total feedback and increased silence 19 'on-task'. Four out of the five coaches also increased the use of total questioning behaviour. 20Second, interviews revealed how video feedback gave structure to reflective conversations 21 that improved self-awareness and provided a trigger for behaviour change. The coaches 22 highlighted how video-based reflection challenged their current understanding and enabled a 23 range of learning sources to support and inform changed coach behaviour. 24 25 Introduction 26