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

Abstract

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.

Expertise in Coach Development: The Need for Clarity

“…Apprenticeship has value in that it is highly situated, frequently in the workplace, under the tutelage of a master and takes place over an extended period of time. Therefore, the situated learning and facilitation of skills regularly associated with apprenticeships would fit nicely with the support of coaches in responding to the cognitive challenges they regularly face in practice [67]. Such cognitive challenges associated with coaching processes, are aspects not typically 'visible' that can be developed alongside the practical.…”

“…Importantly, the critically thinking coach developer can problem solve and adapt to changing circumstances, such as coach needs, and is therefore as pedagogically agile as the coach they develop. This leads coach developers and coaches to focus their attention on particular coaching episodes and challenges they may face on a day-to-day basis and to critically consider initial actions, situational assessment, cues and potential errors in response to them (cf., [67,78]). Coaches are already critical, for example, recognising the effectiveness of an intervention based on observed performance is a critical evaluation [79].…”

Coaching adaptive skill and expertise in Premier League football academies—paving a way forward for research and practice

“…This efficient combination and application of knowledge to specific environments over time characterise the expression of expertise. In sport, this requires coaches to combine a range of bodies of knowledge (see Figure 1 ) that are most applicable to typical and atypical challenges ( 35 , 42 , 43 ). Similarities can be drawn to work on conceptions of knowledge, where individuals move from dualistic, through to increasingly relativistic views based on increasing volumes of valid experience ( 44 , 45 ).…”

“…Exemplifying quality in such approaches, Ward et al ( 33 ) drew on Woods ( 62 ) work, to suggest a combination of four methodological approaches; Research should be contextually situated using individuals who represent the population and context under consideration ( 63 , 64 ) e.g., using an Under-10's academy coach to understand skilful coaching within the foundation phase. Use cognitive task analysis methods (e.g., eliciting verbal reports of thinking, roles and responsibilities, action protocols, knowledge) that externalize performance and delivery, which allow researchers to understand internal processes ( 27 , 43 , 65 , 66 ). Use retrospective analyses and stimulated recall of critical incidents to reconstruct the dynamics and problem-solving strategies used to approach critical challenges using participant interviews and other data [e.g., critical decision method ( 67 )].…”

“…Use cognitive task analysis methods (e.g., eliciting verbal reports of thinking, roles and responsibilities, action protocols, knowledge) that externalize performance and delivery, which allow researchers to understand internal processes ( 27 , 43 , 65 , 66 ).…”