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Effective Coaching

Effective Coaching

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Published by: psp710 on Sep 09, 2008
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Identifying and Developing Effective Coaching Behaviours

Approach to the topic
 Spirit of workshop, debate,

feedback  Personal position: prefer emphasis on coaching practice  What can the researcher tell the coach: very little – significant problems in investigating effectiveness

Definitions / Assumptions
Emphasis on performance coaching Effective coaching practice involves the overseeing, planning and delivering of appropriate sport performance [Effective behaviours may mean successful coaching. Experts are by definition – effective over time] Having the capacity to be effective may not mean that it is displayed all the time!

What is a behaviour?
 Antecedents  Intentions  Recipients  Context  Decision making  Observable (versus cognitive behaviour)  Means to an end  Yes, we can identify behaviours

through systematic observation but significant limitations

Research / conceptual challenges
Discrete Behaviours Practice Outputs Outcomes

Coaching Behaviour

Technical Changes Tactical Changes Physical Changes

Standards Medals Results


Research / conceptual challenges
Behaviour/practice needs to be related to

outputs: difficult because of variability, complexity and inter-relatedness Isolating behaviours is difficult Researchers cannot ‘control’ athletes: no RCT Sport specific nature of coaching behaviour (triathlon versus rugby league) Tendency towards ‘intervention behaviour’

Research / conceptual challenges
There is a question of ideology over what are effective behaviours (assumption of person centred, athlete involvement, not authoritarian) For example: leadership behaviour has very mixed findings, little useful, really a question of preferred ‘style’, since all can be effective.

What are the key elements of coaching practice?
 Planning  Decision making  Technical knowledge  Designing practice/drills  Competition management  Communication

•Meta analysis •Modelling •Regulating progress


How might we approach this issue?
 Attempt to design experiments into

discrete behaviours (doubt over validity of findings)  Accept that some behaviours are pedagogically sound (e.g. positive feedback, empathise with athletes). Effectiveness is: doing what is appropriate (decision making/judgement) in the circumstances (evidence), and having the capacity (knowledge and skills) to carry it out.

Focus on ‘good practice’
What do experts do? Develop (good practice) Must be effective expertise (application) Education (Break into key elements)

Why? (Research)


3 sets of ideas
 Meaningful practice  Accept that many effective

behaviours towards same objective  Interaction tools for education: simulations, case studies
Hard work Commitment Technical immersion Learning culture

Expert Coach Assistant


Supportive community

 A focus on good practice may be the

best way forward  Need to focus on ‘application in context’  Don’t be frightened of athlete performance as output measure  Pedagogical case can be supported as generalisation  Variation, ideology and athlete preferences are important

Thank you for listening

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