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Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time

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journal contribution
posted on 07.06.2019, 08:55 authored by Anna Stodter, Christopher CushionChristopher Cushion
It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches’ knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches’ participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.

History

School

  • Sport, Exercise and Health Sciences

Published in

Journal of Sports Sciences

Volume

37

Issue

18

Pages

2086 - 2093

Citation

STODTER, A. and CUSHION, C.J., 2019. Evidencing the impact of coaches’ learning: Changes in coaching knowledge and practice over time. Journal of Sports Sciences, 37(18), pp. 2086-2093

Publisher

© Taylor and Francis

Version

AM (Accepted Manuscript)

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Sports Sciences on 28 May 2019, available online: http://www.tandfonline.com/10.1080/02640414.2019.1621045.

Acceptance date

10/05/2019

Publication date

2019-05-28

Copyright date

2019

ISSN

0264-0414

eISSN

1466-447X

Language

en