Experienced Coach Research Articles

Learning a new method: Teaching Games for Understanding in the coaches’ eyes

Background: Coaches’ knowledge and actions are both the product and manifestation of a personally experienced involvement with the coaching process; they are linked to the coach's history and both are attributable to how they were learned. Changing established coaching practice can be problematic, particularly as coaching lacks a critical tradition, and coaches are more likely to be seen sticking with ‘safer’, ‘tried and tested’, traditional methods. Butler recently noted in 2005 that approaches such as Teaching Games for Understanding (TGfU) offer a way for practitioners to challenge their practice, move from a ‘comfort zone’ and open themselves up to self-reflection. Purpose: With this in mind, the purpose of this study was to explore how two interscholastic soccer coaches incorporated TGfU into their coaching practice. Methods: Two interscholastic soccer coaches; Brad, an experienced Head coach of the program and coach of the varsity team (n = 18), and Jeff, a first-year coach in the program and the coach of the first-year team (n = 16) (both pseudonyms) and their players participated in the study. The study was conducted over the length of one 12-week interscholastic soccer season and involved a four-week pre-observation followed by an eight-session TGfU soccer unit focused on the defensive off-the-ball aspects of performance. Data collection was conducted in three stages: (1) participant observation of the two coaches and their players using Metzler's benchmarks as discussed in 2000; (2) data from these observations were used to construct questions for semi-structured interview schedules with the two coaches and players (n = 3) following each TGfU session; and (3) an end-of-unit interview with the two coaches. The data were analysed using the procedures and techniques of grounded theory. Following analysis, three overall themes emerged: (1) coach perceptions of using TGfU; (2) coach pedagogy; and (3) players’ perceptions. Results and discussion: Findings showed that the two coaches’ values, beliefs and dispositions were challenged by the TGfU approach, and TGfU was a way in which the coaches were able to recognize potential areas for improvement and development in their coaching practice. In addition, the institutionalized context of the coaching practice made it difficult for Brad to develop his use of TGfU while Jeff, in contrast, observed early in the intervention how TGfU could help develop not only his own coaching practice but advance player learning through the appropriate use of questioning and stepping back. Conclusions: (1) While this study showed that both coaches altered their coaching practice to a varied degree by using TGfU, neither coach totally adopted TGfU into their coaching practice and it had not influenced them sufficiently to impact their coaching identity. (2) There is scope for larger scale and/or longitudinal coaching interventions that attempt to move sports coaches toward more athlete-centred coaching practices. As a result, a case could be made for more TGfU/Game Sense within formal coach education, not only as a means to develop athlete-centred coaching, but also as a way for coaches to understand theories of learning that underpin practice.

Interview

Mark is a freelance consultant and a Director at The Centre for Public Innovation (www.publicinnovation.org.uk). He has worked in public services since 1986. Working across the statutory, voluntary and third sector Mark has led service delivery in children's services, community safety and housing and homelessness.As a consultant, Mark currently works directly with government departments and across the wider regional and local delivery infrastructure. His work includes strategy development and support to embed and encourage innovation in organisations. Mark specialises in developing and delivering outcome‐based commissioning and performance management products and leadership training. He is a highly experienced trainer, facilitator and coach and a Fellow of RSA.When not striving for better outcomes in public services, Mark studies horticulture, plays badminton, travels extensively and, as often as possible, watches movies with an annoyingly analytical critics eye and reads graphic novels.

I struggle and emerge: Critical moments of experienced coaches.

A recent study of critical moments of relatively inexperienced coaches in their first year of formal coaching activities yielded new perspectives on the doubts and dilemmas faced by coaches during their coaching conversations (see the companion article in this issue; De Haan, 2007). This led the researcher to question whether these same doubts and dilemmas would remain as coaches gained experience, or whether new issues would emerge. Experienced coaches were defined as coaches who have at least eight years' coaching practice behind them after completing their formal training or accreditation. The sample size was 110 and 47 coaches responded communicating a total of 78 critical moments. Analysis of the moments revealed explicit evidence of both unpredictability and a deeper emotional meeting, either positive or negative. This appears to support Carlberg’s (1997) conclusions that ‘unpredictability’ and ‘deeper emotional meeting’ always go hand-in-hand. It would seem that the quality of an experienced coach’s work is determined primarily by their ability to tolerate tension and deliberately inquire into tensions within coaching relationships; else they are in danger of simply becoming good conversation partners.

The leader as coach

PurposeWhile this paper proposes a methodology, its purpose is not simply to put forward a technique for addressing a problem. Its aim is also to press the question: Why does this “problem” exist? Without addressing this question, one is likely to address the wrong problem, and miss the deeper, long‐term solutions. The author proposes that, by developing these (coaching) skills through a one‐to‐one relationship with an experienced coach, deeper development issues can be addressed.Design/methodology/approachThe article first poses a question, or set of questions, and follows these questions with propositional answers. The article then supports a particular methodology for working with leaders to build coaching capability and builds on a set of five assumptions to justify that methodology.FindingsThis article has significant implications for how development of leaders, in their coaching roles, is undertaken. The implications for organisation cultures is significant as well. If the presenting problem is not addressed in an in‐depth manner, the cultures which led to the problem will merely continue unchanged.Originality/valueThe tendency in addressing development issues, even with leaders, is to jump to competence solutions. The author's point of view argues that one needs to look deeper, while providing needed individual development. It also argues that, while there is a competence issue involved, it is first a cultural one.

Occurrence of running injuries in adults following a supervised training program.

To study the occurrence of running-related injuries, a group of 115 volunteers were supervised in a training program. These subjects who had limited or no running experience were asked to keep a diary in which they registered information on the training program and injuries. Ultimately, 63% of the diaries fulfilled the criteria for inclusion into longitudinal analysis. The training program (18-20 months) consisted of three phases, each phase finished with a contest (15 km, 25 km, and a marathon, respectively). The participants were individually supervised by an experienced coach with special attention to physiologic training and injury-preventive aspects. Eighty-five percent (n = 62) of the research population sustained at least one injury during the experiment. They reported in total 174 injuries. The number of injury cases per week increased gradually over the experimental period; however, when expressed per unit of exposure time (i.e., 1000 training hours), it showed a decline. There was a significant correlation between the number of injured volunteers and the distance covered during the training at the start of the training program. The anatomic distribution of the injuries is in agreement with findings in the literature. There was also a possible preference for the localization of injuries to the lower leg and Achilles tendon on the left side of the body.

Short- and Long-Term Effects of Supervisory Feedback on the Interaction Patterns of an Intercollegiate Field Hockey Coach

Both the short- and long-term effects of systematic supervisory feedback (SSF) using CAFIAS on the behaviors of a field hockey coach and her team were examined. The investigation was divided into four phases. During Phase I the coach was videotaped five times to provide baseline data. In Phase II the coach was videotaped nine times and was provided with SSF. At the conclusion of the intervention, five practices were videotaped for Phase III. One year later, in Phase IV, the coach was again videotaped for five practices. Descriptive statistics were calculated and comparisons were made between the behaviors exhibited in Phases I and III as well as Phases III and IV. Praise and information increased, and directions and criticism decreased from Phases I and III. These changes were evident 1 year later. This investigation demonstrates that even the behaviors of an experienced coach can be altered using SSF and that these changes can be sustained over time.

Peer Behavioral Coaching: Soccer

Behavioral coaching has recently been found effective in developing a variety of sports skills in children, adolescents, and adults. These studies have relied on adult coaches using various behavioral techniques to develop sports skills. The present study attempted to extend these findings by substituting a peer coach for an experienced coach. The subjects were nine boys, ages 8 to 10, identified by the head coach as being deficit in three soccer skills: heading the ball, throw-ins, and goal kicking. The effects of a conventional form of coaching was compared to the behavioral one when each was conducted by the peer coach. The behavioral method included: (a) systematic use of verbal instructions and feedback, (b) positive and negative reinforcement, (c) positive practice, and (d) time out. A multiple baseline design across individuals, a reversal, and a changing criterion design were employed to evaluate the behavioral method. The results show a two- or threefold increase in soccer skill performance when behavioral coaching was used. The results were consistent for all nine players. The peer coach was found to be an effective instructor and trainer, thus demonstrating the versatility of the behavioral coaching method and the usefulness of a peer coach in extending the efforts of the head coach.