Christine Nash

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.

Sport coaches’ perceived role frames and philosophies

Philosophy underpins all aspects of coaching and by creating a formal philosophy coaches may improve their coaching effectiveness. The role that coaches fulfill is based on their experience, knowledge, values, opinions and beliefs, but how coaches frame their role and form their philosophy is still unclear. This study investigates these aspects by interviewing coaches at various stages of their coaching career. It concludes that as coaches gain both knowledge and experience their ability to articulate a coherent philosophy and, more importantly, contextualize it for subsequent use in a more holistic coaching practice is enhanced. As a key element of coach development, the inclusion of a coaching philosophy, values clarification, and consideration of the coachs responsibilities could improve their practice and better meet the needs of their charges.

Sport science relevance and application: Perceptions of UK coaches

Abstract While sport science can have significant and positive impact on coaches and athletes, there is still a general consensus that the transfer of sport science knowledge to coaching is poor. Given this apparent dilemma, this study investigated the perceptions of sport science from coaches across four different sports (football, rugby league, curling and judo) across three different levels (elite, developmental and novice). Specifically, 58 coaches (19 football; 21 rugby league; 9 curling; 9 judo) drawn evenly from novice, developmental and elite groups agreed to take part and were interviewed. Three key features emerged from the analysis 1) Practical application and relevance 2) Integration and access, 3) Language. In short, there was significant variability in the extent to which sport science was considered relevant and to whom, although interestingly this was not strongly related to coaching level. This inconsistency of understanding was a barrier to sport science engagement in some instances, as was the challenge of operationalising information for specific contexts. Furthermore, availability of opportunities and resources were often left to chance, while overuse of jargon and inability for research and practitioners to consider sport specific needs were also considered barriers to engagement. Implications for research and practice are discussed.

Investigating the experience of outdoor and adventurous project work in an educational setting using a self-determination framework

The purpose of this study was to carry out a preliminary investigation to explore the use of outdoor and adventurous project work (PW) within an educational setting. Specifically, differences between the PW and normal academic school experiences were examined using a self-determination theory framework integrated with a goal orientation and psychological skills perspective. Additionally, an exploratory investigation was carried out to examine the extent to which key motivation constructs predicted skill development (i.e. problem solving, collaboration and communication) through the PW experience. Six questionnaires were adapted and utilised to collect the relevant data for both school and PW experiences (Basic Psychological Needs questionnaire; the Learning Climate Questionnaire; Intrinsic Motivation Inventory; the Motivated Strategies for Learning Questionnaire; 2 × 2 Achievement Goal Questionnaire and perceived skills learned in PW questionnaire) from the 224 students (Mean age 13.2 ± 0.3 years) who participated in the 12-day PW. Results indicated that there were significant differences between school and PW experience (p < 0.01). Specifically, PW experience rated higher in autonomy supportive climate, autonomous motivation, perceived competence, and a greater emphasis on task approach goal orientation. Furthermore as a cohort, the students reported improvements in problem solving, collaboration and communication as a result of the PW experience. Finally, an exploratory hierarchical regression analysis revealed potential importance of perceived value, utilising meta-cognitive skills, and experiencing relatedness and autonomy in the prediction of skill development through PW experiences. The findings of this study present preliminary support the potential usefulness of outdoor and adventurous PW within a school context and provide implications for future research which are discussed further.

Continuing professional development for sports coaches: a road less travelled

Abstract In the UK, there is currently no coherent model of professional development for coaching personnel. CPD should maintain currency of professional practice while enhancing knowledge and understanding. This study used interviews to examine coaches’ views of CPD, whether they understood the key principles and to assess whether or not they value or appreciate its necessity. Three themes emerged from the interview data; the value placed on CPD, coach development and the input of the NGB/Sporting Organisation. Many coaches in this study felt that they did not value CPD, because they could not see it developing them as coaches nor did it appear to be to be a priority with their NGBs. This study suggests that any CPD model for coaching needs to move from a more prescriptive provision at the earlier stages of certification to one that is more individualized and flexible at the later stages.

Positioning Mentoring as a Coach Development Tool: Recommendations for Future Practice and Research

Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in these domains could be drawn upon to position mentoring as sports coaching development tool. Given the remote basis of some of mentor–coach relationships in sports coaching, additional learning can be drawn from mentoring conducted by virtual or electronic mediums. This article concludes with a series of reflective questions arising from research findings in other domains, designed to engage the potential coaching organization with the mentoring process.

The effects of structural change: An investigation into the South African cricket development pathway

ABSTRACT Sports organisations face immense challenge, both structurally and organisationally, in coordinating talent-development processes. This complex interaction may be exacerbated by structural change and sports policy decision-making, not only changing the way pathway elements interact and individuals progress, but also the quality of the learning and development domain. The aim of this research was to investigate the development pathway of South African cricketers and the impact of change to the provincial structure in 2004. Twelve semi-structured interviews with highly experienced players, coaches and administrators raised a number of themes. Specifically, the changes reduced elite playing opportunities and narrowed pathway options. Club cricket standards dropped, reducing its viability as a pool for talent identification and effective development. This placed stress on age-related academies as a fundamental development environment and the need to select talent ‘into the system’ earlier, which has implications for late developers and the extent to which chance influences development. Practical consequences, in the long-term, not only reduce the participation base and narrow the performance pathway, but also impact on the overall health of South African domestic and international games. Findings also reinforce the theoretical models, acknowledging sports development as an individual and nonlinear process and confirm cricket as a late developing sport, stressing the importance of those development environments between mass participation and elite performance (school/club/university) to retain structure, competition and exhibit the greatest flexibility and coherency. Implications for practice and research are discussed.

The Value of Participating in British Exploring Society Expeditions: A Three Year Multi Cohort Study

A primary aim of many expeditions is to facilitate personal development of young people and 15 while there is much anecdotal evidence to support this aim, there is limited empirical work of 16 varied quality that explores the specific nature of such benefits. This research examined nine 17 summer BES expeditions (Norway, Namibia & Amazon in 2012; Finnmark, Ladakh and 18 Namibia in 2013 and 2014) involving 58 young people (aged between 15 and 22) who completed 19 three on-line questionnaires to collect qualitative (open ended questions) and quantitative (likert 20 scale) data. Measurement of four psychological attributes associated with effective character 21 development were used: mental toughness, coping skills, GRIT and leadership skills. Surveys 22 were completed at three stages; 1) pre expedition, 2) immediately post expedition and 3) three 23 months post expedition. Results indicated that the expeditions impacted positively on the 24 psychological attributes of young people, with short term effects (three months). 25 For the 58 participants, there were statistically significant improvements and small positive 26 effect sizes in mental toughness (P=.006; ηp 2 .167), leadership skills (P=.004; ηp 2 .18), and 27 GRIT (P=.001; ηp 2 .218). There was no significant difference (P>0.05) or effect size for the 28 application of coping strategies. Qualitative data provided insights into how the learning took 29 place and individual perspectives on the overall value of the expedition in relation to narrative 30 understanding

Feedback for coaches: Who coaches the coach?

The aim of this study was to investigate the feedback mechanisms that sport coaches utilized to enhance their coaching practice at various stages of their careers. Sport coaches (n = 21) were interviewed in-depth with the resulting information being analysed using HyperRESEARCH qualitative data analysis software package. Results suggested four distinct dimensions that characterized the sources of feedback used by coaches: networks, players/participants, critical thinking skills and support systems. Those more experienced coaches with established networks of like-minded coaches seemed to be more open to constructive feedback. Similarly, novice coaches appeared to accept feedback from non-reliable sources in lieu of more informed sources. A distinctive emerging feature was the lack of formal feedback mechanisms within groups of coaches at all levels of qualification.

How would you recognise an expert coach if you saw one

Literature that frames coaching practice and specifically the formation and determination of expert coaching practice reveals a body of research that generally lacks continuity. Importantly, arguments relating to the instability of professional interpretations of coaching practice appear to stem from a penchant for subjective investigation. This analysis draws on an extensive review of peer-reviewed articles, chapters and books – all published within the last 35 years that address the notion of coaching practice. The key themes to emerge point to the idea that much of the research used to establish conceptual clarity fails to distinguish between highly organised or efficient coaching practice and expert coaching practice. This paper concludes with some suggestions from alternate paradigms and disciplines that suggest that expertise in interceptive sports coaching may be better theorised and suitably identified through a lens of the growing ideas surrounding the concept of ‘emergence’.