You are on page 1of 3

03/10/2013

Background

Coach Education and Coach


 Research Theme 1: Coach Education & Learning
Behaviour Analysis: Developing  Critical examination of research field
Practice & Coach Effectiveness?  Literature Reviews
 Position Papers
Dr. Christopher Cushion
 Impact of ‘formal’ coach education
School of Sport Exercise and Health Sciences.
 Evaluation of coach education interventions
 Sport Governing Bodies (SGB)
 Sport Institutes
 By-products of research theme 2 (coach behaviour)

Background Collaborations

 Research Theme 2: Coach Behaviour Analysis  Coach Education & Learning


 Development of Coach Analysis Intervention System  scUK funded Review (Armour, Jones, Nelson, Lyle,
(CAIS) 2010)
 Validation of systematic observation instrument
 SGB Funded ‘Impact of in-situ coach
 Development of software and ipad application
educators’ (Armour & Griffiths, 2011, 2013)
 Coach Behaviour Analysis
 Tracking studies, sessions & competition (mixed  SGB Funded ‘Coach Learning Tracking
methods) Study’ (2x Graduate students, 80 participants tracked over 2
 Longitudinal studies & Interventions years) (Stodter 2013)

 Coach education impact

Collaborations Collaborations…
 Coach Behaviour Analysis
 Validation of systematic observation tool
(CAIS) (Harvey, Muir, Nelson, 2010)
 Tracking (Partington, Harvey, Cope, Muir, 2011, 2013)
 Intervention (Partington, Harvey, Cope, 2013)
 Coach Education Impact
 SGB- Tracking Learners (Stodter, 2013)
 SGB’s Candidates & Tutors and Course
 Course re-design
 Evaluation
6

1
03/10/2013

Development of Coach Analysis


CAIS (Cushion et al., 2012)
Intervention System
 Technology!
 No existing all encompassing Instrument  23 Primary Behaviours
 Primary and Secondary Behaviour (including  Secondary Behaviours
Practice Environment)  Timing
 5 Step Validation Process (See Cushion et al. 2012).  Recipient
 Lit review, Initial Instrument- peer review, pilot
data, revision  Content
 Observer Training, Pilot (Season long data  Questioning Type
collection- hockey, Bball, Vball, 26 coaching  Silence
sessions)
 Practice Type
 Revise- Content validity
 Face Validity- ‘expert panel’
 Intra- Inter-Observer reliability
7 8

Coding Template CAIS Workflow

SGB Coach Education Impact (Course


Hand held CAIS application (iPAD)
Content)
Practical work playing / observing -
Percentage Time Spent on 55.8%
Task by Individual Group work / discussion - 17.9%

Tutor presentation - 9.2%


• Hand-held device ‘customised’ templates Feedback to group - 3.3%

from CAIS- Practical planning work - 2.3%

•Multiple ‘bespoke’ coding templates Practical work in group - 2%

• Focus on specific primary & secondary Practical work as coach - 1.9%

behaviours Practical work observing - 1.9%

• Code ‘live’- give instant feedback Video clips - 1.8%

• Synch to video Feedback (giving) - 1.5%

• Coach education/ coach development tool Feedback (receiving) 1.5%

Individual work / other - 1%

11 12

2
03/10/2013

SGB Coach Education Impact SGB Coach Education Impact (Practice


(Behaviour) Type)

Differences in coach behaviour? 100%

90%

80%
2 70% Game States

60%
1.5 Pre-
Playing States
50%
course 40%
Practice / Training States
1
30% Management / Transition
Post- States
0.5 20%
course 10%

0 0%
Pre Post

13 14

Future Projects

 UK Sport/ scUK- ‘Inspire/Aspire’


 UK Sport/ EIS- ‘Performance Pathway
Education Programme, Impact Study’
 Critical Mass in Coaching Research?
 National/International collaboration?
 ‘Mainstream’ funding?

15