Exploring the Decision Making Processes of Early Career Strength and Conditioning Coaches

Downes, Paul; Collins, David

doi:10.34256/ijpefs21210

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Importantly, it was also reported that ECCs were perceived to be underprepared to effectively interpret and operate within these settings. These perceptions are supported through empirical evidence generated using ACTA interviews with ECCs [46]. The findings of these studies are valuable resources in seeking to elevate the ability of SCCs to reflect more accurately on their performances and determine the effectiveness of the decisions made.…”

Section: Discussionmentioning

confidence: 82%

Examining the Roles and Consequent Decision-Making Processes of High-Level Strength and Conditioning Coaches

Downes

Collins

2021

Societies

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Research into sports coaches has identified the valuable role they play concerning social support provided to athletes together with their contribution to social and cultural interactions within both the participation and performance domains. The purpose of the present study was to qualitatively extract and examine the knowledge and on-task cognitions of high-level coaches (HLCs) within strength and conditioning (S and C). Applied cognitive task analysis (ACTA) was used to examine ten HLCs, each purposefully sampled to reflect over eight years of work in full time environments. The analysis of responses demonstrated HLCs engage in a pattern of innovative and diverse thinking, together with adaptability and multilevel planning, designed to promote an inclusive approach from performers, coaches and management. Commonality was demonstrated within the decision making of HLCs during the design of training programs. Communication was another important consideration when connecting with athletes, observing athletes, speaking to the head coach and integrating their approach with others. A confident, flexible approach to adapting to situational demands was evident and supported by the ability to recall and select from a wide range of previously learnt and tested strategies. Evidence is offered for the importance of interpersonal and social factors in HLCs’ relationships with athletes and coaches. The incorporation of strategies to support versatile, dynamic decision making within future S and C coach development materials will support more impactful performances by coaches at all stages of the coaching process.

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Section: Discussionmentioning

confidence: 82%

Examining the Roles and Consequent Decision-Making Processes of High-Level Strength and Conditioning Coaches

Downes

Collins

2021

Societies

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“…Using the same interview technique Downes and Collins (2020b) found that ECCs demonstrated a more basic and limited approach, with their decision making focused on less complex and straightforward outcomes. The decisions that SCCs make within their contexts come under greater scrutiny as the level of performance increases.…”

Section: The Emerging Picturementioning

confidence: 99%

“…In the opinion of more experienced SCCs, ECCs need the ability to explain the reasoning behind their selected training programs (Gillham et al, 2015). This need was not evident through the investigation of ECCs (Downes & Collins, 2020b) however, who evidenced only a limited ability to explain the reasoning, or the why, behind program decisions. Interestingly, the four SCCs interviewed by Gillham et al (2015) were consistent in their belief that novice coaches must find their own path and be authentic.…”

Section: The Emerging Picturementioning

confidence: 99%

Developing strength and conditioning coaches: a case for cognitive apprenticeship

Downes

Collins

2022

Coaching: An International Journal of Theory, Research and Prac

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Traditionally Strength and Conditioning Coaches have been prepared for their roles through development of a strong theoretical knowledge base and demonstrating proficiency across a range of technical frameworks. Importantly, however, recent research within Strength and Conditioning (S & C) has argued for a focus on cognitive skills and processes to support the comprehensive and established bio-physical educational materials available to learners. Accordingly, an area of growing interest within S & C is how to most appropriately prepare coaches for the authentic demands of the workplace. In other professional domains, Cognitive Apprenticeship (CA) methods have been researched and adopted to enhance the effectiveness of workers.This article provides an overview of the characteristics of CA and how these pedagogical tools could be applied across different S & C learning environments. The approaches discussed, and conceptually modelled, offer a practical and feasible solution for future coach preparation methods. Such an approach would focus on developing more contextually aware and impactful coaches and improve the services provided to an organisation. Implications for Practitioners• This article highlights the principles of Cognitive Apprenticeship methods to support future design and delivery of situational learning experiences in the workplace.• Applications of Cognitive Apprenticeship methods in various learning environments are presented offering application in both face-to-face and simulated contexts.• The importance of teachers providing authentic, workplace situations to learners to develop their contextual decision making is emphasised.

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High performance coach cognition in the wild: using applied cognitive task analysis for practical insights–cognitive challenges and curriculum knowledge

2023

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Despite significant empirical work in the sport coaching domain, there remains a paucity of evidence to inform practice in high-performance sport coaching. As a result, there are gaps in our understanding regarding coaching expertise at different levels of athlete performance. A significantly underutilized approach in coaching research is Cognitive Task Analysis and it’s knowledge elicitation tools. Addressing these concerns, here we utilize applied Cognitive Task Analysis and a semi-structured interview protocol to elicit the cognitive challenges and use of knowledge by a group of N = 7 high-performance endurance sport coaches from a single national governing body. Analysis suggested prominent and ongoing challenges in day-to-day practice which, in turn require significant adaptive skill. In addition, results show how coaches used knowledge flexibly and conditionally to meet the demands of their role. A novel finding being the identification of the use of curriculum knowledge to mentally project the needs of athletes. The findings suggest opportunities for utilizing Cognitive Task Analysis to investigate the cognitive challenges of sport coaching and enhance coach development practice.

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Exploring the Decision Making Processes of Early Career Strength and Conditioning Coaches

Cited by 4 publications

References 22 publications

Examining the Roles and Consequent Decision-Making Processes of High-Level Strength and Conditioning Coaches

Examining the Roles and Consequent Decision-Making Processes of High-Level Strength and Conditioning Coaches

Developing strength and conditioning coaches: a case for cognitive apprenticeship

High performance coach cognition in the wild: using applied cognitive task analysis for practical insights–cognitive challenges and curriculum knowledge

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