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The impact of video feedback on professional youth football coaches’ reflection and practice behaviour: a longitudinal investigation of behaviour change

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journal contribution
posted on 18.03.2016 by Mark Partington, Christopher Cushion, Ed Cope, Stephen Harvey
The aim of this study was to investigate the impact of video feedback on five English youth football coaches’ reflection and practice behaviours over a three-season period. First, quantitative data were collected using the Coach Analysis and Intervention System (CAIS) during season one and season three. Data from CAIS results showed that over the three seasons the coaches decreased their total instruction and total feedback and increased silence ‘on-task’. Four out of the five coaches also increased the use of total questioning behaviour. Second, interviews revealed how video feedback gave structure to reflective conversations that improved self-awareness and provided a trigger for behaviour change. The coaches highlighted how video-based reflection challenged their current understanding and enabled a range of learning sources to support and inform changed coach behaviour.

History

School

  • Sport, Exercise and Health Sciences

Published in

Reflective Practice

Volume

16

Issue

5

Pages

700 - 716

Citation

PARTINGTON, M. ... et al., 2015. The impact of video feedback on professional youth football coaches’ reflection and practice behaviour: a longitudinal investigation of behaviour change. Reflective Practice, 16 (5), pp. 700 - 716.

Publisher

© Taylor & Francis

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Reflective Practice on 20 Aug 2015, available online: http://dx.doi.org/10.1080/14623943.2015.1071707

ISSN

1462-3943

eISSN

1470-1103

Language

en

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