Expert Coaches Research Articles

Complementing subjective with objective data in analysing expertise: A machine-learning approach applied to badminton

ABSTRACT This study aimed to assess which combination of subjective and empirical data might help to identify the expertise level. A group of 10 expert coaches classified 40 participants in 5 different expertise groups based on the video footage of the rallies. The expertise levels were determined using a typology based on a continuum of 5 conative stages: (1) structural, (2) functional, (3) technical, (4) contextual, and (5) expertise. The video allowed empirical measurement of the duration of the rallies, and tri-axial accelerometers measured the intensity of the player’s involvement. A principal component analysis showed that two dimensions explained 54.9% of the total variance in the data and that conative stage and empirical parameters during rallies (duration, intensity of the game) were correlated with axis 1, whereas duration and acceleration data between rallies were correlated with axis 2. A random forest algorithm showed that among the parameters considered, acceleration, duration of the rallies, and time between rallies could predict conative stages with a prediction accuracy above possibility. This study suggests that performance analysis benefits from the confrontation of subjective and objective data in order to design training plans according to the expertise level of the participants.

The Visual Search Strategies Underpinning Effective Observational Analysis in the Coaching of Climbing Movement.

Despite the importance of effective observational analysis in coaching the technical aspects of climbing performance, limited research informs this aspect of climbing coach education. Thus, the purpose of the present research was to explore the feasibility and the utility of a novel methodology, combining eye tracking technology and cued retrospective think-aloud (RTA), to capture the cognitive–perceptual mechanisms that underpin the visual search behaviors of climbing coaches. An analysis of gaze data revealed that expert climbing coaches demonstrate fewer fixations of greater duration and fixate on distinctly different areas of the visual display than their novice counterparts. Cued RTA further demonstrated differences in the cognitive–perceptual mechanisms underpinning these visual search strategies, with expert coaches being more cognizant of their visual search strategy. To expand, the gaze behavior of expert climbing coaches was underpinned by hierarchical and complex knowledge structures relating to the principles of climbing movement. This enabled the expert coaches to actively focus on the most relevant aspects of a climber’s performance for analysis. The findings demonstrate the utility of combining eye tracking and cued RTA interviewing as a new, efficient methodology of capturing the cognitive–perceptual processes of climbing coaches to inform coaching education/strategies.

DEVELOPING AND MEASURING ATTENTION IN BOXERS: MIXED COACHES’ EXPERTISE AND REACTION TIME MEASURES

This study explored the problem of attention and its development in young boxers. A rapidly changing situation and a high level of traumatization in boxing are demanding the development of athletes’ attention. Focusing on technical or motivational training is among the reasons for underestimating the development of attentional skills. Study 1 involved seven expert coaches (males, mean age 45.4, mean working experience 20.3 years). The results revealed a relatively high assessment of the psychological component of training and a low agreement on the development of attentional skills. Coaches indicated that testing is the best measurement of attention. Study 2 focused on the measurement of reaction time (RT) in young boxers. Simple and complex RT of nine athletes, aged 12 to 15 (33% females), were assessed before and after the 15 minutes long warm-up. The results demonstrated no significant change in boxers' simple RT and a decrease (about 30 ms) in complex RT after the warm-up. The feedback was provided for athletes and their coaches. A contrast appeared between coaches’ view of well-known exercises for developing attention and their question “Could you suggest some exercise?” Simultaneously, coaches suggested a more specific RT measurement, including the full time of a punch.

Theory in practice: identifying theory-based techniques in health coaches’ tailored feedback during a weight loss intervention

Objective: A taxonomy of ninety-three functionally different behaviour change techniques (BCTs) has been identified. However, it is not fully clear how these and other theory-based techniques are applied in the day-to-day practice of people delivering health behaviour change interventions. This study examines feedback provided by expert health coaches in a behavioural weight-loss intervention, to describe; a) what theory-based techniques are used in sessions, b) which techniques are used most frequently, c) what occurs in sessions, beyond existing theory-based techniques. Main Outcome Measures: Theory-based techniques (BCTs/tailoring strategies); relational/content-based techniques. Design: 10 tailored feedback videos from two health coaches were coded using a hybrid thematic analysis approach. Theory-based techniques were coded deductively; content not matching definitions of theory-based techniques but that addressed a determinant of behaviour change were coded inductively and relational codes were connected into themes. Results: Seventeen BCTs were coded M = 20.88 times (range:1–109). Eight tailoring techniques were coded M = 25.25 times (range:1–91). Relational themes included; ‘Autonomous interpersonal coaching style,’ ‘Supportive accountability,’ and ‘Coach as expert’. Additional behavioural techniques were also identified. Conclusion: This work highlights what and how theory-based techniques are implemented in a weight-loss intervention, drawing attention to the role of tailoring techniques and health coaches in supporting behaviour change.

A mixed-mode examination of the teaching of lead climbing by adventure sports coaches in the UK

ABSTRACT Background: We present a unique study of adventure sports coaches teaching lead climbing. Expanding existing work on judgement and decision making, we examine the coaching process and the decision making employed to manage the pedagogical and security needs of climbers when they are being introduced to lead climbing. Research design and data collection: As part of a mixed approach, an Applied Cognitive Task Analysis was initially conducted on a small sample of expert coaches (n = 7) before a questionnaire was designed and administered with a larger sample (n = 53). Findings: The study identifies that the tuition of lead climbing is built on nine core elements that form a shared mental model which in turn is individualised to meet the needs and demands of the individual learning to lead climb. The existence of this coherent shared mental model displays minor modifications to reflect the coach’s own climbing background. More importantly, the existence of this shared mental model is derived from the instructors’ own experiences of climbing and teaching lead climbing rather than any formalised training. In short, this model is actualised through an informal community of practice. Conclusion: The implication for training instructors is that the skills of adapting these nine core aspects to meet individual needs should also be given due consideration alongside the technical skills of rope work and security.

A Novel Tool for the Assessment of Sport Climbers' Movement Performance.

To assess the validity and reliability of a novel movement-performance assessment tool for climbing/sport climbing. First, salient climbing movement-performance factors were identified through an iterative consultation process with 10 expert climbing coaches; the resulting Climber's Movement Performance Assessment Tool (CM-PAT) contained 14 items in 5 categories. Second, 61 intermediate to advanced climbers ascended a single route, which was video recorded. Subsequently, 4 experienced (>10y coaching) coaches used the CM-PAT to observe and score the climbers' performance. Interrater reliability and comparisons with existing measures of climbing performance (6-mo self-reported ability, success and failure, climbing pace [m·min-1], and geometric entropy) were made. Intraclass correlation coefficient (2,k) for the 4 raters demonstrated excellent reliability (>.81) between observers and good to excellent test-retest reliability (.71-.91). Pearson correlations between self-reported ability and CM-PAT scores explained 61% of the variance in self-reported climbing performance compared with 16% for geometric entropy and 52% for climbing pace. Considering differences in successful and unsuccessful climbers, the CM-PAT (P < .0005; d = 2.14), geometric entropy (P = .014; d = 0.67), and pace (P < .0005; d = 1.88) were able to differentiate between groups. The CM-PAT is the first sport climbing performance observational instrument to be developed through a thorough iterative process with expert coaches. Excellent interrater and test-retest reliability and excellent agreement with self-reported ability and with existing quantitative measures of performance support its recommendation for use in coaching and research contexts. Notably, a key advantage over existing measures is the identification of coachable elements of performance.

Developing a ‘letter to my younger self’ to learn from the experiences of expert coaches

ABSTRACT This study is focused on how novice sport science practitioners can learn from the hindsight of more experienced practitioners, and how such information can be effectively disseminated. Initially, 13 expert, elite-level, strength and conditioning coaches wrote a reflective letter to their ‘younger selves’ offering advice in terms of things they had learnt throughout their coaching career. Thematically analysed, five themes were generated: willingness to learn and develop, appreciating the contribution of others, understanding and behaving in line with values, embracing uncertainty and difficult challenges and creating and maintaining a work–life balance. Framed around these themes, the authors employed creative writing techniques to develop a composite letter with quotes extracted that best represented each theme, and woven together to create a final, coherent letter. To systematically examine the efficacy of using such a letter as a scaffolding learning strategy to advise early career practitioners, the letter was presented to 25 participants who were all on MSc Strength and Conditioning courses. Five focus groups were conducted to examine the participants’ perceptions of the letter. Thematically analysed, the findings highlight that the letter resonated with them and encouraged reflection in a number of specific ways (e.g. challenged their current approach to their coaching role, developed confidence to deal with challenges). We propose that the composite letter can be used as a pedagogic tool to stimulate reflection for new practitioners concerning their development, and offer motivation (to work hard in their own development) in the early stages of their career.

Considerations and Suggestions for Design of a Learning and Development Program for Sport Coaches

Coaches play a highly influential role across the whole spectrum of sport. Their proficiency is crucial to the progression, welfare and even the personal development of the athletes under their charge. Maximising the development of that proficiency is therefore a crucial concern of numerous sporting and community organisations. Effort must be directed to continuous improvement of learning and development programs for coaches, with consideration given to the differing requirements of coaches operating in different contexts. Historically, most coach education initiatives have entailed formal instruction in “classroom” situations, but feedback from participants suggests that this is sub-optimal. Better outcomes might be achieved through methods designed to promote informal learning within real-world coaching environments. There is evidence that experiential learning resulting from repeated cycles of action and reflection can contribute substantially to the development of expertise. Observation and imitation of significant others is also a powerful learning mechanism. Here, we review and summarise literature relating to these matters, while also addressing topics such as the nature of coaching, the characteristics of expert coaches, and the ways in which coaches currently learn. We touch upon the concepts of situated learning, cognitive apprenticeship, and mentoring, and identify known barriers and facilitators to adult learning. We then provide a suggested framework for the practical design, implementation, evaluation, and continual refinement of a program emphasising informal but guided nurturing of coach learning and development. The suggested approach is consistent with classical learning theories and incorporates the establishment of critical friendships and communities of practice.

Defining tactical competency during turnovers in Netball: Using the Delphi method to capture expert coach knowledge

Defining tactical competency during turnovers in Netball: Using the Delphi method to capture expert coach knowledge

Upper and Lower Body Power Are Strong Predictors for Selection of Male Junior National Volleyball Team Players.

Tsoukos, A, Drikos, S, Brown, LE, Sotiropoulos, K, Veligekas, P, and Bogdanis, GC. Upper and lower body power are strong predictors for selection of male junior National volleyball team players. J Strength Cond Res 33(10): 2760-2767, 2019-The purpose of this study was to determine whether a battery of anthropometric and lower and upper body strength and speed and power tests predicted selection of young volleyball players for a Junior National Team by expert coaches. Fifty-two male junior volleyball players (14.8 ± 0.5 years, height: 1.84 ± 0.05 m, body mass: 72.5 ± 7.1 kg) took part in a training camp and underwent a selection procedure by expert coaches' of the junior national team. Anthropometric data and fitness tests results were obtained and players were graded on a scale from 0 to 100 on the basis of their performance in a volleyball tournament. Selected players were superior in the majority of measured variables (p ≤ 0.017) and had higher grading scores compared with nonselected players (85.3 ± 4.1 vs. 70.5 ± 5.6, respectively, p < 0.01). The combination of spike jump and reach (SJR) test and 3-kg medicine ball throw (MB3) velocity explained 63.5% of the variance in expert coaches' grading (p < 0.001). A multivariate discriminant analysis yielded a significant discriminant function (Wilk's lambda = 0.55, χ = 29.324, p < 0.001, η = 0.82). Spike jump and reach and MB3 were the only variables that contributed to the discriminant function (standardized function coefficients: SJR = 0.68, MB3 = 0.67). Cross-validation results showed that selection was correctly predicted in 14 of the 16 selected players (predictive accuracy: 87.5%) and in 32 of the 36 nonselected players (predictive accuracy: 88.9%). The SJR and MB3 fitness tests can predict a large portion of the variance of expert coaches' grading and successfully discriminate elite young male volleyball players for selection vs. nonselection for a junior national team. This result is very important as performance testing during a selection process may be reduced to only 2 measurements.

테니스 초임 지도자와 경력 지도자의 전문내용 지식 비교

Purpose: The purpose of this study is to compare the specialized content knowledge (SCK) of novice and expert tennis coaches. Research questions are: (1) Are there differences in the recognition of performance errors between novice and expert coaches? (2) Are there differences in the task presentation that correct the performance errors between novice and expert coaches?BR Methods: Participants were novice (N = 10) and expert (N = 10) tennis coaches. We collected data on (1 ) the knowledge of performing errors and (2) the knowledge of tasks representation that constitutes the SCK of tennis coaches. The coaches watched the game video of the beginning tennis player, described the technical error of the player in the video clip, and the performance action to be improved. And coaches have created a content map to improve performance errors. The content knowledge of performance error was analyzed by content analysis and the content map of task presentation knowledge was analyzed using a nonparametric statistical method.BR Results: Results indicated that novice and expert tennis coaches were similar in performance error detection knowledge. Also, they showed 3.0 or higher in the SCK index scores. Findings also showed that both novice and expert coaches used extended tasks more than any other content development categories. Expert coaches used more refining tasks than novice ones.BR Conclusion: SCK of novice and expert coaches was not different in error detection and instructional task presentation. Implications of this study were discussed for future research agenda.

Coach decision-making in Futsal: from preparation to competition

ABSTRACTThe purpose of this paper was to analyse expert futsal coaches process of decision-making from preparation to competitive moments. Ten expert and professional coaches’ (M = 46,9 ± 7,93 years old andM= 15,4 ± 7,22 years of coaching experience) from different countries were interviewed using asemi-structured interview (quantitative and qualitative) with two different goals: (1) evaluate the preparation for decision-making moment during the game; (2) classifying the importance of different game related points for decision-making during match moment. The data analysis was processed through combination of deductive and inductive methods through software QSR NVivo 11. The results revealed that coaches’ share similar ideas when preparing their teams. Coaches focus first their attention on their own team identity and frame andsecond on opposition team behaviour and frame. It was also possible to identify clear coaching behavioural signs possible to be structured as cues and guiding lines for their decision-making process and actions before and during competitive moments. Such information can be important for the development of most appropriated coaching education curriculums according to game demands specificities.

인공지능 시대의 한국어 교육에서 다중지능 이론의 적용 방향 연구

This study aims to apply the Multiple Intelligence (MI) theory to the Korean Language Education in the 4SUPth/SUP Industrial Revolution and investigate the needs of implementing the MI-based instruction and the way of Korean Language Education. For this purpose, this paper focused on Ethical and Ideological Intelligences and Creative and Instrumental Intelligences out of the MI. Four kinds of suggestion are provided in this paper. First, the students should be given an opportunity to discover and develop their strongest intellectual competences. Second, the teachers should be curriculum expert, counselor and career coach. Third, Korean Language Education should organize the curriculum to enhance students’ creative and convergence competencies using MI. Finally, Korean Language Education should consider the students first and how to teach, instead of what to teach. This is the education paradigm shift in the new era of Artificial Intelligence.

How does the modern football goalkeeper train? – An exploration of expert goalkeeper coaches’ skill training approaches

ABSTRACT The football goalkeeper position arguably represents a unique role within the team sport. Despite its highly complex skill demands, research on football goalkeeping has only sporadically examined the position within isolated and limited parameters. In particular, there is limited literature on “modern” skill acquisition training methods and approaches within the field of goalkeeper training. In a cross-cultural study with fifteen expert goalkeeper coaches, researchers here examined the overarching research question of “how does the modern football goalkeeper train?”. Semi-structured interviews explored expert coaches’ views on critical skills for performance in goalkeeping and the training approaches used to develop these critical skills. Results indicate that four skill sets are considered essential by goalkeeper coaches, these are: decision-making skills, athleticism, mentality, and technical skills. In terms of developing these skills in goalkeeper-specific training, the majority of expert coaches apply a similar microstructure to training sessions. This structure involves a steady progression from simple to complex training tasks, where for large parts, isolated technical training appears to be prioritised over a holistic training approach that integrates technical skills and perceptual-cognitive components (e.g., decision making). Scientific and practical recommendations for researchers and practitioners in the field of football goalkeeper coaching are provided.

Working Memories of Expert and Novice Archery Coaches

Working Memories of Expert and Novice Archery Coaches

The Critical Success Factors That Should Be Influenced Alternatives to Improve Thailand National Swimming Sport to Gain the Medals for the Olympic Games

The purpose of the research is to explore the critical success factors that should be influenced alternatives to improve Thailand national swimming sport to gain the medals for the Olympic Games. The data for the paper were collected through the three factors based on the five successful countries in the world regarding with learning from experience of (1) the USA, (2) Germany, (3) Australia, (4) Japan, and (5) Hungary and Great Britain. The paper starts by seeking the articles, documents and records related that enhanced a competitive advantage in a relatively narrow range of swimming sport. The major findings of the paper are as follows: (1) the funding support based on from government and sponsorship in which the top five successful countries have a relative competitive advantage remains crucial for the continuing success of swimming sports; (2) the expert coach of the top five ranking countries relative position in the number of medals; (3) the sports sciences increasing concern with providing from the top five ranking countries which have potential challenge and success for the swimming sports in the Olympic Games. For the further research in terms of familiarity with physical body of athletes. The majority of next exploration should be in the Asian countries where success in swimming sport at the Olympics Games regarding the Japan and Singapore.

PENGEMBANGAN MODEL PEMBELAJARAN PASSING PERMAINAN SEPAK BOLA DI SMP NEGERI 7 WASILEI HALMAHERA TIMUR

The purpose of the study was to develop a model of passing learning in football games for eighth grade students of Wasilei 7 Middle School, East Halmahera Regency. Based on the results of interviews with the physical education teacher on March 8, 2018 the teacher said that when students received their material they were not serious, what was explained by the physical education teacher was not noticed by the students and they always played. The physical education teacher agrees if I make / develop a passing learning model in class VIII of SMP Negeri 7 Wasilei. East Halmahera Regency. The study was conducted at SMP Negeri 7 Wasilei. East Halmahera Regency. The review of the experts consists of 2 experts namely expert football coaches, expert physical education teachers. and the trial subjects consisted of: (1) small group trials using 8 students, and (2) large group trials or field trials consisting of 10 students (the rest of the small group trials). The results of the research based on the expert evaluation of the soccer coach found that the average percentage was 85.68%, and the expert evaluation of the teacher training was known as an average percentage of 90.25% so that this model could be used. The overall results of the 100% large group trial data. And 100% small group trials. So that the model of passing learning in soccer games at Wasilei 7 Public Middle School, East Halmahera District can be used

Chasing the zone: Reduced beta power predicts baseball batting performance

Mental state prior to sports skill execution is related to subsequent performance. For example, relationships between pre-performance electroencephalogram (EEG) power and subsequent movement outcomes in golf putting, pistol shooting, and basketball free throw shooting have been previously reported. With that said, the existing body of research examining the pre-performance EEG – performance relationship has been focused on the execution of internally as opposed to externally-paced motor skills. Given that the execution of internally and externally-paced movements are dependent on different neural pathways, in the present study we examined whether or not pre-performance EEG power predicted ensuing performance of an externally-paced motor skill – baseball batting. Sixty-seven baseball players had EEG data recorded for 120 s prior to batting practice. Performance was assessed by three expert coaches and the accuracy of coach performance ratings was verified via Generalizability Theory. An analysis of our data revealed an inverse relationship between frontal EEG power in the beta range and subsequent batting performance - reduced beta power was associated with better batting performance whereas increased beta power was associated with worse batting performance. Our results are in line with prior research that has demonstrated a relationship between increased EEG power in the beta range and the subsequent commitment of motor errors in addition to the aforementioned work examining pre-performance EEG and the execution of internally-paced motor skills.

Differences Between Expert and Novice Tennis Coaches’ Perceptual Capacities

The purpose of this study was to examine analytic perceptions of expert and novice tennis coaches. Four expert and four novice tennis coaches volunteered as study participants. Both a video analysis and a recall test provided data for this investigation. In the video analysis protocol, participants were asked to describe what they observed while viewing a 10-minute video of a tennis practice session. In the recall test, a series of 10 tennis related slides were viewed by each of the coaches. After viewing each slide for five seconds, the coaches were asked what they recalled from the slide. The completed written accounts from the video analysis and the recall test audiotapes were transcribed and served as the primary data. The researchers looked for recurring themes and categories using the generic qualitative study technique. Data analysis revealed six themes: (a) the quantity of cues perceived, (b) attention to critical features, (c) analytic depth, (d) recognizing meaningful patterns, (e) anticipating the future, and (f) from description to prescription. These findings, while new to the coaching literature, supported previous research in other fields regarding the importance and domain specificity of experts’ superior perceptual capacities.

Real-World Effectiveness of a Digital Therapeutic in Improving Glycaemic Control in South Asians Living with Type 2 Diabetes

Background: Insurers in South Asia are challenged by lack of a culturally relevant and clinically effective lifestyle intervention that can be delivered at scale. This study reports results from participants of a real-world pilot using Wellthy Diabetes™ (WD), a digital therapeutic for people living with type 2 diabetes, in collaboration with an insurance provider with the aim to validate WD as a diabetes management and risk reduction tool. WD was developed in scientific collaboration with the Research Society for Study of Diabetes in India (RSSDI). Methods: A 16-week lifestyle modification program was delivered to persons with T2DM through an Artificial Intelligence (AI) powered smartphone app. The program included behavioral modification training based on structured DSME content, developed along AADE7™ guidelines. The WD app enables users to self-report data on blood glucose, weight, meals, and physical activity and encourages logging through personalized reminders and nudges using an AI-powered digital persuasion model. Participants received real-time feedback and coaching through an AI-powered chatbot and personalized coaching from an expert diabetes coach. A1c measures were conducted at the start and end of the program. This study presents results from 102 program completers who completed follow-up A1c. Results: The mean pre and post-intervention A1c for 102 program completers (mean age: 50.8 years and 68% males) were 8.51% (95% CI:8.23-8.79) and 8.02% (95% CI: 7.72-8.32), respectively, showing a mean post-intervention reduction of -0.49% A1c (95% CI:-0.73 - -0.25, p=0.01). Sixty percent (n=61) of participants reduced their A1c by the end of the program with a mean reduction of -1.17% A1c (95% CI: 0.75-1.60). Conclusion: This study demonstrates Wellthy Diabetes as a clinically effective intervention for Health and Life Insurers in South Asia to improve health outcomes and reduce risk for people with type 2 diabetes through improved glycemic control. Disclosure A.R. Sosale: None. M. Shaikh: Employee; Self; Wellthy Therapeutics Pvt Ltd. A. Shah: Stock/Shareholder; Self; Wellthy Therapeutics.R. Chawla: None.B.M. Makkar: None. J. Kesavadev: Advisory Panel; Self; Novo Nordisk India Private Limited. Speaker's Bureau; Self; Novo Nordisk India Private Limited. Advisory Panel; Self; Medtronic. Speaker's Bureau; Self; Medtronic. Advisory Panel; Self; Sanofi. Speaker's Bureau; Self; Sanofi. Research Support; Self; MSD. Speaker's Bureau; Self; MSD. Advisory Panel; Self; AstraZeneca. Speaker's Bureau; Self; AstraZeneca.S. Joshi: None.N. Deshpande: None.S. Agarwal: None.A. Maheshwari: None.S. Madhu: None.B.D. Saboo: None.