A season long investigation into coaching behaviours as a function of practice state: the case of three collegiate coaches

Harvey, Stephen; Cushion, Christopher J.; Cope, Edward; Muir, Bob

doi:10.1080/21640629.2013.837238

Cited by 57 publications

(76 citation statements)

References 22 publications

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“…it has been noted that coaches predominantly ask convergent (closed) rather than divergent (open) questions that are technical in nature (Harvey, Cushion, Cope, & Muir, 2013).…”

Section: Moving Beyond Simplistic Questioningmentioning

confidence: 99%

Questioning for learning in game-based approaches to teaching and coaching

Harvey

Light

2015

Asia-Pacific Journal of Health, Sport and Physical Education

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Despite the development of a wide body of literature suggesting the efficacy of game-based approaches (GBAs) to teaching and learning, GBAs have not yet been widely adopted by practitioners. A range of challenges face teachers and coaches taking up a GBA with two areas being of particular concern, which are:(1) the teacher's ability to design practice games, analyze learning, and be able to make the necessary adjustments and (2) the effective use of productive and generative questioning. Although these issues are interrelated this article focuses on questioning to provide the attention that the literature suggests it requires with a focus on the practitioners' implementation of GBA. After a brief discussion on theories of learning that support the use of questioning for learning in a GBA, the purpose of questioning is overviewed before the presentation of a range of specific questioning techniques for use in GBA. These are grounded in practical examples and which can be employed by practitioners to implement an authentic GBA.

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“…it has been noted that coaches predominantly ask convergent (closed) rather than divergent (open) questions that are technical in nature (Harvey, Cushion, Cope, & Muir, 2013).…”

Section: Moving Beyond Simplistic Questioningmentioning

confidence: 99%

Questioning for learning in game-based approaches to teaching and coaching

Harvey

Light

2015

Asia-Pacific Journal of Health, Sport and Physical Education

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“…While such knowledge would provide supporting evidence of course impact (Mallett, Rynne and Billett 2016), in coaching a background as a successful performer still has more relevance, being valued by employers (Blackett, Evans and Piggott 2017), participants (Cushion and Jones 2014) and coaches themselves (Mallett, Rynee and Billett 2016). It is not surprising therefore, that research repeatedly illustrates that much of the knowledge acquired by coaches is picked up through "apprenticeships of observation" as athletes, and subsequent experiential learning and mentoring as neophyte or assistant coaches (e.g., Cassidy and Rossi 2006;Cushion, Armour and Jones 2003;Erickson, Côté, & Fraser-Thomas 2007;Harvey et al 2013).…”

Section: Introductionmentioning

confidence: 99%

An exploration of the relationship between educational background and the coaching behaviours and practice activities of professional youth soccer coaches

Stonebridge

Cushion

2018

Physical Education and Sport Pedagogy

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Background and Purpose Despite the proliferation in recent years of higher education establishments offering tertiary-level study in the field of sports coaching, there is a lack of research into the impact of such courses on coaching practice. The behaviours employed and activities used by coaches during practice sessions is an area where one might expect to see such impact, indeed certain studies have tentatively noted the educational qualifications of coaches and suggested that this may play a role in the application of behaviours more aligned with playerlearning. The purpose of this study was therefore to compare youth soccer coaches with and without tertiary-level qualifications, examining their coaching behaviours and practice activities. Method The participants were ten male professional youth soccer coaches aged 24-55 with an average of 13 years coaching experience. Five of the coaches had completed undergraduate degree courses related to sport coaching. All of the coaches worked with players aged under 9 to under 16 in the youth academy of an English professional soccer club. Systematic observation of coach behaviour and practice activities was carried out using the Coach Analysis and Intervention System (Cushion et al. 2012), while follow-up interviews were used to elicit the coaches" perceptions of, and rationale for, their behaviour. Findings The observation data showed that graduate coaches used significantly more divergent questioning than non-graduate coaches, while the interview data revealed a general trend for graduate coaches to show greater self-awareness of behaviours and changes in behaviour between practice types. Graduate coaches also provided more comprehensive rationales, for example, seeing silence as a means of facilitating player decision making as well as for observation. In contrast to previous research, sessions featured a higher proportion of playing form than training form activities and at over twenty percent of session duration, the "other" practice state was a prominent feature of contact time with players. While some coaches saw "other" as wasted time, graduate coaches identified this as an opportunity for group discussion and social interaction. The study adds to existing data about coach behaviours and practice activities, providing evidence that education background may indeed influence coaching practice.

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“…Nonetheless, since research indicates that coaches may demonstrate low self-awareness about their coaching practice and behaviour (Partington & Cushion, 2013;Harvey, Cushion, Cope & Muir, 2013;Cushion, 2010), the reasonableness of demands made of athletes by coaches may not always be sufficiently appraised, evaluated and reflected upon. The fact coaching practitioners often operate in isolation (Trudel, Gilbert & Werthner, 2010), likely restricting opportunities for critically constructive and informed discussion, and the sharing of best practice, probably compounds the capacity for negligent entrenched coaching methods to be incorporated into coaching practice unwittingly and without question.…”

Section: Coaching Practicementioning

confidence: 99%

Sports coaching and the law of negligence: implications for coaching practice

Partington

2016

Sports Coaching Review

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The ordinary principles of the law of negligence are applicable in the context of sport, including claims brought against volunteer and professional coaches. Adopting the perspective of the coach, this article intends to raise awareness of the emerging intersection between the law of negligence and sports coaching, by utilising an interdisciplinary analysis designed to better safeguard and reassure coaches mindful of legal liability. Detailed scrutiny of two cases concerning alleged negligent coaching, with complementary discussion of some of the ethical dilemmas facing modern coaches, reinforces the legal duty and obligation of all coaches to adopt objectively reasonable and justifiable coaching practices when interacting with athletes.Problematically, since research suggests that some coaching practice may be underpinned by 'entrenched legitimacy' and 'uncritical inertia', it is argued that coach education and training should place a greater emphasis on developing a coach's awareness and understanding of the evolving legal context in which they discharge the duty of care incumbent upon them.

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A season long investigation into coaching behaviours as a function of practice state: the case of three collegiate coaches

Cited by 57 publications

References 22 publications

Questioning for learning in game-based approaches to teaching and coaching

Questioning for learning in game-based approaches to teaching and coaching

An exploration of the relationship between educational background and the coaching behaviours and practice activities of professional youth soccer coaches

Sports coaching and the law of negligence: implications for coaching practice

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