Practical Knowledge in Expert Coaches: On-Site Study of Coaching in Sailing

Abstract

The purpose of this study was to analyze the practical knowledge of expert sailing coaches of the French team preparing for the 1996 Olympic Games in Atlanta. Coaching knowledge was studied from a cognitive ergonomics perspective based on the task activity model. According to this model, a task is a set of constraints facing individuals. To meet the demands imposed by these constraints, an individual engages in an adaptative activity which can be studied from the point of view of his or her knowledge and cognitive operating modes. In-depth interviews were conducted after observation of five training sessions, and the verbal protocols obtained were coded inductively. The results showed that coaching tasks were considered by coaches as a set of interacting constraints which generate complex, contradictory, and ill defined problems. Coaches' operating modes appeared to be based on organization routines, cognitive anticipation on flexible plans, flexible on-site adaptation, joint control of training with athletes, and involvement in the training situation based on past experiences.

Professional judgement and decision-making in adventure sports coaching: the role of interaction

“…This leaves coaches to contextualise the pan-sport theories espoused in training (Saury & Durand, 1998) and to develop the interactional expertise (Collins & Evans, 2007) in an ad-hoc way. The PJDM and interactional components of practice in ASCg are frequently addressed via prerequisite experience between training and assessment.…”

Unfolding the Practical Knowledge of an Expert Strength and Conditioning Coach

“…The list of criteria was based on previous studies examining expert coaches [16,17,25] and included: i) at least 10 years of experience as a head strength and conditioning coach; ii) coaching athletes who compete at the National Collegiate Athletic Association (NCAA) Division I or at professional level; iii) Certified Strength and Conditioning Specialist (CSCS) designation obtained from the NSCA, or Strength and Conditioning Coach Certified (SCCC) designation obtained from the Collegiate Strength and Conditioning Coaches association (CSCCa); iv) formal recognition of coaching achievements from a professional organization (awards, distinctive ranks); and v) recommended by the NSCA Georgia State Director. The highest ranked coach was contacted by phone, further details were provided about the study and an appointment was requested.…”

“…Knowing-how represents practical knowledge, involves the actual disposition to be able to do things with intelligence, and is an expression of rational practice [14]. This knowledge is usually not conscious and is used to comprehend situations and cope with difficulties [16]. Also, this form of knowledge is acquired through action and is highly dependent on the individual's coaching experience [17].…”

Coach Education and Continuing Professional Development: Experience and Learning to Coach

“…Although the nature of the consultative process is welcome, if we are to develop imaginative, dynamic, and thoughtful coaches, we must widen the search beyond the "usual suspects" of content knowledge that has traditionally informed coach education programs. If we don't, we run the risk of simply getting a souped up version of the same, a product that has recently been criticized by coaches and scholars alike as lacking relevancy (Jones, Armour, & Potrac, in press;Saury & Durand, 1998). Alternatively, to develop a credible, practical, yet thoroughly holistic coach education program, we need first to better ascertain the complex nature of coaching and coaching knowledge itself before examining issues such as what constitutes continuing professional development for coaches and devising ways to incorporate, develop, and improve it.…”