An investigation of the practice activities and coaching behaviors of professional top‐level youth soccer coaches

Abstract

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.

Characteristics of Professional and Non-Professional Football Players – An Eight-Year Follow-Up of Three Age Cohorts

“…However, an essential diff erence was that the professional players reported close to signifi cantly less criticism from their coaches. Earlier studies have highlighted the potentially adverse eff ect of both too much feedback (Potrac et al, 2007) or a lack of feedback to the players (Partington & Cushion, 2013). Previous research also shows that the content of the feedback is essential for the players' further motivation and development (Cushion et al, 2010;Ford et al, 2010).…”

“…Th e content of this feedback must be seen as important, where feedback should be expected to be constructive and balancing the amount of praise and criticism. Earlier studies have highlighted that feedback during exercise is a common strategy recognized by most coaches (Potrac, Jones, & Cushion, 2007) even though little feedback is given aft er exercise, potentially aff ecting the players' ability to refl ect on their own skills (Partington & Cushion, 2013). Previous research also shows that the content of the feedback is essential for the players' further motivation and development (Cushion, Ford, & Williams, 2010;Ford, Yates, & Williams, 2010).…”

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

“…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.…”

“…Much contemporary coaching practice appears to be underpinned by emulation, intuition and tradition, or 'uncritical inertia' (Partington & Cushion, 2013;Williams & Hodges, 2005;Ehrmann, 2011). This may 'authenticate certain types of collective knowledge with the resulting discourse giving certain practices an entrenched legitimacy' (Cushion & Partington 2014, p. 7).…”

The wider context of performance analysis and it application in the football coaching process

“…In a high performance environment we might expect a performance manager to give clear guidance retaining to agreement, alignment, accountability and adjustment for effectively implementing PA in supporting wider analysis activities (Wiltshire, 2013). However evidence had suggested less formal methods of mentoring and support are accepted within football (Grecic & Collins 2013;Partington & Cushion 2013), and also that role clarity is often a challenge within the coaching process resulting in a number of levels of ambiguity and uncertainty (Jones & Wallace 2005). This in turn highlights the importance that further consideration is given to the specific and effective integration of analysis within a specific organisation and their coaching process.…”