Amanda Martindale

Parameterising expertise in coaching: past, present and future.

Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.

The Illusion of Competency Versus the Desirability of Expertise: Seeking a Common Standard for Support Professions in Sport

In this paper we examine and challenge the competency-based models which currently dominate accreditation and development systems in sport support disciplines, largely the sciences and coaching. Through consideration of exemplar shortcomings, the limitations of competency-based systems are presented as failing to cater for the complexity of decision making and the need for proactive experimentation essential to effective practice. To provide a better fit with the challenges of the various disciplines in their work with performers, an alternative approach is presented which focuses on the promotion, evaluation and elaboration of expertise. Such an approach resonates with important characteristics of professions, whilst also providing for the essential ‘shades of grey’ inherent in work with human participants. Key differences between the approaches are considered through exemplars of evaluation processes. The expertise-focused method, although inherently more complex, is seen as offering a less ambiguous and more positive route, both through more accurate representation of essential professional competence and through facilitation of future growth in proficiency and evolution of expertise in practice. Examples from the literature are also presented, offering further support for the practicalities of this approach.

Raising Our Game: The Necessity and Progression of Expertise-Based Training in Applied Sport Psychology

At present, training in applied sport psychology chiefly targets and accelerates professional competence. However, theory and evidence suggests that our clients would experience significant benefit if our training targeted and accelerated professional expertise rather than just competence. Specifically, we argue that expertise-based training can (a) help trainees to go on to break the “thinking ceiling” of competence; (b) foster a more independent, flexible, and creative form of practice; and (c) support a longer term and more practitioner-centered training philosophy. To deliver these benefits, we then conclude by outlining some key principles for the progression of expertise-based training in applied sport psychology. Lay Summary: In light of the inconsistencies that still surround professional training in ASP, we discuss the merits that a more expertise-based agenda can bring to practitioners and, most important, our clients. We also discuss ways in which this agenda can be progressed to support an evidence-informed evolution of ASP training systems.

Determinants for table tennis performance in elite Scottish youth players using a multidimensional approach: A pilot study

ABSTRACT The purpose of the study is to explore whether a multidimensional profiling approach can be useful in predicting a table tennis player’s actual and future (one year later) performance. Data on anthropometrics, age from peak height velocity, motor-skills, psychological skills and training histories were gathered among Scottish elite youth male table tennis players (n = 14). Significant correlations emerged between: (a) actual performance rating and age from peak height velocity (r = .71), sprint test (r = -.69), number of years of practice (r = .84), positive refocusing (r = -.58), and self-regulation in learning – self-monitoring (r = -.60), and evaluation (r = .57); (b) performance rating one year later and positive refocusing (r = -.58), self-monitoring (r = -.50), and number of years of practice (r = .80). Results also showed significant correlations between progression scores (2017 rating score minus 2016 rating score) and age from peak height velocity (r = −0.77), sprint test (r = .63), number of years of practice (r = -.52), self-monitoring (r = .69), and evaluation (r = -.58). These results provided preliminary evidence for the usefulness of a multidimensional profiling approach for predicting performance and progression in youth table tennis players.