Post-match video-based feedback: A longitudinal work-based coach development program stimulating changes in coaches’ knowledge and understanding

Abstract

The literature regarding formal coach education and development highlights issues of transference of usable knowledge to the real-world context. This study sought to engage coaches from a Spanish football academy in a longitudinal work-based coach development program (CDP) focused on the delivery of post-match feedback. The CDP was delivered over a 23-month period through collaboration between a sport pedagogue researcher-practitioner, the Academy Management Team, and an experienced research team. The study adopted a case study design, utilizing a multiple method data collection strategy that occurred in several stages: 1) Systematic observations (Sep–Dec 2018) and 2) debrief (Jan 2019), where baseline coach behaviors and underpinning knowledge were recorded; 3) a workshop and a directed task (Mar 2019), encouraging coaches to apply new knowledge; 4) a directed task 2 and reflective interview (Apr/May 2019), facilitating coaches’ reflection on their past deliveries and rationalization and planning of their forthcoming sessions’ delivery and 5) a consolidation interview (Apr 2020), capturing knowledge stabilization. Qualitative data suggest that there was an increased understanding in the adoption of behaviors including corrective feedback, silence, questioning, and player participation throughout the CDP. In addition, coaches’ self-reflection found acceptance of their coaching delivery or a disconnect between their desired and actual behaviors during the delivery of video-based feedback. This study provides a preliminary framework for further implementation and exploration in developing coaches’ knowledge and understanding of delivering post-match video-based feedback.

Re-visiting systematic observation: A pedagogical tool to support coach learning and development

“…Taken together, it remains not only necessary to record the pedagogical behaviors of coaches, but to also reflect upon the appropriateness of such behaviors for developing desired outcomes. Particularly as it is well-demonstrated that some coaches have limited awareness of how they behave in various ways, with athletes' ratings correlating more strongly with observed behaviors than the coaches' own self-ratings (e.g., Harvey et al, 2013 ; Partington and Cushion, 2013 ; Raya-Castellano et al, 2021 ). Low self-awareness among coaches is well-evidenced, coaches are unaware of their moment-to-moment behavior (De Marco et al, 1996 ).…”

“…This issue is not unique to coaching but has been found in other educational domains (i.e., Hook and Rosenshine, 1979 ), as well as physical activity settings (i.e., McKenzie, 2016 ). Any advances in coach education and development would likely be fruitless if coaches lack basic levels of self-awareness, particularly in practice environments driven by a strong sub-culture (Cushion et al, 2012b ; Partington et al, 2015 ; Raya-Castellano et al, 2021 ).…”

“…Research over time has highlighted how coach education programmes based on principles like dialogic pedagogy, have resulted in positive coach outcomes, which include coaches experiencing a freedom to learn, feeling cared for, and developing more reflexive thinking (Krane et al, 1991 ; De Marco et al, 1996 ; Cope et al, 2021 ; Raya-Castellano et al, 2021 ). A reason for the reported positive coach outcomes were due to coaches feeling increased levels of agency in their own learning, something which has been reported in other educational contexts when a dialogic approach has been employed (Hennessy et al, 2017 ).…”

“…In Cope et al's ( 2021 ) study, a systematic observation method was used to support coaches in identifying a coaching issue and to capture behavior change, and therefore offered some insight into its potential in supporting learning. In Raya-Castellano et al's ( 2021 ) work, systematic observation data served as a stimulus for engaging coaches in reflective practice, whereas in Krane et al's ( 1991 ) and De Marco et al's ( 1996 ) studies, systematic observation was used to support coaches in developing greater levels of self-awareness. In all these examples, using data grounded on coaches' behavior and practice was the starting point for dialogue.…”

“…Data generated from systematic observation could play a critical role in this process because data are derived from coaches' practices, as opposed to coaches' perceived ideas about what they think happens when they coach. Research consistently demonstrates that showing and discussing with coaches' data pertaining to their behavior is a powerful learning experience, particularly when presented alongside video (Kidman, 1997 ; Partington et al, 2015 ; Raya-Castellano et al, 2021 ). A reason for this is that learners appear “struck” by what these combined data reveal, prompting critical reflexive thinking (Corlett, 2012 ; Partington et al, 2015 ; Hardman, 2020 ).…”