Sport Coaching Concepts

The understanding of coaches’ knowledge plays a critical role in coach development. This study aimed to examine the internal models of expert and novice tennis coaches and to identify the key distinguishing characteristics between levels. Data was captured by in-depth interviews and analysed using a combination of qualitative and quantitative methodologies. The results revealed that the internal model consisted of seven components including the “functionality” component that has not been reported previously. A significant difference was detected only in three components of the internal model: “reasoning chains”, “concepts” and “key flexion points”. The findings led to the conclusion that the main attribute of tennis coaching expertise is not pure technical knowledge but rather the perception of technique as a whole movement and the ability to understand the connection between technical elements. The findings provide a valuable contribution to tennis coach development as it can be applied in coach education to facilitate novice coach development processes.

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“…The internal model represents coaches’ declarative knowledge and refers to the internal representation of external events. 4…”

Section: Introductionmentioning

confidence: 99%

“…5–7 The internal models of technique is very sport-specific. 4 For example, the internal model of the freestyle stroke in swimming would include knowledge about components that make up a particular stroke (e.g. body position, arm stroke, and breathing in freestyle).…”

Section: Introductionmentioning

confidence: 99%

Coaches’ internal model of the tennis serve technique: Knowing or understanding?

Fetisova

Zois

Spittle

et al. 2021

International Journal of Sports Science & Coaching

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“…The coaching process for these student coaches might be most appropriately termed participation or development coaching (Lyle & Cushion, 2017), for most it meant teaching sport to young people. In such a situation, the emphasis is on the quality of the coaches' behaviour for both constructing suitable learning opportunities and for maintaining participants' interest and enthusiasm.…”

Section: Discussionmentioning

confidence: 99%

“…Many coaches are not sure how to integrate technology into their everyday coaching practice and consequently may be resistant to doing so (Fleischer, 2012). This is exacerbated by the complexity and particularity of the coaching process, which tends to militate against comparison of practice and exemplification of good practice (Lyle & Cushion, 2017).…”

Section: Introductionmentioning

confidence: 99%

Touch Screen Technology: Implementing a Technologically-Enhanced Profiling System for Student Sport Coaches | La technologie des écrans tactiles : mettre en œuvre un système de profilage amélioré par la technologie pour les entraîneurs sportifs en formation

Browne

Lyle

2018

CJLT / RCAT

Self Cite

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This exploratory case study evaluates the implementation and use by student coaches of an innovative coaching profiling system, Touch Screen Technology (TST), to assess coaching behaviours. The study was designed to evaluate the potential of this technologically-enhanced assessment system as a profiling option for gathering, storing, retrieving, and presenting data about coaching competences. The case study documents and evaluates trainee coaches’ (N=100) experiences of using TST during an internship, identifying the advantages and challenges of implementation, and evaluating the potential for coach education and development. Evidence was triangulated from questionnaires, journals, and interviews (N=20). The responses from the coaches were overwhelmingly positive. The touch screen technology, specified assessment criteria, and graphical profiling helped to integrate assessment into the program along with increased awareness and understanding of the assessment process. The students’ subsequent reflections on the components of the coaching process positively impacted their performance. The study concludes that TST has the potential to assist in enhancing the learning process and bridging the gap between education and practice. Attention is drawn to the challenges of implementation.Cette étude de cas exploratoire évalue la mise en œuvre et l’utilisation, par les élèves entraîneurs, d’un système innovateur de profilage d’entraîneurs, la technologie des écrans tactiles (« TÉT »), pour évaluer les comportements des entraîneurs. L’étude a été conçue pour évaluer le potentiel de ce système d’évaluation technologiquement amélioré comme option de profilage pour la collecte, l’entreposage, la récupération et la présentation de données sur les compétences des entraîneurs. L’étude de cas documente et évalue les expériences d’utilisation de la TÉT par les entraîneurs stagiaires (N=100) durant un stage tout en relevant les avantages et les défis liés à la mise en œuvre et en évaluant le potentiel pour la formation et le développement des entraîneurs. Les preuves ont été triangulées à partir de questionnaires, de journaux et d’entrevues (N=20). Les réponses des entraîneurs ont été très largement positives. La technologie des écrans tactiles, les critères d’évaluation précisés et le profilage graphique, tout comme la sensibilisation et la compréhension accrue du processus d’évaluation, ont aidé à intégrer l’évaluation au programme. Les réflexions subséquentes des élèves sur les composantes du processus d’entraînement ont eu une incidence positive sur leur rendement. L’étude conclut que la TÉT a le potentiel d’aider à améliorer le processus d’apprentissage et à combler l’écueil entre l’éducation et la pratique. L’étude attire l’attention vers les défis liés à la mise en œuvre.

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“…Thus, 1967 is an apt time to begin this analysis. Moreover, grassroots coaching is an important domain to study because many participants first experience football or indeed coaching in this context (Lyle & Cushion, 2016). The study will also consider political, cultural and societal influences that have impacted FA coach education.…”

Section: Introductionmentioning

confidence: 99%