What makes them so good? The constructs used by coaches to identify coaching prowess

The criterion which coaches use to judge their peers are extremely pertinent to the study and enhancement of coach development. The aim of this two-part study was to offer insight into how a sample of British sub-elite coaches judged coaching prowess and perceived the nature of the expertise possessed (or perceived to be possessed) by their own self-selected role model coaches. Data from field notes and transcribed conversations with 143 coaches, drawn from over 15 years of conversations, were interpreted following an inductive analysis. Subsequently, follow up focus group interviews involving 15 level three coaches in a range of sports were used to augment and, if appropriate, question these data. Results yielded an array of personal characteristics, which participants used to describe “what” role model coaches did or were like, as opposed to professional or behavioural characteristics that explained “how” they worked. Consideration of these findings offers some areas for immediate exploitation, alongside some key concerns which must be addressed if the trend for social learning based coach development initiatives are to have optimum benefit

Money, money, money? An investigation of the mediators of talent development in golf

This paper discusses issues surrounding the development of talent in golf; the study utilising qualitative methods to explore some factors that specialist coaches perceived to be critical in the development of young players. Eight golf coaches with significant experience of developing golfers were interviewed to elicit their opinions and perceptions of the most influential mediators in reaching excellence. Following a literature review and outline of field methods a discussion is presented which is based upon data findings. This reveals a significant pressure for young players concerning their financing a pathway through to elite levels. The paper concludes that pure sporting ability may currently not be enough for progression through the sport‟s lower elite stages - that self promotion skills to acquire sponsorship and learning to cope with the vagaries of luck in terms of life-opportunity may be aspects which the coach and performer should consider in their developmental plan

Sources, topics and use of knowledge by coaches

In recent years, the value of social learning approaches as part of the design and delivery of formalised coach development initiatives has gained credence in the literature. However, insight is currently lacking into the fundamental social dimensions that underpin coach learning. Accordingly, this study aimed to explore coaches’ perceptions of their actual and preferred methods of acquiring new coaching knowledge, the types of knowledge they currently acquire and/or desire, and their application of new knowledge. Responses to an online survey, completed by practicing coaches (N = 320) in a range of sports and contexts, were analysed descriptively and inductively. Results revealed that coaches’ preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. Notably, however, formal coach education courses were also reported relatively frequently as a source of recent knowledge acquisition. Nevertheless, critical justification for and application of, acquired knowledge was largely absent. Based on the findings, we suggest that, before social learning activities such as mentoring schemes and communities of practice are placed at the centre of formalised coach development provision, coach educators must put in place the support structures to better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on coach learning, aiming to ensure that their informal development is sufficiently open-minded, reflective and critical

Using shared online blogs to structure and support informal coach learning Part 1: A tool to scaffold reflection and communities of practice?

Coaches’ apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional skills they need to deal with the complex nature of their work. Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part one of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of twenty-four undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries, and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups

Communities of practice, social learning and networks: Exploiting the social side of coach development

Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process

Blogs: A tool to facilitate reflection and community of practice in sports coaching?

A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support reflection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for reflection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive reflection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative reflection was conspicuous by its absence and an online community of practice did not emerge

Simultaneous treatment of SO2 containing stack gases and waste water

A process for simultaneously removing sulfur dioxide from stack gases and the like and purifying waste water such as derived from domestic sewage is described. A portion of the gas stream and a portion of the waste water, the latter containing dissolved iron and having an acidic pH, are contacted in a closed loop gas-liquid scrubbing zone to effect absorption of the sulfur dioxide into the waste water. A second portion of the gas stream and a second portion of the waste water are controlled in an open loop gas-liquid scrubbing zone. The second portion of the waste water contains a lesser amount of iron than the first portion of the waste water. Contacting in the openloop scrubbing zone is sufficient to acidify the waste water which is then treated to remove solids originally present

Factorization in hard diffraction

In this talk, I reviewed the role of factorization in diffraction hard scattering.Comment: Talk presented at the Ringberg Workshop on ``New Trends in HERA Physics 2001''. 10 pages, 6 postscript figures. Misprints correcte

Letter to the editor concerning the article “Performance of gymnastics skill benefits from an external focus of attention” by Abdollahipour, Wulf, Psotta & Nieto (2015)

Abdollahipour, Wulf, Psotta, & Nieto (2015) recently published data in Journal of Sports Sciences to show that an external focus of attention promotes superior performance effects (gymnastics jump height and judged movement form score) when compared to internal or control foci during skill execution without an implement involved. While we do not contest the veracity of findings reported, nor others that have been used to support beneficial effects of an external focus of attention, in this Letter to the Editor we comment on considerable methodological limitations associated with this and previous studies which, we suggest, have resulted in serious theoretical oversights regarding the control of movement and, most crucially from our practitioner perspective, suboptimal recommendations for applied coaching practice. Specifically, we discuss the lack of consideration towards translational research in this area, the problematic nature of attentional focus cues employed, interpretation of findings in relation to other applied recommendations and coherence with mechanistic underpinning and finally, the representative nature of task involved. In summary, while (laboratory) research evidence may appear to be conclusive, we suggest that focus of attention effects are in need of more ecologically valid and rigorous testing and consideration of current coaching practices if it is to optimally serve the applied sporting domain that it purportedly aims to

Initiating technical refinements in high-level golfers: Evidence for contradictory procedures

When developing motor skills there are several outcomes available to an athlete depending on their skill status and needs. Whereas the skill acquisition and performance literature is abundant, an under-researched outcome relates to the refinement of already acquired and well-established skills. Contrary to current recommendations for athletes to employ an external focus of attention and a representative practice design, Carson and Collins’ (2011) [Refining and regaining skills in fixation/diversification stage performers: The Five-A Model. International Review of Sport and Exercise Psychology, 4, 146–167. doi:10.1080/1750984x.2011.613682] Five-A Model requires an initial narrowed internal focus on the technical aspect needing refinement: the implication being that environments which limit external sources of information would be beneficial to achieving this task. Therefore, the purpose of this paper was to (1) provide a literature-based explanation for why techniques counter to current recommendations may be (temporarily) appropriate within the skill refinement process and (2) provide empirical evidence for such efficacy. Kinematic data and self-perception reports are provided from high level golfers attempting to consciously initiate technical refinements while executing shots onto a driving range and into a close proximity net (i.e. with limited knowledge of results). It was hypothesised that greater control over intended refinements would occur when environmental stimuli were reduced in the most unrepresentative practice condition (i.e. hitting into a net). Results confirmed this, as evidenced by reduced intra-individual movement variability for all participants’ individual refinements, despite little or no difference in mental effort reported. This research offers coaches guidance when working with performers who may find conscious recall difficult during the skill refinement process