CARDIFF METROPOLITAN UNIVERSITY
Prifysgol Fetropolitan Caerdydd
CARDIFF SCHOOL OF SPORT
DEGREE OF BACHELOR OF SCIENCE (HONOURS)
SPORT COACHING
2015-6
AN INVESTIGATION INTO WHY COACHESPREFER
CERTAIN SOURCES OF KNOWLEDGE.
SPORTS COACHING
Henry Sinclair Vince
An investigation into why coaches
prefer certain sources of knowledge
Table of contents
i
Acknowledgements
ii
Abstract
Chapter 1
2
Introduction
Chapter 2
2.0 Literature Review
5
2.1Introduction
5
2.2 Importance of Coach Education
6
2.3 Formal learning – coach education
9
2.4 Informal learning
12
2.5 Experiential learning
12
2.6 Observations and peer learning
15
2.7 E-learning
17
2.8 Aims
18
2.9 Rationale
18
Chapter 3
3.0 Methodology
21
3.1 Introduction
21
3.2research design
21
3.3 participants
23
3.4 interview guiede
24
3.5 procedure
25
3.6 lessons from piolet study
26
3.7 analysis of data
27
3.8 ethiscal consideration
28
3.9 summary
30
Chapter 4
4.0 results
32
4.1 Formal learning
32
4.2 informal learning
34
4.3 preferred leaning methods
37
4.4 Changes in preferred learning methods
43
Chapter 5
5.0 Discussion
46
5.1 Introduction
47
5.2 Formal learning methods
48
5.3 Informal learning methods
51
5.4 Preferred learning methods
54
5.5 Strengths
59
5.6 Limitations
59
5.7 Future Research
60
Chapter 6
6.0 Conclusion
63
64
Reference list
69
Appendices
Acknowledgments
Firstly I would like to thank my dissertation tutor Andy Lane who has not only supported me this
year but in all three of my academic years as a personal tutor
Secondly I would like to thank all my family and friends who have supported me on my journey at
university in particular my girlfriend who has put up with all my moaning and stressing in order to
get this done.
i
Abstract
Background: research on how coaches learn and acquire knowledge is very vague and
lacks crucial details of why coaches prefer to learn in those. Which led to the gap in the
research and this study aiming to find out why coaches prefer the way they learn.
Purpose: An investigation into why coaches prefer certain sources of knowledge.
Participants and setting: 7 novice UK coaches all having studied or studying a university
degree. All participants had been coaching over three years in football, rugby or
basketball all to a minimum of level one with majority level two qualification that is
recognisable in the field.
Research design: A qualitative research design using a semi-structured open-ended
interview format was employed in the current study. The qualitative approach will
generate rich data that explores the coach’s knowledge of why they prefer each method
in discussion.
Data collection: Participants were selected on the bases they met required criteria of
coaching for over a year and had a formal UKCC recognised qualification. Participants
were contacted by email with a brief overview of what would be expected of them and
the nature of the study and then asked if willing to participate. Following this each
participant was asked to complete a consent form before starting the study. The coaches
were interviewed individually for a period of time varying at a mutually convenient
location.
Data analysis: data was analysed to create a system in which themes could be
categorised and sections could be formed in code date format, so it was easily analysed.
Findings: results found that each coach had a unique and personal journey on how they
developed as a coach, each coming up with slightly different reasoning on why they
preferred the learning method they did. Two key themes came from the study one being
observational as they could see what happened first hand and reflective practice as it
was a self-learning process to put forward positive changes.
Conclusions: Given that coaches preferred to learn from a variety of sources, it can be
concluded that coaches learn in a unique way and it is personal to each individual and is
a continuous development process.
ii
iii
CHAPTER 1
INTRODUCTION
1
1.0 Introduction
All coaches have their own unique learning methods in which
they use to become an effective coach, both informal and formal
learning methods are used within coach development. Informal
learning, a category that includes incidental learning, may occur
in in institutions but is not usually classroom based nor is it highly
structures and control of learning is primarily in the hands of the
learner coach (Mallett, Trudel, Lyle, Rynne, 2009) . Whereas,
formal
learning
opportunities
are
classroom-based,
are
packaged with the access the experts with formal assessment
procedures, include quality assurance measures and include
recognition of achievement (Mallett, Trudel, Lyle, Rynne, 2009).
With such a large increase in youth sport participants there is an
even greater demand for coach education to develop the
knowledge of new coaches and improve the knowledge of
current coaches (Vargas-Tonsing, 2007). According to Trudel
and Gilbert (2006) coaches have expressed that day-to-day
coaching practice and interaction with others in the sporting field
is a key source of knowledge acquisition. The preferred sources
for knowledge development for coaches have been shown to
range far beyond formal education courses to a variety of
informal and self-directed learning situations (Cassidy & Rossi,
2006; Erickson, Bruner, MacDonald, & Côté, 2008; Lemyre,
Trudel, & Durand-Bush, 2007; Wright, Trudel, & Culver, 2007).
Furthermore, the training of coaches is considered central to
maintaining and improving the quality of sports coaching and the
ongoing
process
of
professionalisation,
sports
coaches
participate in a range of learning opportunities (informal to
formal) that contribute to their development to varying degrees.
In addition mallet, Trudel, Lyle and Rynne (2009) highlight
learning occurs from accessing a range of opportunities which
2
are both formal and informal, suggesting the importance for a
mixed method approach to learning.
Coach learning is often at the mercy of socially mediated power
relationships and (often deep-seated) values, attitudes and
beliefs, which are often anti-intellectual and conservative in
nature (Stoszkowski and Collin). Without a focus upon a
reflective critical approach to new ideas and developing
professional knowledge, potentially coaches will simply acquire
and duplicate outdated or ineffective practices (Cushion et al.,
2012; Gilbert & Trudel, 2001; Mallett et al., 2009).
The
acquisition of coaching knowledge also comes through previous
sporting encounters, interaction with other coaches and
mentoring. All of these sources have been recognises as way in
which coaches develop their sport specific knowledge that
enables them to coach more efficiently.
This study aims to get a understanding of not only how coaches
prefer to learn but to find why coaches prefer the methods they
do in order to gain a more in depth understanding of how
coaches learn. Lastly it will aim to understand if coach’s
preferences change over the course of time and how they
changed.
3
CHAPTER 2
LITERATURE REVEIW
4
2.0 Literature review
2.1 Introduction
Research over the last decade shows that coaches value and
use a complex, individual mix of learning experiences in their
development (Stodter and Cushion, 2014). These learning
experiences include: workshops, working with mentors, formal
education, reflecting on coaching experience, observing and
interacting with other coaches, and self-directed resources
(Stodter and Cushion, 2014).
Sport’s coaching is about developing and improving individuals
or teams and their behaviour within a sporting context, this
includes creating an appropriate environment for sport to take
place (Miles and Craine, 2003). Lyle (2002) believes coaching is
an interpersonal phenomenon and there cannot be a complete
appreciation of coaching without a recognition of the aspirations
and values of an athlete and a coach. Lyle (2002) further
suggests that the coaches purpose and rational are most fully
utilised in sports that require preparation, athlete commitment ,
planning strategies and tactics, sports coaching focuses on the
improvement of individual’s or team’s sporting ability. However
Jones, (2007) sees coaching as a problematic, multifaceted and
fundamentally intertwined with teaching and learning. Nash
5
(2015) agrees stating how coaching is now generally recognized
as a complex undertaking that requires those who wish to
engage with it to have both a passion and a qualification to
coach. Woodman (1993, cited in: Lyle, 2002) suggests coaching
is, at least in part, an ‘art’ and has a generally low status in the
academic world (Lyle, 2002). However, Lyle (2002) states sports
council are in recognition of the growing awareness of the
importance of sports coaching at all levels. Nash (2015)
proposes that coaching is now seen as a profession that requires
training and a range of competencies.
2.2 Importance of Coach Education
Professional sports in the UK should have been the structure of
good practice and a potential career pathway for coaches (Lyle
2002). However, coaches have created an aura of mystique
around the profession and a claim to esoteric knowledge,
method and experience has created a protective occupational
shell (Lyle 2002). This is perhaps most evident in situations in
which recruitment is irregular, for example recruitment is not
specifically based on coach education and qualifications, but
from experience and knowledge.
6
According to Lyle (2002) the lack of educational backing to
sports coaching is due to an unwillingness from coaches to
describe the skills,
Knowledge and process involved within the profession.
However, Mccullick, Belcher, and Schempp, (2005) highlight, as
the number of children participating in youth and interscholastic
sport increases rapidly (Payne & Issacs, 2002, cited in:
Mccullick, Belcher, and Schempp, 2005) more qualified coaches
and sport instructors (CSIs) are needed to help meet demand,
consequently making the education and certification of these
people crucial (Knorr, 1996, cited in: Mccullick, Belcher, and
Schempp, 2005). Therefore, the input of a quality coach could
provide a structured environment that optimizes learning. Cronin
and Allen (2015) both suggest that the coaches autonomy
support plays an important role in ensuring that youth sport
participants have positive developmental experiences.
However, there are many problems in ensuring coach education
programmes produce quality coaches, Lyle (2002) states coach
educators are in an impossible situation to ensure all coaches
learn and achieve high levels of expertise, unless they are
operating within an appropriate framework of knowledge and
skills. The components of coach education that need to be taken
into account by educators include: Issues of progression,
staging, role specificity, balancing of components, knowledge
structures and priority skills within coaching depend on a
7
comprehensive conceptual overview of the needs of coaches
(Lyle 2002). Therefore without knowing how each individual
prefers to learn it makes ensuring maximum learning
opportunities difficult for the coach educator to achieve (Lyle,
2002).
A study highlighting the importance of coach education
programmes being learner centred (Leduc, Culver and
Werthner, 2012) found the impact of the coaching module
according to the coach participants was varied. Coaches
became confused due to too much information on existing
coaching practices for others (Leduc et al., 2012). Leduc et al’s
(2012) study led to NCCP Competition-Development modules
being revised and it took on a constructivist view of learning and
uses a problem-based approach that seeks to put the learner at
the centre of the educational experience. It does so by helping
the learner become aware of their current knowledge through the
presentation of a problem, introducing new knowledge, and then
allowing the learner to apply this new knowledge to the given
problem.
Erickson, Bruner, MacDonald and Côté (2008) argue that coach
education programs play an important role in coaches’
development with studies suggesting a number of benefits from
formal learning. This includes: increased perceived coaching
efficacy, better facilitation of social development and growth of
athletes and decreased rate of coach burnout by teaching stress
management and coping strategies. In addition Nelson, Cushion
and Potrac (2006) highlight the positives that come with formal
coaching
programmes.
Firstly the
8
opportunity to
apply
knowledge in a practical coaching scenario with guidance from
a coach educator, who can then provide constructive feedback.
Another positive outlined by Nelson et al. (2006) includes
knowledgeable and professional coach educators providing
novice coaches with the opportunity to explore issues relating to
the coaching pedagogy and the process of coaching.
2.3 Formal learning – coach education
Lyle (2007, cited in: Stodter and Cushion 2014) claims that
formal coach education courses benefit recipients and are
fundamental to improving coaching, however their argument is
limited as the study Stodter and Cushion (2014) produced only
includes two participants in order to find the changes in the
coaches. Stodter and Cushion’s (2014) study was a rigorous
longitudinal investigation lasting 1 year which provides a rich
source of data and reliability in the results.
A study carried out by Nelson et al (2006) identified that coaching
programmes provide novice coaches with the opportunity and
ability to discuss issues in coaching and share their experiences
with other coaches. Coaching programmes would allow for
coaching practitioners to explore individual learning styles and
see how learning preferences have an impact upon coaching
practice.
9
Lemyre, Trudel, and Durand-Bush (2007) highlighted the
importance of formal courses when being appointed head coach
with no prior experience in the role. One participant highlighted
the importance of observation, and how observing coaching as
a player this prepared the participant for a head coach role.
Lemyre et al. (2007) further suggest coaches usually
appreciated the practical component of the formal coacheducation program because it gave them concrete information
on what to do with their team and were much more confident in
their coaching skills. The study found how coaches attending the
seminars for a long period of time identified how valuable these
experiences were and the discussion opportunities that were
provided to gain valuable information from other coaches
including learning new techniques which were relevant to their
own coaching practice. Lemyre, et al (2007) state how youthsport coaches usually register for formal courses during their first
year as head coach to gain the knowledge they need.
Werthner and Trudel (2009) further support the importance of
formal courses within their study of perceptions of and
preferences for knowledge sources. Within their study it was
clearly identified how information received during formal
courses could be applied to their own practice right away, this
was seen as key to enabling learning (Werthner and Trudel,
2009: p.441). In addition having access to different instructors
throughout the courses was identified as a valuable aspect to
coach development (Werthner and Trudel, 2009: p.441).
However, other participants within Werthner and Trudel’s study
10
argued how the previous statements only limited learning and
insisted that what educated his coaching was his experiences
as an athlete. Werthner and Trudel’s results suggest no one
form of learning is preferred by all and concludes learning
paths are personal due to individual preferences. However,
within this study there are 2 participants who have no
recognised coaching qualification within the country the study
took place in. In addition only 7 participants had an education
background in sports coaching or physical education, the
remaining participants came from alternative disciplines. These
factors could affect the results given specific to sports coaching
courses.
Although coach education programmes can be beneficial this
seems to be dependent on the level and experience of the
coach. The effects coaches experience has upon the benefits
of coach education programmes are highlighted within a study
carried out by Erickson, Bruner, MacDonald and Côté (2008)
which showed an inconsistency of results due to coaching
levels. The coaching experience of the participants also ranged
from 2 years to 43 years which could be a reason as to why
results were inconsistent, those who had undertaken courses
recently would have more relevant knowledge to those
undertaking courses 43 years ago. Firstly within the study
Erickson et al (2008) argues how formal coach education
settings were reported as a primary source of coaching
knowledge for novice coaches, they rated the National
Coaching Certification Programme and mentoring opportunities
more frequently as a preferred source of knowledge. Novice
coaches within Erickson’s et al (2008) study did not need to
rely on having to learn by trial and error as the coaches would
in fact prefer more guided learning opportunities. However,
11
Erickson, et al (2008) believe that once completing coach
education programmes learning by doing (informal learning) is
the most important form of learning.
2.4 Informal learning
Informal learning, a category that includes incidental learning,
may occur in institutions, but it is not typically classroom-based
or highly structured, and control of learning rests primarily in the
hands of the learner. This current study will be looking at different
types of informal including: experiential learning, observation
and peer learning, mentoring and e-learning.
2.5 Experiential learning
Experiential learning was defined as a sense making process
of active engagement between the inner world of the person
and the outer world of the environment (Colin and John,
2013). The term ‘learning by doing’ is defined within Kolb’s
experiential learning theory, which is broken down into four
stages (Healey & Jenkins, 2000): the first stage being Concrete
Experience, this is where the learner is actively experiencing an
activity, secondly; Reflective Observation being when the
12
learner begins to look back and reflect on the previous activity.
The third being Abstract Conceptualization; Where the learner
is being presented with and/or trying to conceptualise a theory
or model of what is going to be observed. The final stage is the
Active Experimentation which is where the learner creates a
plan on how he will deal with the forthcoming experience. Kolbs
(1984: p.185: cited in Healey and Jenkins 2000) believes that
“Learning is the process whereby knowledge is created through
the transformation of experience.” Schempp and Graber (1992,
cited in: Cushion, Armour, and Jones, 2003) further highlight
the importance of learning by doing as “even though coaches’
past experiences are uneven in quality and incomplete, they
form a screen or filter through which all future expectations will
pass” (p. 218). From creating a ‘filter’ for past experiences
Cushion (2001) believes that coaches will be able to interpret
future coaching experiences on the basis of the previous
experiences encountered.
Furthermore Jones and Kingston (2013) state that for learning
to occur coaches must actively participate in the process on
reflective practice in order to create such ‘filter’ (Schempp and
Graber 1992 mention). Reflective practice one of the most
important ways we reflect through our experiences making the
links between theory and practice enabling you to develop your
knowledge and skills toward becoming a professional
practitioner and continue to develop throughout your career
(Melanie 2013) Jones and Kingston (2013) highlight that the
process of reflection begins with the identification of a coaching
issue, once the issue is identified a coach can begin to identify
a strategy to deal with the issue, this is then followed by
experimenting with the strategy to evaluate effectiveness. The
13
process of reflection is completed with a positive outcome by
setting yourself up for future similar scenarios.
Gallimore, Gilbert, Nater, (2014) see reflection as pondering,
reviewing and questioning their experiences that prompt
individuals to adapt and change their behaviours in order to
show improvement. Gilbert and Trudel (2006; cited in Jones,
Kingston, 2013) use the example ‘ten years of coaching without
reflection is like one year of coaching repeated ten times’ (p.5),
stating that learning had not taken place and without reflection
coaches are only repeating on existing knowledge. Any level of
reflection is more beneficial than none in making positive
change to the coaching practice (Jones, Kingston, 2013).
Extensive work on the values of reflection suggest that the
development of professional knowledge is primarily gained on
the coaching field (Jones and Kingston, 2013). Irwin, Hanton and
Kerwin, (2010) identify trial and error as a key learning resource
for coaches. Irwin et al. (2010) state that not all coaches have
the time or the luxury to be part of a university or formal coaching
course, but ‘We tend to learn our knowledge from mistake’, ‘trial
and error is very important’ (Pp. 431-432). Irwin et al. (2010)
conclude by stating the two most important resources for
increasing knowledge were: working out solutions through
experimentation and referring to more experienced coaches for
advice.
14
2.6 Observations and peer learning
Willson, bloom and Harvey (2010) expressed that watching
other coaches made the biggest difference as a coach.
Observing and interacting with other high school coaches was
highlighted by the majority of the participants as the most
important as it allowed them to acquire valuable coaching
knowledge Wilson et al. Lemyre, et al (2007) agree with the
importance of observation and interaction, stating this is a
preferred tool of learning. Irwin, Hanton and Kerwin (2010)
found watching videos of more experienced performers was
identified as useful in terms of learning the technical
requirements of individual skills.
Cushion, Armour and Jones (2003) further supports Lemyre et
al (2007) and Irwin et al (2010) claim to the benefits of watching
other coaches by suggesting how novice coaches observing
experienced coaches enables novice coaches to gain relevant
knowledge. To achieve such benifits novice coaches must
observe practice, games and listen during informal periods.
Observation is seen as an important component of coach
development by Cushion (2006) and Nash (2003, cited in:
Stoszkowski, J & Collins, D 2013) who believe through peer
interaction, real-world practice and by participating in mentoring
schemes the social construction of coach knowledge can be
enhanced.
15
Gilbert et al (2006¸ cited in: Mesquita, Isidro and Rosado, 2009)
and Jones et al (2004, cited in: Mesquita, Isidro and Rosado,
2009) further support the use of observations and interaction
from their analysis of previous research which highlights many
coaches do not value their formalized learning as much as their
day by day practical experiences. In addition suggesting the
process of becoming an experienced coach is highly influenced
by their interactions and observations of peers and the sharing
of knowledge with other coaches. Mesquita, Isidro and Rosado
(2009) concluded that working with more experienced coaches
was the most important form of learning highlighted by
coaches. Bloom et al (1995. Cited in: Mesquita, Isidro and
Rosado, 2009) support Mesquita, Isidro and Rosado (2009)
further by stating how expert coaches have even proclaimed
that such guidance was the most important resource identified
in the development of their own progress. However this study
was carried out in Portugal therefore the information in relation
to UK sports coaches may differ so may not be seen as a
reliable source as the information on the study maybe different
to what UK coaches are used to. Also the study was around
elite coaches consequently may not be seen relevant to the
current study as all coaches are novice thus will not share the
same experiences as the coaches in the study. Tyler
Gilbourne, & Eubank (2006) state how sharing experiences
with others allows a wider knowledge base to develop
Knowledge which supports the claim that working with peers is
a highly valued learning tool for a coach and is seen as a form
of mentoring.
16
2.7 E-Learning
E-learning and the use of e-resources is another aspect of
informal learning which coaches may use and imitate the
behaviours they have seen within their practice, coaches view
the internet to be an important resource for both acquiring and
refining their repertoire of practice drills (Stoszkowski and
Collins, 2015). E-learning encompasses all aspects of electronic
learning (Skinner and Jones, 2014). E-learning is seen to have
numerous advantages such as; the ability to provide in-time
learning, increased access, removal of time place and situational
barriers, cost effectiveness, greater accountability, increases
interaction (Anderson 2008). According to Granic, Mifsud and
Cukusic (2009) e-learning is presented to be an easy to use form
of learning and can be customized to individual needs, however,
Granic et al (2009) further suggest this is rarely achievable.
Anderson (2008) states complex and deep learning is not
achieved without real time experience. Additionally some
individuals have difficulties adapting to using e-resources as
form of learning specifically, those who were more accustomed
to traditional learning methods. However, Jones and Skinner
(2014) argue e-learning is making a considerable impact on the
education and training of adults. The current literature
surrounding e-resources is not specific to sports coaching and
does not identify the benefits it can have to coach development.
There is a gap for further research to establish the use of eresources within coaching development and practice.
17
2.8 Aims
It is clear from previous research that there is a variety of
learning methods available to coaches and some studies have
been carried to establish preferred learning methods. Learning
styles vary from formal coach education programmes, to a range
of informal styles such as, working with and observing peers
working under peers, learning through past experiences,
reflecting on these and doing additional research through eresources. However, these learning styles can change over time
and can vary depending on how long and how qualified the
coach in question is. The way coaches learn is seen as personal
to each individual.
2.9 Rationale
The literature review highlights there is a gap it the literature for
discovering the reasons behind why coaches prefer to learn in
specific ways. Therefore this study aims to find not only the
preferred learning styles of sports coaches but aims to unravel
the reasons behind the statement and find out how/if they have
changed through their coaching experience.
18
This has led to the following aims being devised:
 Which ways coaches prefer to learn
 Why they prefer to learn in those way?

Do preferred sources change over the course of time as a
coach?
 How do they change over the course of time as a coach?
19
Chapter 3
Methodology
20
3.0 Methodology
3.1 Introduction
This chapter is separated in 8 sections and offers a justification
of the methods chosen in order to meet the aims and objectives
of this study. The first section explains the sample. Following this
the data collection, procedure and data analysis techniques are
reported and the final section provides an overview of the ethical
considerations for this study.
3.2 Research design
Quantitative research allows data to be collected that focuses on
precise and objective measurements that use numerical and
statistical analysis to support or refute a hypothesis (Kim, 2010).
Kim (2010) states qualitative research methods collect openended, emerging data that is then used to develop themes. This
method allows for a study of an exploratory nature
Interviews were selected as the data collection method as it
allows for a vast amount of data to be drawn upon, this then
provides a rich source of data that can be analysed and
conclusions can be made (Greetham 2009).
21
This study took on a qualitative approach in order to create a rich
bank of data based on the participant’s perceptions. According
to Greetham (2009) qualitative research is best suited to
understanding attitudes, feelings and opinions as well as ideas
and beliefs. Furthermore a qualitative approach is seen as the
most effective for research with an interest in individual
understandings and perspectives (Woods, 2006). The ability of
qualitative research to get at the processes that lead to various
outcomes is a major strength to this approach and is something
that experimental and survey research is often poor at
identifying (Sparkes, 2014). Personal perceptions and concerns
are best discovered through qualitative research, this method
offers richness and depth of understanding which is unlikely to
be achieved through quantitative research (Skinner, Tagg and
Holloway, 2000).
The qualitative approach was used during this study as it allowed
the researcher to focus on the interviewee’s experiences and the
meaning they place on the events. Although qualitative research
necessitates having a small sample because of the detailed and
intensive work required for the study, if it is carried out properly
it is unbiased, in depth, valid, reliable, credible and rigorous
(Anderson 2010). This provides a holistic view through the
participants as answers are described in their own words
including individual’s perceptions of how they interpret the
events. (Skinner, Tagg and Holloway 2000). Skinner, tag and
Holloway (2000) further states how qualitative methods can
provide new insights and great explanations for causes that can
guide action to move forward. This was chosen above a
quantitative approach as Greetham (2009) state quantitative
research is based upon statistical findings in order for results to
be expressed in number form such as percentages and
22
averages. Quantitative data cannot provide attitudes feelings
and opinions or insights into human’s behaviour which is
essential in understanding individual’s societies and cultures,
this form of research does not allow for gathering in depth
personal opinions of the chosen subject (Greetham, 2009).
3.3 Participants
Coaches were selected using a purposeful sampling technique
providing that they met the criteria set in order for a rich bank of
data (Patton 2002 cited in; Palinkas et al, 2015). The participants
who were chosen met the criteria selected; they were
knowledgeable and experienced in the area of interest selected
(Cresswell and Plano Clark, 2011 cited in; Palinkas et al, 2015).
In addition participants were also willing to take part, had suitable
availability and were able to discuss, expandand reflect upon
experiences (Bernard, 2002 and Spradley, 1979 cited in;
Palinkas et al, 2015). The participants required were coaches
that had been coaching for at least one year prior to the interview
with at least one formal qualification to discuss throughout. The
sample consisted of 7 coaches from a variation of sports
including; football, rugby basketball, all participants were aged
between: 20-32 resulting in 7 males and have a range of
coaching experience between 3 and 16 years matching the
studies requirements of 1 years coaching. These were selected
from the UK on the condition that they met the criteria required
before being given a brief description of the process of research.
23
3.4 Interview guide
All interview types took place face to face involving the
interviewer and the interviewee (Thomas 2010). However for the
purpose of this study the interviews would be semi structured as
this provides a combination of both of structured and
unstructured interviews. This includes a list of topics and
questions that need to be discussed but with the freedom to
follow up any interesting points made and allows the interviewer
to probe further to gain detailed information (Thomas 2010). The
interview will be divided up into five sections. Firstly a brief
introduction including how long, what standard and ages they
have coached. Secondly the formal learning they had come
across, was it useful what kinds did they prefer. Thirdly the types
of informal learning they had encountered and how useful they
were, again stating which they prefer. The next section
combined the previous two sections in order to establish an
overall preferred learning style including reasoning. Finally the
concluding section aimed to establish if the way participant’s
preferred to learn had changed over the duration of their
coaching career. Probes were used within the interviews such
as; ‘why do you feel that is’ or ‘can you tell me more about…’.
These were used to gain a deeper response to a particular area
of interest so that more relevant information was gathered in
order for the aims and themes to be identified (Thomas 2009).
24
Structured interviews were not chosen as they limit the amount
of information that can be gathered as you do not have the
opportunity to follow up on responses given (Thomas, 2010).
Unstructured interviews were also not chosen for this study as
this form of interview can stray from the topic and interviewees
can begin to tell a story before coming back on to topic which
can waste valuable time (Thomas, 2010). Anderson (2010)
states how interviews are not restricted to specific questions and
can be guided by the researcher in real time with the use of a
semi-structured approach
3.5 Procedure
The procedure began by making contact with potential coaches
that to take part within the study. The coaches contacted were
known by the researcher through previous coaching experience.
All participants were given a consent form and information sheet
describing the purpose of the study which included why they had
been chosen and how they would participate once they had
given consent. Following written voluntary consent interviews
were arranged with each participant, interviews were recorded
for data analysis purposes. Each interview was taken place in an
environment comfortable for the participant to relax in. The
location included; a work office which was convenient and fitted
around the schedule of some of the participants and secondly a
private study room in a university library suite that was agreed
with all remaining participants. Following each of the interviews
transcription was carried out to enable the data to be analysed
in order to answer the original aims and objections of the study.
25
3.6 Lessons from pilot study
A pilot study is believed to be a crucial component towards any
study design (Teijlingen and Hundley 2001). The benefit of
conducting a pilot study is that it provides researchers with an
opportunity to make adjustments and revisions in the main study
(kim 2011). Before research began a pilot study was carried this
was a small-scale version of the planned study, a trial run
interview was carried out to anticipate research results in order
to guide the development and finalise the research plan (kim
2011). The participant stated how questions where easy to
understand however, found that questions seemed similar in
certain aspects resulting in repeating themselves. This led to
revising the questions, the pilot study identified the researcher
needed to take care when asking unplanned questions to ensure
these questions were clear, precise and to allow the participant
to fully answer the question. In addition whilst going into the next
planned question ensuring that probes and prompting for further
detail were not similar to previous or upcoming questions in order
for the interview to run smoothly and for all data recorded to be
significant.
26
3.7 Analysis of data
Following the collection of data interpretative analysis was
carried out. Interpretive analysis is designed to examine
qualitative data surrounding personal perceptions and ideas, this
form of analysis is highly exploratory (Saldana, 2012). The form
of interpretive analysis used within this study was open coding,
open coding generates categories and defines their properties
(Cohen, Manion and Morrison, 2011). Open coding allows for
individual words, sentences or paragraphs to be categorized
giving the researcher leeway for interpreting the data collected
without restriction (Cohen, Manion and Morrison, 2011).
Interviews were split in sections which included; what learning
methods were used on formal courses, what informal learning
participants used and which methods were preferred, this was
initially recorded within a tally chart. Further sections included
the top three preferred learning styles of the participants followed
by if and how their preferences had changed over time as a
coach. Following this a colour code system was devised and
used to create categories/themes within the data.
27
Prior to the coding process all the interviews were transcribed
as this provided an accurate record of the information that had
been recorded (Cohen, Manion and Morrison, 2011). All
interviews were transcribed as this allowed the researcher to
identify key themes and what counted as valuable data (Bailey,
2008) Following transcription coding will take place to create
specific categories of responses (Kerlinger 1980).This will allow
the researcher to identify the key themes and valuable data for
this study (Bailey 2008).
Trustworthiness is established when findings as closely as
possible reflect the meanings as described by the participants
(Lincoln and Guba, 1985). Padgett (1998: 92) explains that
trustworthiness is not something that just naturally occurs, but
instead is the result of ‘rigorous scholarship’ that includes the
use of defined procedures. Threats to trustworthiness can
include problems such as reactivity and biases on the part of the
researcher and the participant (Padgett, 1998).
3.8 Ethical considerations
BERA (2011) designed guidelines to ensure that when
conducting research the highest standard of support was given
in order to aid the researchers study. These guidelines represent
the best ethical practices to serve a community of researchers.
It is down to the researcher to make sure all interviewees are
fully aware and understand the process they are about to
28
participate in. All ethical guidelines were taken into consideration
before carting out research.
These guidelines included:

Voluntary informed consent to be the condition in which
participants understand and agree to their participation without
any duress, prior to the research getting underway.

Informing the participant of their right to withdraw from the
research for any or no reason, and at any time.

Researchers must recognize the participants’ entitlement to
privacy and must accord them their rights to confidentiality and
anonymity,
All participants entered the study at their own will and understood
that they were able to withdraw from the study at any point
without requiring a reason. BERA (2011) indicates how the
researcher was aware of this and was crucial for the participant
to understand this. With this in mind if at any point during the
study participant’s opted out all data that had been consumed up
until that point of the participant would have been destroyed and
removed from the study (UOS, 2011).
29
To ensure the anonymity and confidentiality was maintained
pseudonyms were created for each participant. In addition
confidentiality of the information of the interview gathered was
securely stored electronically, all data has been anonymised and
not stored with personal information linking back to the
participant and following data analysis all records deleted so all
data remains anonymous, the participants were made aware of
this (Bankert and Amdur 2006; cited in mealer and Jones 2015).
Prior to the interview each participant was given an overview of
the study including what would be expected from each
participant. In addition the need for voluntary consent. Each
participant that understood and agreed to take part within the
study then signed a form of consent.
3.9 Summary
This chapter has clearly outlined the techniques and methods
which were used as part of this study, including justifications as
to why each method or technique was best suited to this
research. The following chapter will consist of an analysis of the
data collected and an in depth discussion surrounding the
information gained through the interviews. This will provide
answers to the aims and objectives of this study and aim to fill a
gap in current research and highlight any further research which
could be carried out to aid a better understanding of coaches
preferred sources of knowledge.
30
Chapter 4
Results
31
4.0 Results
The results of this study are arranged into the preferred learning
methods coaches have used, followed by how coaches prefer to
learn and whether preferred learning styles have changed over
the course of the participants coaching experience.
4.1 Formal learning
All participants that undertook this study are qualified to at least
level one in their respected fields. However, one participant is
part way through their level 2 qualification and the 5 other
participants have reached level 2 status.
From participating on a formal coach education course it was
found that all participants preferred to learn and gained the most
from the course through the use of observations. Participants felt
that being able to see what was going on and what was required
of them helped them learn the most.
“The demonstrations it’s there in front of you, you see it your like
I know it now… you use demonstrations when you’re doing
coaching yourself so it’s very good to use it… so when they’re
demonstrating you know how to do it when your coaching.”
32
Although many coaches had mixed views on coach education
programmes due to the complexity of coaching itself, 3 out of 7
participants found some of the information useful and managed
to take something away from the course.
“So, it’s your own responsibility to do some extra reading to sort
of develop yourself as a coach rather than just turning up to the
sessions thinking ah yeah I’ve done that…if you don’t do it you
can probably still pass the course but it’s sort of a lower
standard… having them just brings development into your own
hands.”
“Giving you theory and ideas of the coaching before going out
and playing practically. I think there a little bit false in that sense
in terms of coaching is very complex and it’s something that its
quite hard that to model and go into without actually being out
there coaching yourself.”
Another key theme that arose was 2 out of 7 of the coaches liked
being involved within the session that the coaches would be
delivering. This enabled them to experience how the session felt
from the player’s point of view to give them a greater
understanding of how to deliver a session.
33
“I also enjoyed being involved and experiencing it myself so I
could understand what it would be like for the players.”
Lastly one of the coaches found that being shown how to reflect
on sessions gave them the help and support to carry on their
learning once they had done a session to gain the most from the
experiences they encountered.
“Another way also they helped us learn is that we had to carry
out reflective logs for each session… reflective practice is
massive in coaching even if something goes wrong you think
why did that go wrong maybe how could I prevent that from
happening in the future.”
4.2 Informal learning
After discussing formal learning, the topic changed to informal
learning which lead to a broader discussion as they were not
restricted in the way they were being taught.
34
The most useful tool the coaches reported was being able to
watch and observe other coaches, to be able to pick up new
ideas and tips that would be useful to use in their own coaching
practice:
“Actually watch someone coach a session and seeing what they
did well what didn’t work as well, you start putting together your
own ideas of how you would run that understanding the kids that
you’re working with and actually transferring that to your own
session.”
Many coaches alluded to the value and importance of reflection.
The participants felt that being able to run a session then look
back and review the events that had transpired gave them the
chance to put right the wrongs of their past experiences and
move forward as a better coach:
“When you’re reflecting you think about it even more and you
kind of think of your drill progression even more… it’s not too
easy for the kids, it’s challenging them.”
Another theme that arose was how coaches found it beneficial
being able to talk to another peer or an assistant as it gave them
additional knowledge that they may not have thought of giving
them advice and knew ideas whilst coaching:
35
“I might not be right all the time so, having a peer that I can talk
to throughout and sort of make sure I’m talking about the right
things… I can miss stuff and he can sort of pick it.”
Another preferred method of informal learning was informal
meetings where a group of coaches would come together talk
about their experiences; what they saw of each other to gain
feedback and ways to move forward:
“All of us in the first hour will sit down and discuss how well things
have gone what we can improve on we may get a certain
target… it might give us a couple of points to improve on you
might think that’s a great point I’m going to implement that to my
session.”
One coach found that after participating on the course they
needed to go off and do their own research as they felt that to
continue to develop you needed to go out and learn new ways
of coaching:
“Before training sessions I would go onto YouTube and look at
different drills, say I wanted to do rebound for a session I don’t
want to use the same rebounding drill each session. I’d look at
different e-resources and that way try and find new drills.”
36
4.3 Preferred learning methods
Once the coaches had explained the different ways they learnt it
was important to identify which of these methods were the most
preferred by each coach and the reasons behind their
preference.
All coaches in this study were asked to give their top three
preferred learning styles as to why they preferred to learn in
certain ways:
4 out of 7 coaches found that observing was their preferred
leaning style.
“Watching a coach who is more experienced… watching him or
her and developing an understanding of why their doing things
and maybe I can implement that in my own session…your
always taking bits of other people so observation is a huge part
of that.”
37
1 coach stated that they found reflection as there preferred
learning style:
“I prefer to learn from mistakes and also learn from the things
that go well… the experience of doing something you can
actually build on and if you see the results of something
happening you will value it and take further into your own
coaching.”
1 coach found that watching demonstrations within a coach
education setting was their preferred learning style:
“When on the coaching course there’s no debate that it could be
wrong… the knowledge they give me is UKCC recommended
knowledge on how the coaches on how to coach the drills as well
as putting me in a coaching environment… just being able to
observe something so, someone is doing a drill and then taking
that observation and being able to use it myself.”
1 coach found that going out and gaining relevant experience
was their preferred learning style:
“I have probably learnt more by going out and doing things
myself. We have some difficult groups here (SportsXtra) and no
course can prepare you for that you have to go out you have to
38
experience what its like working with difficult children… all the
courses I’ve been on prepared me to be a football coach but they
haven’t provided me with how to deal with certain situations or
anything like that so you have to get that experience.”
Once finding the coaches number one preferred learning style
they were also ask for their 2nd preferred learning style in which:
2 out 7 coaches agreed that observation was next on their list on
how to prefer to learn.
“But if you’re on the outside watching it’s a Birdseye view you’re
on the outside looking in so your obviously going to learn from
that basis… you’re seeing ah this is good, this is bad. At the end
you would have the action plan, you know what you’d do next to
improve the next session.”
One coach said how e-resources were their second preferred
learning style:
“My next preferred sources would be reading… having videos or
things like that. Things on the internet with pictures and
diagrams… being self-taught. I was saying we have such an
easy access to so much information on the internet which I like
39
… a lot of the stuff I know now I’ve probably gone out and read
about myself.”
One coach’s second preferred learning style was gaining
relevant experience themselves:
“Number two would be experience maybe trial and error almost,
although it’s a bad term sort of making mistakes… if you make
mistakes in the real world you learn from them and reflect on
them and you try and implement them into future sessions.”
One coach said they also liked the theory side of coach
education as a way of learning:
“People telling me some sort of theory and telling me some sort
of practice to use… they might say something that you might not
of thought of so it gives you lots of different perspectives of these
different ideas.”
One coach mentioned that they found demonstrations a
preferred way of learning:
40
“So through demonstrations other coaches showing drills just
from yeah watching them… the demonstrations are good you
actually use them practically, I prefer the demonstrations as
opposed to the theory side.”
Lastly one coach found they liked reflecting as a way of learning:
“Reflection is high up there because within everything in
coaching you reflect without even knowing it. I reflect in sessions
I reflect after sessions so I think this drill isn’t working very well
I’m going to have to shorten it, change it and then after the
session what was good what was bad so I have to change it.”
Finally all coaches were asked for their 3rd and final preferred
learning style which the results found:
2 out of 7 agreed that reflection was important and they still
valued it as a preferred learning style:
“And three I’d say reflection so doing my session going back
reflecting on it and making an action plan for the next time and
try and develop my learning from what I have done in the
session…I’d say reflection is massive for me and that definitely
helped me as a coach.”
41
One coach felt that participating within a session was a preferred
learning style as it gave them a first-hand view on the session:
“Number three would be being involved in a coach education
session as a player…I enjoyed being involved and experiencing
it myself so I could understand what it would be like as a
player…I can take that on board and then have a better
grounding to take myself further.”
1 out of 7 coaches found that learning theory was still a preferred
learning source even though it was lower down on their
preferences list:
“Then further down would be a more formal teaching process be
more a formal teaching process because you can still obviously
learn… I suppose with the manual and all the kind of information
and stuff they provide you in terms of session plans and that its
really good to see it drawn out what they expect of you”
Another coach stated that their 3rd preferred learning style was
through feedback from others:
“Getting feedback from other people is key I think because if
someone is watching your session then they’re going to have
different viewpoints to you to how you’re seeing it.”
42
One coach stated how peer learning was still a preferred learning
style within their coaching:
“You’re working with peers, you’re getting what’s bad and what’s
good about a session… at the end you would have an action
plan, you know what you would do next to improve the session.”
Lastly the final coach stated how they found e-recourses as the
3rd preferred learning style as a coach:
“Probably using different sources to find drills and stuff is high up
there… after I finished that course and sort of going on it’s within
me to do my own sort of research.”
4.4 Changes in preferred learning methods
Finally the study aimed to find out whether a coaches learning
style had changed over time from when they first started out as
a coach to present. One coaches in question stated that their
learning style has stayed the same throughout with all other
43
coaches finding that the way they preferred to learn had changed
as they developed
“I’ve always preferred actually doing… the way I go about and
the way I feel about coaching is quite similar.”
3 coaches had similar views that they started with observation
but as their career has progressed they have changed and used
a combination of methods as a preferred learning source:
“I used to observe people but never went out of my way to sort
of develop… I wouldn’t reflect on anything really when I started
coaching…I believe adopting learning styles observing better
coaches you know finding my own resources reflecting on what
I do and just moving on from there really.”
1 coach found that after learning about reflection it became a
preferred learning source opposed to just observations:
“I didn’t know much about reflection so I would say till then
observation was there but now reflection as I know more about
how to have an action plan and how to improve. I think reflection
is the best part for me to obviously improve every day.”
44
1 coach found that his preferred learning source has changed
from learning theory within formal coach education into a number
of different ways:
“At the start you are looking for a lot of basic information… You
are looking for more detailed things that you pick up in different
ways ... You can be more observational going to see coach and
taking a snapshot of what they have done is better than going on
s day long course for me… going on the internet and finding bits
and pieces of other people’s experience is more helpful to me”
Lastly one coach stated how he found his preferred learning style
changed from formal into learning from past experience:
“I’ve come up with my own ideas or I think differently now… I
was just taking everything my lecture said and thinking right this
is how you have to do everything. But then when you go out and
coach and you have different experiences you begin to lean new
ways of doing things.”
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Chapter 5
Discussion
46
5.0 Discussion
5.1 Introduction
The purpose of this study was to not just how coaches prefer learn
but to expand on the literature available and develop on why
coaches prefer learning in certain ways and then to see if coaches
preferred learning styles changed and how they did so. Overall, the
findings suggest that coaches had different opinions and views on
how they preferred to learn, although some aspects were similar.
Learning styles where categorised in four sections within a formal
education setting: demonstrations, being a participant, discussing
theory in the class and learning the importance of reflection.
Informal learning was also broken down into five further sections,
these being: observations, reflection/experiences (experiential
learning), working with peers, informal meetings and e-resources. It
appeared that that preferences for specific methods developed from
personal experience. It is clear from this study that preferred
learning styles change over time. Specifically, 86% of the coaches
reported that the way they preferred to learn changed.
47
5.2 Formal learning methods
Participants within this study identified two aspects to formal
learning methods within coach education courses, practical
components and theoretical based learning. With regards to
practical components the participants identified the importance of
demonstrations within coach education course as this enabled them
to incorporate these into their own coaching session. These findings
support previous research. For example, Lemyre et al. (2007) found
that coaches valued the practical aspect on coach education
programme as it gave them concrete information on what to apply
within their coaching sessions.
However, when it came to the theoretical side of learning opinions
began to differ. The current study identified how coaches found the
courses false and misleading and coaching was a lot more complex
and harder to model. These findings further support current
research. For example, Leduc et al (2012) identified how coaches
became confused due to an overload of information in the coach
education environment. When learning theory it was clear that it
became very difficult to understand until being outside in a practical
environment first hand. Coaches within this study took every word
the lectures would say as gospel in the beginning as they would just
assume the lecturer was correct as they were more experienced.
This finding backs previous research. For example, Culver and Trudel
48
(2008) highlight it is the coach educator’s duty to ensure learning is
taking place, in addition Erickson et al (2008) states novice coach see
coach education programmes as a primary source of knowledge.
However although coaches within this study took what the coach
educators said in the beginning and believed it would work, coaches
soon found that the educators had their own coaching methods and
believed that their style of coaching was right and you had to follow
it. But coaches soon realised that was not the case and not all
coaching methods work for everyone and found that once coaches
gained more experience they found their own way of dealing with
the complexity of coaching.
It came to light that coaches would use coach education courses as a
stepping stone and felt the qualification was irrelevant and coaches
learn from being out there and experiencing the challenges
themselves. The use of coach education programmes as a stepping
stone further supports previous research. For example, Erickson et al
(2008) identified how after completion of a coach education course,
coaches within youth sports found learning by doing was the most
crucial element.
It also became apparent within the current study that being a player
was crucial as you come across a range of coaches. So from that you
pick up good traits and discard the negative ones allowing you to put
49
together how you would coach. This adds to previous literature. For
example, Werthner and Trudel (2009) identified how coach
education courses would only limit learning in some cases and
coaches within their study were adamant that what developed their
knowledge was their own experiences as a player which gave them a
clear view on how they should coach.
However, some coach education courses within the current study
were identified as beneficial. This course was conducted over a
fourteen week period split into eight weeks guided learning and six
week independent learning before being assessed. Coaches valued
the longer duration courses as it allowed the coach to get more time
with the educator allowing coaches to be guided with feedback more
frequently as the course was spread out and less congested. This
builds upon previous research. For example, Nelson et al (2006)
found that being in a practical environment with a coach educator
looking over was a positive aspect allowing each coach to receive
constructive feedback within a coaching environment as the coach
educators as well as the opportunity for learner coaches to explore
more issues within the coaching process.
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5.3 Informal learning methods
Participants within this study clearly identified a number of informal
learning methods which they used as a coach. These included;
experiential learning, observations, peer learning, mentoring and eresources. Firstly experiential learning is a combination of gaining
experience and reflecting upon it. Participants identified the
importance of experience, using trial and error and to enable
progression in coaching practice. These findings support those of
previous research. For example, Irwin et al (2010) identified trial and
error as a key learning resource for coaches as not all coaches have
the time or luxury to be a part of a university or formal coaching
courses. However, the participants within this study either attend
university or previously attended university and have completed
formal coach education courses but still identified trial and error as a
key learning resource.
Following trial and error coaches within this study identified
reflection was vital to correcting errors within practice. Participants
stated without reflection you’re going to keep repeating the same
session and making the same mistakes, whereas when you reflect
you’re bound to see ways in which you can improve. Reflection
enables you to analyse your coaching practice. These findings
support previous literature. For example, Gilbert and Trudel (2006)
stated 10 years of coaching without reflection is like one year of
51
coaching repeated 10 times. Coaches within this study identified
how reflection has enabled them to cut down mistakes within their
practice and improve as a coach. This finding adds to previous
research. For example, Schempp and Graber (1992 cited in: Cushion,
2003) highlight how individual coaches create a filter based of
previous experiences through which future expectations will pass,
through reflecting on previous experiences coaches will be able to
interpret future experiences. Participants expressed how reflection
enabled them to create action plans to improve their future practice.
These findings support previous literature. For example, Jones and
Kingston (2013) highlights how reflection allows a coach to identify a
problem and create a strategy to deal with the issue to ensure a
positive outcome.
Other informal learning methods identified within this study
included observations and peer learning. The participants highlighted
the benefits to working as an assistant coach to allow you the time
to observe the head coach, learning new techniques and taking
something from different sessions and bringing it all together into
your own philosophy. These findings support previous research. For
example, Cushion, armour and Jones (2003) identified the
importance of novice coaches observing experienced coaches in
order to gain relevant knowledge for their own practice. Participants
expressed the advantages to having an assistant coach, seeing an
alternative perception to situations. There techniques may not be
right all the time so it’s useful to have that assistance and receive
other ideas of how things could be done. These findings specific to
the benefits of having an assistant coach are new and do not support
or contrast any previous research. However, previous research does
52
state the importance of peer learning and interaction. For example,
Jones et al (2004) identified becoming an experienced coach is highly
influenced by interactions with peers.
Another aspect within peer learning participants found beneficial
was informal meetings. This allowed a group of coaches to sit down
and discuss how well sessions had gone, what each of the coaches
could improve on and set targets for future coaching practice. These
findings further support previous research. For example, Tyler,
Gilbourne and Eubank (2006) state how sharing experiences with
others is crucial to developing a wider knowledge base and is a highly
valued learning method for a coach.
Additional resources such as e-resources came to the attention
within the study as a useful way of learning as it seemed much more
time efficient as not all the coaches had the time spare as they were
getting older to go onto new courses therefore the internet gave
them pieces of others work and was a quicker learning tool to gain
additional knowledge. This has also been found in previous literature
with Anderson (2008) findings that e-learning has a large amount of
53
positives with time saving being one of them alongside other barriers
such a cost.
However although e-resources are time efficient it is also augured
within the study that watching a clip online is not always a safe way
of learning. No matter how if looks on camera or shown on a
diagram the outcome will never be the same to when the coach
delivers as there will always be difference within the two drills with
players ability and how fast the players grasp the concept. This is a
good point in which literature agrees by stating how a deep and
complex learning will never be able to be accomplished without real
time experience (Anderson, 2008). Although the concept and idea is
good you can’t learn from the video quick and efficiently until trying
what was seen and then making sense of what’s happened you
cannot fully learn.
5.4 Preferred learning methods
This study aimed to identify what learning methods coaches
preferred and why they preferred these, as previous research does
not establish why coaches prefer certain learning methods.
Participants were asked what their top three learning methods were
with a justification. The results identified 9 different learning
methods which coaches saw as their top 3. The most popular
learning method was observation, which 86% of coaches identified
as either their preferred or second preferred learning method.
Coaches felt that being able to observe first hand made the learning
54
real. They new what they were seeing was true as it was in front of
them live as opposed to hearing ideas from people or reading online
as those sources could be interpreted in a number of ways
depending on the coach. However watching it you are clear this is
how it was run, this was the outcome, you either like that as a coach
or don’t like it and decide whether it’s a useful learning tool.
The second most popular learning method identified within this
study was reflection, which was highlighted as a first, second or third
preferred method by 58% of participants. Coaches preferred
reflection as they knew they were improving, they knew if they did
not reflect they would only be repeating the same drills and sessions
going round in circles. It seemed that when something went wrong
being able to notice and correct the issue really motivated the
coaches to keep improving on their sessions even if it was by a few
precedent each session.
Additional learning methods were identified as a preferred way of
learning however, these methods were highlighted by a small
percentage of participants. These preferred learning methods
included; demonstrations, gaining relevant experience, e-resources,
learning theory, participating in a coach education setting, feedback
from others and peer learning. Firstly demonstrations was seen as a
preferred learning style by 29% of participants. Again as previous
within the observations, these coaches were able to see how the
session looked from a more experienced coach therefore the
information they were seeing was valued as it was seen working for
them. Coaches were able to incorporate what they had seen into
55
their practice providing the drill was ran in a very similar way
sessions would run smoothly, becoming a positive learning method.
Another 29% grouping came with gaining relevant experience which
once again could been seen to link in with reflections as being able
to get the experience subconsciously coaches begin to reflect and
are able to build on a session and see the results improving. These
experiences are valued more and taken further by improving the
positives to sessions.
Learning through e-resources was viewed as the next most preferred
learning method as once again it can be very visual with resources
such a YouTube which coaches enjoy watching to find similar drills
with a new spin so sessions aren’t getting tedious. Seeing online how
other coaches including elite coaches, seeing a NBA Basketball team
run a drill, if your own players replicated that it would build
confidence or show you you’re not there yet but gives you a
standard to aim towards.
Learning theory was also preferred by 29% of coaches, if coaches are
told what to do and how coaching should be done it seems that
coaches value the fact the coach educator is has expert knowledge
and is more experienced so listened to what they said more and
found it was useful to learn from.
56
The remaining few methods coaches preferred where only
mentioned once (14%) however, it is still valued within the study as
it adds to the research to understand why coaches prefer the
different types of learning methods they do.
Participation in a coaching session one coach found this as a
preferred source as it gave them the chance to feel it from the
players’ perspective. Therefore when delivering the sessions the
coach would be able to relate to how they were feeling so it gave the
coach a better understanding of when to stop, change or continue
progressing.
Peer learning was identified as a preferred learning method as
coaches found comfort in being able to work with other peers,
assistants or colleagues and being able to use them to build
confidence. This includes going through what the coach is doing and
reflecting with someone in session and after session to make
improvements throughout and an action plan for future practice.
Lastly and a very similar point to the last was receiving feedback.
However, instead of working side by side with peers this coach finds
receiving feedback afterwards from other people as a preferred
source as getting an outside opinion from either another coach,
57
parent or child involved provides the coaches with a variety of views
and opinions on the sessions enabling them to move forward and
plan for future sessions.
As found throughout previous literature does not support findings
for why coaches preferred the types of learning they do. Therefore
the findings discussed above is seen as all new literature that can be
now developed within future studies. However, the current study did
not just stop on asking why. The study carried this one step further
to see if there had been changes towards learning as the coaches
experience ranged from 3-16 years.
The study found that all but 1 coach preferred learning style had
changed with 66% of coaches that said the way they preferred to
learn all stated that it began with observations at the start as they
didn’t have anything else to work with as they were new to coaching
and many were coaching before they took on their first recognisable
qualification before being able to learn new learning methods and
developing either a new preferred method or using new methods to
aid the existing skills. For the most part of the current study it goes
against the majority of current literature in particular Lemyre et al
(2007) which suggested how coaches registered with courses in their
first year of coaching to gain the knowledge the need. Although the
reaming two coaches did initially prefer to learn in this way it then
did not further back previous literature up as once learning how
everyone initially learnt Erickson (2008) found that after education
learning do doing was the most important which again fails to link
with current study as findings show that 66% of coaches use a
58
combination of methods they picked up over time even though they
do have a stand out preference in coaching they feel as it is a
complex environment learning needs to be flexible and you cannot
solely rely on one method. That said only one coach agreed with
lemyre (2007) and Erickson (2008).
5.5 Strengths
A strength to the current study is that it brings knew knowledge
to light, it begins to give an insight into why coaches prefer the
types of learning they do. Although the sample was on a small
scale data was rich which provides themes and a reasoning
behind answers. Also this study shows how preferred learning
changes which gives a key starting point for future research the
research within this study further.
5.6 Limitations
Firstly a limitation would be the range of qualified coaches
interviewed. It is already known that the level 1 course was very
basic with the level 2 slightly more in-depth. However, if this is
the case and the higher the course the more in depth the
teaching, then perhaps results may have had more depth and
credibility if the participants had higher qualifications within the
field of coaching. A basic level course suggests results are going
to be basic. Whereas if the course challenges the coach and is
59
in depth they possibly if repeated the answers given would give
greater accountability to the formal side of learning.
Sample size was another limitation as most papers have dealt
with a larger scale to generate more findings. With small
numbers of participants it leaves a small number of opinions.
With all participants coming from a university background it
suggest that they all may have a similar thought process and
experiences.
5.7 Future research
Future research could look at using the current study but
developing it on a much larger scale with a wider range of
participants. In order to find more evident themes and develop
more crucial knowledge of why current sports coaches prefer to
learn the way they do. This could include the introduction of
female coaches, coaches without an educational background
and even respected coaches without possessing a recognised
coaching qualification.
60
Another area to look into would be the standard of coaches, all
coaches had no significant coaching experience that stood out
from the group. Although experience ranged from 3-16 years
there has been no step up from developmental stage towards
the elite end of the spectrum. This would also gain a different
account of knowledge as the coach would need to learn new
and in depth techniques to deal with the rise in standard.
61
Chapter six
Conclusion
62
6.0 Conclusion
The current research aimed to find why coaches preferred
specific learning methods as previous literature does not answer
provide an answer to this. Therefore with the aim to expand upon
what research is out there, this was done by using a range of
open ended questions and a series of probes in order to gain the
information. However, that was only the first part to the study
which came back with mixed views which made it challenging to
fit into themes as the learning processes were unique. However,
the two stand out themes were observation; whether that be
watching another coach, watching the coach educator run
demonstrations or even watching drills using e-resources. The
fact that the coaches could see drills run as a coach it could be
related to drills or techniques they had tried before or seen
slightly different and it became a transferable source of
knowledge. The second theme was being able to reflect on the
events encountered. This was a skill many coaches developed
through higher education as coaches were previously under
educated
in
the
area.
However,
once
developing
an
understanding of how it was used correctly over half the coaches
used reflection as a style of learning. Coaches are fully aware if
honest with themselves if a session was good or not, therefore
reflection aided them to focus on keeping positives in sessions
and keep ‘filtering’ the negatives out as a continuous
developmental process.
Lastly the study needed to find out whether these methods had
always been preferences or whether they evolved as a coaches
learnt and gained experience. This showed that although
63
coaches could pick a stand out when asked if they had changed,
over half the coaches now used and understood the importance
of a mixed method approach to learning as previously whilst
novice coaches they were unaware of the variety available.
To conclude the original aims and objectives to the current study
were to provide a reasoning to why each coach prefers to learn
via a certain method. This study provides the opportunity for
further research to develop upon the reasoning behind preferred
learning methods on a larger scale and provide the coaching
field with in depth knowledge on methods which can lead to the
highest quality coaches.
64
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Appendices
69
PARTICIPANT CONSENT FORM
Title of Project: An investigation into why coaches prefer certain sources of knowledge.
Participant name:
Name of Researcher: Henry Vince
___________________________________________________________________
Participant to tick and sign the following sections:
I confirm that I have had the chance to ask any questions and had and
queries answered in full.
I confirm that I fully understand the information provided for the selected
study.
I confirm that at any point as the participant I can withdraw from the study
I agree to the interview being audio recorded
I agree for the answers I give to be used in publications anonymously
By signing this consent form I am agreeing to take part in the study above
Signature of Participant:
Date:
_______________________________________ ___________________
Name of person taking consent
Date
_______________________________________ ___________________
Signature of person taking consent
____________________________________
70
Interview guide
Interview guide
1. How long have you been coaching for?
2. What standard and ages?
3. What Formal courses have you done?
4. How were you provided with information on the course?
5. How were you taught?
6. What methods of teaching was included on the course
(Demonstrations e-resources)
7. Which of these methods did you find the most useful to help you learn?
8. Why was that the most useful?
9. Tell me about any other sources which you found useful
10. Why did you find these useful?
Great! So now we are going to move onto methods of informal learning, so
everything you have learnt from outside of the coach education environment.
11. Tell me about the types of informal learning have you come across?
(Working with peers, observations, e-resources, reflection/experience)
12. Which of these sources did you find the most useful to you as a coach?
13. Did you gain a greater resource of knowledge from participating on the course
or through other types that we have just spoken about?
14. Why do you feel that is?
15. From everything we have spoken about today the different types of learning
which methods of learning do you prefer?
16. Why do you prefer that of sources of learning?
71
Top3-5????
17. From you experience as a coach has the way in which you prefer to
learn/teaching methods changed.
18. Did you prefer different types of learning at the start to now?
19. Why???
Great! Thanks for that that’s brilliant.
That will be all for today thank you for your time
Transcript
I-1
72
Hello this is Henry Vince speaking to Lock the director of sports extra Cardiff we will
be speaking about learning styles as a coach
So how long have you been coaching for?
First started coaching sixteen years ago
Urm what standards and ages have you been coaching
Er I have coached a wide variety of standards from two year olds introductions into
fundamental right up to under 21 academy players
That’s great! er so what formal qualifications have you done?
Er within football I have done level 1 and 2 and also level two goalkeeping I have
also attended the level 3 which is the b licence although I didn’t complete due to the
level of coaching I was doing at the time was focusing on a lot more on younger Age
groups so I couldn’t allocate the time to it.
So withing these formal courses how do was you provided with information on the
course?
Er the majority of the information was through attending physical workshops urm
they would be structured over a course of a few weeks were there will be lots of
practical demonstrations there will be sessions you get involved with yourself as
players and urm also classroom sessions involving PowerPoints and group work.#
So what methods of teaching were included on the course?
Urm some of it in the classroom was quite instructional there was going through
basic facts with lots of questions and answers urm on the playing field then there
were demonstrations were we would watch something happen then analyse it with
junior players playing we would also then begin with situation where we would go in
and urm work out the problems so it’s a little bit like problem solving we would be the
players and would have to work out how to get round a problem urm and then also
we were shown resources and examples through video as well
That’s great urm which of these methods did you find the most useful to help you
learn?
Er I really enjoyed two things firstly seeing things being done and physically being
coached urm by the coach educator with a group of children I guess that gave us an
example of how that would be done. Putting a lot of the anomaly’s that could happen
73
in real life er then I also enjoyed being involved and experiencing it myself so I could
understand what it would be like for the player
Why were they the most useful to you as a coach?
Er I think im quite a visual learner so if someone tells me something urm or writes it
down I find it quite hard to picture whereas if I actually see it happen or experience it
then urm I can take that on board and then have a better grounding to take further
myself
Er so tell me about any other sources you found in the course useful to you
Er we were given a lot of resources and links to look at a lot of which involved how
what we had learnt er urm was demonstrated in professional play so you could
watch Barcelona do something urm and that would be related to what we had done
on the course and obviously that gives you a familiar example urm and a real world
example to what you are doing
So is that why you felt and found them sources useful
Yeah defiantly. Football was something I was interested in and being able to relate to
the football I watch anyway urm meant that I could then see it happening time and
time again whenever I watch football I then include that in my coaching when I went
back to working at any level really
Er great so now were gunna begin to move on to methods of informal learning so
everything you have come across from outside the coach education environment
that has helped you learn?
So tell me about the types of informal learning you have come across?
Urm so right from when I started coaching I have learnt a lot from the people around
me so working as an assistant coach working with groups next to people urm
observing other coaches working urm whilst I have been around the set up there has
been huge erm as I’ve progressed the internet has become more prevenient er
places like YouTube are good places to see people erm delivering and giving
examples of how they coach. Erm then also urm working with people after sessions
and reviewing things and doing appraisals when I have been in cpd structures that’s
what’s really helped because you get someone else’s opinion on how your coaching.
Which of these sourse did you find the most usefull to you as a coach?
74
By far the most important thing has been one doing so getting involved myself urm
and then from that working with other people around you and learning from the
people around you and getting different ideas
Did you find a greater resource of knowledge from participation on the course or
from the other types of learning we have just spoken about?
I definitely got far more from actually being out there coaching and working with
others
Why do you think this is?
I think a course can only give you a base level urm and in the role I am in now I
actually work on the basis that the courses are just the paper work that fills in the
gaps urm coaches really learn from being out there doing whatever whether its
working with young children or working with academy’s or whatever urm they only
understand what they are as a coach or what I am as a coach by getting out there as
a coach doing things wrong learning from it and urm working on sessions that don’t
work, working in sessions that do work so they can take the positives from, working
with other people and getting ideas whether there more or less experienced urm and
that’s really when you learn how to be a coach I think the qualifications are then just
a bench mark on top of that.
So from everything we’ve spoke about today the different types of learning which
methods of learning do you prefer?
Urm as a method of learning I need to see and experience things urm and I think for
people who get involved in coaching now the most important thing is for them to get
involved and get active and be involved in a session so they can then take over and
improve themselves
Urm why do you prefer these source of learning?
Erm from my experiences and the experiences I have seen from others urm I think
that people certainly learn from their mistakes and also learn from the things that go
well a lot better than they do from someone telling them something urm and I think
that er er yeah I think that the experience of doing you can actually build on and if
you see the results of something happening then even if its someone else doing it if
you see the result of something you will value it and take further into your own
coaching
75
So that was your number one learning style what would be your two and three?
Er I think that anything that is visual were people can actually experience it so er I
really enjoy being able to see people coaching with groups as a coach educator
were they can stop it and tell you why they have done certain things urm and I think
that would probably be the second for me urm after that urm I think there are plenty
of other methods but I think those to stick above each other I guess traditional being
involved in a session where you are being educated and your actually playing so
probably number one would be personal experience, number two would be urm
watching someone coach and be a coach educator at the same time and number
three would be being involved in a coach educating session as a p[layer.
So from your experience as a coach has the way you prefer to learn changed?
Er yeah defiantly because I think at the start you are looking for a lot of basic
information so you want to know how to control a group you want to know how to
engage your participants you want to be able to teach the basics as you move on
you got that as a given you are then looking for urm maybe more detailed things that
you pick up in different ways urm so once you’ve gained that experience urm you
might not need such intense teaching but you can be more observational so you can
look from the outside in and see why people are doing things rather than you
needing to be physically taught
Did you prefer different types of learning at the start to now?
As a coach probably not but as a person probably yes only because the older and
busier you become you maybe have less time to attend courses so you tend to take
snapshots so going to see a coach and taking a snapshot of what they have done is
better that going to a day long course for me as I can’t commit to that time and effort
to it going on to the internet and finding bits and pieces er of other people’s
experiences is more helpful to me so maybe whilst if I had the time I would still like to
be involved and go through everything I would maybe have become more inpatient
that I needed quicker results
Great that’s brilliant that will be all for today thankyou for your time
Thank you and no problem
I-2
76
Hello im henry vince interviewing jake lakin talking about perfered learning styles and
the way you prefer to learn as a coach
So how long have you been coaching for jake
Probable around 6 years now started when I was 19 at uni doing some part time time
stuff and then worked my way up into a variety of things
What standard and ages have you coached?
Urm a variety of ages ive done as 7young as pre school kinda aged two and three er
right up to age sixteen urm in terms of standard they have been varied obviously the
youngerones are much more er beginner level anyway er and the older ones er
some of them have just been Sunday league teams some of them have been a little
more talented but erm nothing kinda elite or anything.
What formal courses have you done?
I did my… I got my fa level 1 erin coaching for football and my level two and er
beginners coaching in futsal erm I did at college I did a btec national diploma in sport
er my degree was in football studies erm I think in terms of formal courses that are
relevant to coaching yeah thoses are the only ones
How was you provided with information on the courses
Erm well in terms of… obviously verbally taught, was provided with lots of different
books and manuals and things like that, erm is this what your looking for? Interms
of…
Yeah so in the coach education system how did they provide you with information?
It was mainly just kinda manuals and things like that. Erm yeah that’s it really.
Urm how was you taught within the course?
It was a mixture of kind of practical and urm er kind of verbal teaching so we did
kinda a lot of theory and then with all sorts of coaching there was a p;ractical
element were they would demonstrate was was expected of you as a coach and
then you would have to go out there and not copy them as such but put your own
spin on it but reflect what they taught you.
Which of these methods did you find the most useful to help you learn?
Well im very visual so when the kinda demonstrative process came across it was a
lot easier for me to take in but the theory side was really always important as well
Why did youthink they were the most useful for you?
77
Because im visual. Im yano in terms of… I suppose with the manual and all the kind
of information and stuff they provide you in terms of session plans and stuff like that
its really good to see it drawn out what they expect of you urm and then in terms of
the practical side of it the demonstrations were always the best way to learn I think in
my opinion you can right something down for someone and its never gunna repucate
actually seeing something get done
So tell me about other sources you found useful on the course?
Urm what do you mean? What kinda other sources?
So you spoke about you like seeing the demonstrations
Yeah
With the information they provided you with which other sources helped you as a
coach?
Urm I suppose your own kinda research and stuff like that so…
No. just on the course
On the course?
Yeah
Urm I don’t know really
So like did they have any e resources that they showed you?
Oh are right! Urm yeah I suppose the fa did you could go onto there website and
stuff like that and use there resources erm but there wasn’t loads. You was literally
given a manual a book erm obviously you would go on the course and demonstrate
and you filled in the manual book but there wasn’t really any alternative to what they
taught you.
Great so now were gunna move on to methods of informal learning so everythinging
you have learnt from outside the coach education environment
Yeah
So tell me about the types of informal learning you have come across?
I suppose kinda being self thought like I was saying about kind of now we have
access to so much information on the internet. So many books things like that yano
so I very much… I was literly saying earlier a lot of the stuff I no now ive probably
gone out and read about myself learnt about different sessions what can work with
different age groups things like that. Urm your always learning of other people urm of
a few fellow coaches older and younger so I always manage to steal sessions of
78
other people who have good ideas and things like that urm that’s probably the main
two really, learning of otherpeople wheather that’s yano reading a book or online or
actually watching someone elses coaching session
So which of these did you say you found the most useful to you as a coach?
Er definitely seeing other people coach. Because like I said earlier I am quiet visual
so I can read about something online on the internet or whatever but it might not
really transfer in my head about to how to put the session together but, actually
watch someone coach a session and seeing what they did well what didn’t work as
well you start putting together your own ideas of how you would run that
understanding the kids that your working with and actually transferring that to your
own session?
Did you feel you gained a greater sourse of knowledge participating on the course or
through the other types of learning weve just spoken about?
Urm the course gives you really important information about how to be a coach but
actually then what you go and coach I think a lot of it is kinda you going to find out
something or you kinda being creative and innative so I think participating on the
course is really important but actally going out and watching other people coach and
doing you own research learning about other things can be just as useful
Why do you feel that is?
Because theres only so much a course can teach you. So you can’t become an
excellent coach just because you’ve been on for example a level one is a week so
you’re not suddenly gunna turn people who are not nessercerly great coaches or
haven’t worked with children before into the best coaches in one week. They need to
go out they need to get the experience they need to go and keep learning you have
to keep learning you have to keep researching you need to finf new ways of doing
things er watching other coaches… so a course that’s what I was saying a course
gives you a foundation and gives you ideaars but at the end of the day the only way
your gunna become a good coach or a successful coach is by actually going out and
doing it and carrying on that learning.
So everything we have spoken about today the different types of learning which
types off learning do you think you prefer?
In terms of what being kind of…
In the formal education and the informal
79
Urm id say informal because I still think I have probally have learnt more by going
out and doing things myself yano no course, yano we have some difficult groups
here (sportsextra) and no course can prepare you for that you have to go out you
have to go learn your have to experience what its like working with difficul;t children
erm theres things that will teach you that sure but none of the courses ive been on…
all the courses ive been on prepared me to be a football coach but they haven’t
preoared me how to deal with certain situaltions or anything like that so you have to
get that experience.
Why do you prefer that source of learning?
Because I think it gives you more relevant experience so in a formal kind of
education set up you are taught basic but you cant actually experience it so that
informal stuff gives you the opportunity to go out and actually do something
So that’s top number one answer of your preferred sources do you have a 2 nd or 3rd
?
What in terms of…
How you prefer to learn.
Urm im quiet visual so my top one would be informal watching other people coach
picking up ideas thedn my next one would be look at reading yano kinda coaching
ideas that kind of have videos or things like that. Things on the internet with pictures
of diagrams and stuff like that. Then further down would be more a formal teaching
process because you can still obviously learn even tho ive criticised it you can still
pick up on things that are still really iomportant but like I say going out doing your
own research and getting your own experiences are still more important.
From the experience you had as a coach which ways do you prefer to learn and
have they changed oveert he course?
Urm well having only coached for six years probably not I don’t think much has
changed and yano I can say a lot of stuff I no is self taught also when people teach
you they have their own way so in coaching every coach is different they have there
own ideas erm that’s not to say one ways right and one ways wrong sometimes you
can go on a course and I have been on courses before actually and the lecture has
been very much my way is the right way but actually that is not nessiserily the case
he has his own way of doing things and that might work for him but it might not work
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for someoneelse. So yano again the way I prefer to learn is to take on board
everyones ideas and start creating my own.
Did you orefer cetain types at the Beginning of your coaching experience to now?
Yeah because at the Beginning I thought that what everyone said was gospel so
when I kinda.. it was when I decided I wanted to start coaching which would have
been around when I was a teenager but when I actually did start I used to just take
everything on bored and just assume that every lecture I had in college corse on my
btec or whatever was exactoy right. By the time I actually went out and started
coaching and then till now I think well no because ive come unp with my own ideas
or I think differently now in terms with the best ways to learn and the best ways to
coach myself.
Urm why do you think that is?
Probable because I haven’t experienced anything so from the moment I started to
those courses was before coaching because I wasn’t actually going out and
coaching I was just taking everything that my lecture said and thinking right this is
how you have to do everything. But then when you go out and coach and you have
different experiences you begin to learn new ways of doing thing and you go actually
that scenario doesn’t work with this one
Great that’s fine brilliant that’s all for today. Thank you for your time.
No trouble.
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I-3
This is henry vince talking to George ross on preffered learning style as a coach
So George how long have you been coaching for?
Urm probabple coaching properly for about three years now?
What standard and ages have you been coaching
So I coach the academy (Cardiff mett) so it’s a pre academy so its not like sorta the
same a sort of a professional club standard. Urm I believe we are category four so
urm that sorta standard so the kids do have to trial to get throough to the academy.
So I coach the under 12s there this year. Last year I coached the 14s and the year
before that I did the under 11s so ive had a few age groups ive been envolved with
So now were gunna begin to talk about the courses you’ve been on throughout.
So what formal courses have you been on?
I did my level one in wales (WFA) maybe two years ago now and in the same year I
went and got my uafa c licence and completed that as well urm obviously during my
university course weve had a little bit of added information so football lectures urm
so I would say that more of a formal coaching course as well. But officially I am a c
liecence coach.
So during theses courses how was you provided with the information?
So maybe the c licence was probably the most in depth one I mean the level one is
just the two weekends you go out onto the astro and this guy just basically shows
you some drills very formal and very basic the c licence goes into a little more detail.
Urm so it was a week intensive the a week off then another week intensive and we
did our assements at the end. Urm I would say we were provided with information in
quiet a few ways really. So that could be throught videos. So that would be them
putting a video on showing a good example of a coaching performance or a not so
good coaching performance for example and we would discus it urm in a informal
setting then go outside onto the 3g and they might give us… put on sessions for us
so were we would actually be the participants and if they put them sessions on it
would be like the advanced level coach who was educating which would put theses
sessions on for us urm and we would run through it nice and slowly and go back in
after and maybe discuss it. Urm ive also been shown session planners as well so
you’ve obviously got the powerpoints you have planners urm they’ll put a session out
on a session planner and you have to try and implement that maybe you get a
certain topic I remember my topic was looking back now I think it was defensive
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heading urm so I was givern that and I would have to transfer that so that would be
another way ive been shown. I think that might be about it really.
So within these methods go into a bit more detail into how they would deliver the
methods provided.
Okay. So the one that sticks out the most on a c licence would be them actually
demonstrating the stuff to us. So they probably go out a little bit before set it out urm
and then before we even do anything they would walk us round and see where the
cones are set out ect so we now how to sorta replicate that and then we get
demonstrations then we would probable jump in and get involved as the participants
on the c licence cause obvioulys its not… you wont beable to get real life participants
in there to watch. Coaching courses usally are yourselfs that are participating and
then we would play the session and then they would jump in so they would jump in
so asif we were the children almost and give us coaching points and give us reasons
how to improve . urm and sorta run through the whole coaching process really.
Videos urm so we might stop the video halfway through or the guy might be a video
of a coach actually delivering a session so he might be actually stopping the session
and we might be taking notes and might be a sorta q and a (question and answer)
after why they did thoses things if that makes sense
Yeah urm so from all of the different methods did you find the most useful to help
you learn as a coach?
Hmm id probaple say a combination of all of them really. Most useful maybe being a
participant in the session and maybe them demonstrating I don’t particularly like the
way they do it tho on coaching courses its quite false its called this thing called the
coaching process which is where if something happens then you stop the session
then you have to replicate the session then you play live if you no what I mean there
I think its quite false how its been done I don’t like how its been done its sorta not
real life. That’s sorta the way they want you to do it your drilled like a machine if you
no what I mean. So id say in the way ive got sessions and the way ive learnt points
would be through demonstrations but more through my experience so being out
theier learning or maybe shadowing the other coach in real life stuff like that really.
So sticking to what you learnt on the formal corese why was that useful, why was it
the most useful to you?
I suppose it was actually there in front of you. With a video you might switch of a little
bit but if your actually there you got the cones in front of you and your participating in
the session and then someone is coaching you jumping in and you can sort of use
that to learn I suppose if that makes sense.
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Yeah. You talked about demonstrations and how stuff like that helped you learn
because it was visual what other source did you find useful that helped you learn?
On the course?
On the course yeah
They might use tactics bored which is what I use when I coach urm tactics boards
are really good as it sort of gives the children a visual and movement you can move
the little pins around so they might have used that a couple of times on the course
PowerPoints do the same sort of thing, with the session planning urm there are other
ways. I can’t really think of any other ways they went around it.
So you talked about session planning
Yeah
Urm why is that useful to you as a coach?
Planning a session is critical
How has that helped you learn?
What if your shown how to plan yourself… right so obviously planning is vital if you
can plan a session right you can sort of… it just flows and you can maybe do a
whole session without moving a come which is vital to keep the kids moving
especially in this sort of weather (winter) it’s cold you don’t want to be leaving the
kids around in the cold all the time so them showing us how to effectively plan a
session I believe they showed us a couple of recourses on how to do that as well
maybe they gave us access to a couple of resources online maybe showed us how
to plan the session with a contingency plan to cope with different numbers,
progressions as well so rather than going off the cuff if you have a nice planned
session which they structure for you it can defiantly be affective. Another way also
that they helped us learn is that we had to carry out reflective logs for each session
so I believe we had to do 16 reflective logs from our sessions back home. We had to
fill them out urm as reflective practice and then give them back so we do a session at
home we fill out the reflective log urm and then we would come back reflect on it and
see if that helped us I suppose.
Did you find that that did help you?
Yeah definitely reflective practise is massive in coaching urm even if something went
wrong you think why did that go wrong maybe how could I prevent that from
happening in the future urm yeah that sort of thing
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So that’s great that’s everything you learnt on the formal courses. Now were begin to
talk about informal learning so everything you learnt from outside the formal
workshops and coaching courses.
So what types of informal types of learning have you come across?
Informal learning could be something such as obviously experience is a big part of it.
During my first two years of coaching of the academy I was the assistant so id help
the other and id observe them a lot so id jump in and give my own points but I
wouldn’t be running the session. so you would be observing them all the time
learning different things maybe taking one thing out of someone’s session that I like
that maybe one from another that I don’t like that from that person session and sort
of all bringing it into your own to build your own philosophy. So observations of
others was definitely a key one there. Also we have urm informal meetings
occasionally where all of us in the first hour will sit down and discuss how well things
have gone what we can improve on we may get a certain target so the head coach
may sit us down and say I like what you’re doing here your positives are that your
small sided games are relevant your always positive and keeping the ball moving
and enjoying the session maybe you could implement a bit of afl assessment for
learning little a bit more maybe we could teach a bit more games for understanding
in there it might give us a couple of points to improve on and you might think yeah
that’s a great point I’m going to implement that to my session and take it on board for
next week. So that’s definitely another way you can go about informal learning.
So you spoke about how you learn to reflect er during the formal courses how have
you taken that and how do you learn more from your time now on reflection as a
coach.
So I’d say I didn’t really reflect as a coach before I went onto the course the
assessment courses so after we went on the courses we found out about reflective
practise and tried these logs and now I’d say it’s a massive part to me as a coach its
big within my philosophy. You can definitely reflect in action as well as on the action
as well as I’m in the session and m doing stuff and something and think hmm
remember that meeting we had and maybe this isn’t relating to that and try and
bring things back on point, I might be thinking hmm that drill there a couple of people
standing around when they shouldn’t be how can I get people moving then after the
session I kind of take a couple of steps back maybe give myself 48 hours and do a
reflective log and I’d say I’d had my strengths of the session and my aims and did I
meet my aims. Then I’d go with things I could improve on in the session urm then I’d
go onto an action plan for next week. So it’s sort of a what. So what did you do? So
what so what did this mean and then now what? And I’d say reflection is massive for
me and that defiantly help me improve as a coach.
Er so which of these do you find the most useful to help you learn as a coach?
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I wouldn’t say there is a most useful one but I’d say a combination of all of them urm
from as a growing coach my first view was observing other coaches was massive I
mean and I’m still doing that now and I’m a lead coach in the academy but I’m doing
other coaching where I act as an assistant. And you’re always taking in little bits of
other people so observation is a huger part of that. Also using reflection and working
with my peers is what I am now as well so I wouldn’t say there was one particular
resource that I found most effective I’d say it’s a combination of working with my
peers observing them and maybe having an informal chat with them and then maybe
looking at my own session and reflecting on my own session thinking how can I
reflect on this in the future
Why do you think there is not one stand out one to help you learn?
That’s a good question. Urm I think because I coach quite a lot with lots of different
people I wouldn’t say that reflection is the main reason I improve or observation is
the main reason I improve It definitely contributes to a reason why I improve but as a
sort of sole reason as why I’m learning and developing as a coach is I’m definitely
not as far as I want to be yet is through a combination of things and if I’m sole
minded and I think I’m only gunna learn from him that session I do on a Friday I’m
constricting myself so much I might miss things I could gain from reflection and
meetings and stuff like that as well if that answered your question.
Yeah. So if we put both of them together now formal and informal which one did you
gain and learn more from.
Definitely informal. Definitely informal.
Why was that?
So like I said like I said coaching courses are quite false you’re coaching to pass the
assessment. Or filling the reflective logs out to how they examiner would want to see
them appose to how they would benefit myself so these coaching courses although
you do lean bits from them I wouldn’t say… it’s almost like passing your driving test I
no it’s a bit of key but you learn how to drive once you’ve passed. You learn how to
coach once you’ve qualified. So it’s just gaining experience in a more informal
session that’s how I feel you really develop from mistakes. If you make mistakes on
a coaching course you fail. But if you make mistakes in the real world you learn from
them and reflect on them and you try to implement them into the future session so
coaching courses can seem quite false so exam based and passed and fail.
Everyone’s trying to do the same thing instead of a individual thing as a coach.
So why is that you feel you prefer to learn through informal rather that formal?
Maybe because in a informal environment you’re more relaxed you’re more
concerned. Like I said if you’re in the formal setting you are only concerned about
that formal setting being passing the test or becoming qualified and once you have
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maybe you’re a little more laid back in the more informal setting and your main
concern is developing the players developing yourself and you can do that more in a
informal setting maybe you get into a more in depth convocation than informal
because you’re not being sort of screened in this one way.
So I know you said before you did didn’t have a preferred informal learning style.
Putting them both together could you come up with a top answer of this is my best
way of learning this helps me the most and then maybe a 2nd or 3rd?
So okay top one would be observation maybe watching a coach who’s more
experienced than me or a higher level or done the job for a while. Watching him or
her and developing an understanding of why there doing things and maybe think can
I implement that in my own sessions that would be number one. Okay number two
would then be experience maybe trial and error almost urm although that is a bad
term sort of making mistakes and three I’d say reflection so doing my session going
back reflecting on it and making an action plan for next time and try and develop my
learning from what I have done in the session. That would be number three I’d say .
So from your experience as a coach from your experience to now has the was
you’ve learnt changed?
Yeah. It definitely has. Urm thing such as education has had an impact on that. So
when I started coaching I thought this is how you doing you follow this this and this
and your be a good coach. Urm maybe ask the occasional question here and there
follow a session plan and your be fine. But now I think like learning education things
like learning different topics such as shared leadership and empowerment and
assessment for learning. Things like that definitely made me see how much wider
the coaching it is and how complex it can be and how using these things can
develop yourself as a coach. So from the start I would say you could probably only
learn from or mainly learn from observation or doing it but now I learn in such a
mixture of things. Maybe it’s my education maybe my experience maybe my maturity
as I’ve grown in the three years I might have more of an impact now.
Do you prefer now you have a wide variety of learning styles do you prefer that now?
I’d definitely say I was a better coach that three years ago. Urm weather that’s soly
down to me learning different learning styles is a different matter or weather it’s down
to me going out and making mistakes urm watching other coaching and getting the
experience but yes definitely yes In answer to your question I think now my mixed
method of learning styles is definitely made me a better coach.
Why do you think that is?
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Because I can gain much more of a perspective on things so urm through my mixed
learning styles approach I can look at things in a different as a coach before three
years ago when I thought why did that happen like why did this player just
completely unengaged and not get the drill when everyone else did. Now I might
think okay he’s not a great listener I might jump in with a demonstration maybe I can
let someone else as a player show them maybe I can use a guided discovery
approach to let them work out for themselves. So maybe it’s made me think about
the thing I didn’t know what could happen three years ago now I’ve sort of developed
a better understanding of it the theory a better understanding of myself as a coach I
can definitely I definitely think its improved me as a coach with the different learning
styles
Great that’s all today thanks for your time
Thankyou.
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I-4
This is henry Vince talking to ben Hawkins were gunna be discussing preferred
learning styles as a coach.
So ben how long have you been coaching for?
Urmm about 3 years now this is my third year now
What standard and ages have you coached?
Ages I’ve coached from ages about 10 to 12 at the academy level there not like a
proper academy like Cardiff city there just like the uni academy team.
So now were gunna be talking about the formal qualifications? So what formal
qualifications have you got?
Erm level one I did I’m wales the football leaders level one then after that I did the
uafa c licence.
So through them the level 1 and your uafa c how was you provided with information
on the course?
Well the level one it was pretty basic they would give you at lot of information theory
based you’d be sat not in a classroom but a room with a white board up and they
would go through presentations and stuff with different content and say this is how
we want you to do it this is how we do it then we would go outside and you’d have to
try and then coach the way they have told you to coach or you would have one bloke
telling you how to coach it and then at the end you would have to sort of… they
would give you a session and you would have to coach that for about ten minutes
and level 2 was a lot more in depth level one was quiet easy really not really that
detailed. Level 2 there were loads of different ways you go outside and they would
demonstrate a load of drills for you like for you to do or they would give you some
theory based were you would work in groups sometimes to work it out and then
discuss things that you found. So yeah there was a lot of things that was more
discussion based were you would do it yourself and they would coach you and you’d
be the participants on the course so there’s a few different methods there really.
So which methods were included talk to me more about the demonstrations and the
white board activities/
So yeah basically every day we would work on different topics or work on different
drills of a certain topic so then you would go outside and one of the coaches that was
leading the course the coach educator would lead a session that might be half hour
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long of whatever er and the you would be the participants in the session so as they
go through telling you what they are doing coaching wise then obviously you
participating as well so you’re getting it from… so if you were coaching you would
get the view of what the children or adults or whoever you may be coaching getting
there view of it as well. So demonstrations were one. Theory based was they would
have PowerPoint slides they would go through it and set you tasks or whatever to do
and you would have to discuss them either in your groups or you’d just have to do it
on your own. Urm what else did we do?
So you spoken about demonstrations e-resources and discussions er which of these
methods did you find most useful to you to help you learn?
Urm demonstrations definitely because it gave me an idea of how the drills would
look or how the delivery would look er and then the theory bits. It’s always good to
know a bit of theory behind stuff but it’s not really exciting to learn you’d have a few
videos in there but that was them demonstrating so that’s still visual learning the
same thing. So definitely demonstrations help me.
Why do you think that is the most useful to you?
I think that when I learn I think I. if someone tells me how to do it I’ll get it eventually
but I’m a lot quicker if they asked me or showed me how to do it and walk me
through it as such. So if I was actually doing it as such that’s just how I learn I just
prefer to learn by actually doing things. So when they were doing that on the course I
think that benefited me a lot better than say when they did it on level one they, you
were just sat in the classroom for most of the time.
So what are the sources that’s the demonstrations, talk to me about the discussions,
like how did that help you as a coach discussing with the other coaches
Er, like yeah that was, they did help cause obviously you got your own viewpoint but
then they say some something that you might not of thought of so it gives you lots of
different perspectives of these different ideas, er and obviously just like, cause
obviously if you’re coaching with people, the course is quite intense your with them
for like a week straight. So you’re learning with them at the same stage as them your
take things off them that you might not of thought of or you’ll just there, the way they
coach they just might help you grow as a coach as well.
Was there anything else that you found useful to you as a coach to help you learn?
What on the…
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On the courses?
Er, I suppose every couple of hours or every day or every couple of days or
whatever it was, you would have to coach some of the content you’d been taught
and then they’d, one of the coach educators would like assess you, not assess you
as such but they’d give you feedback on your session. So I remember one of my
sessions was I had to do like, er passing with intent or something like that, then the
women that was leading the course she gave me um feedback afterwards, like stuff I
had to improve on, stuff that I was doing well, stuff that they’d like you to do. But I
know coach education gets slayed a lot because obviously they don’t always provide
you with the right way to coach or what they think is the right way of coaching but in
fact it’s not really right in the real world.
Why did you find her comments useful to you?
Er because er its cause she’s obviously more qualified she’s more capable as such
she’s more qualified than me so just feedback from someone that’s higher up always
just I feel just anyway if there telling you what to do you’re more likely to listen to
them, and then I found that useful um for ways to improve
Er great, so that’s the formal side of how we learn, now were going to being to talk
about informal. So, everything that’s helped you learn as a coach outside of the
classroom, outside of the formal coach education setting. So, tell me about the types
of informal, um, types of learning you’ve come across…
Erm, so at the academy when I first started off I wasn’t the lead coach and I wasn’t in
charge of any sessions really. I was assistant coach so then there was the elite
coach there, so then id learn a lot of stuff from one of the coaches there that I was
assisting. Er, to watching him cause obviously this guy like he’s a well-qualified
coach so I as just taking a lot of things from him erm, I mean I obviously I’m at uni,
as well so your always learning about different coaching theories that you can use in
practice that you can use, it teaches you different ways to coach. Well that you can
use in your practice, erm so yeah demonstrations, oh not demonstrations, er
watching other coaches definitely helped me a lot since.
Um, is there anything else that you’ve erm helped you learn like do you look on the
internet do you look back on your sessions?
Er yeah, def look back on my sessions yeah, and obviously you get feedback from
kids I’m coaching as well, say you get 20 kids turn up one week then the next week
you get 10 the obviously there’s going to be something there that maybe why they
didn’t want to turn up this week. So if you get your kids keep coming back I’d say
that’s one way I look at it to see if I’m doing well. Obviously yeah I look back on my
sessions and then yeah I just think what went well what didn’t go well. Sometimes
you’d have some coaches or parents come up to you and say I really like that
session or another coach might say you could maybe try this a bit differently.
Er so with all of that, erm which of them do you find the most useful to helping you
learn?
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Erm helping me learn, probably watching other coaches cause obviously I can relate
to what they’re doing I understand their doing so their just giving me ideas for how I
can use that in my practice . Erm, yeah that’s the main one I’d say for me is watching
other people.
Which of the others do you find useful as well?
Er, obviously reflecting back on your own practice that’s also quite key, cause if you
don’t reflect then you just keep doing the same thing over and over again you don’t I
don’t think you learn, but if you reflect on your practice if you reflect on what you’ve
done before then you’re bound to see ways in which you can improve and how you
can get better and it’s just reflective practice is seen as key just for the fact that it
helps you analyse your coaching practice and get better.
Er do you feel you’ve gained a greater knowledge of learning through your time after
your qualifications to the time you had, did you learn more in your formal learning or
outside of it?
I think I’ve learnt say probably how to coach as such more informally, in the informal
methods just due to the fact that er on the formal coach education courses they,
there’s they give you a coaching process and the way that they want you to coach
and some things they just say is just not really is just not going to happen in reality,
so cause obviously yeah there different circumstances when you’re coaching to the
ones that when you’re on a coach education course but er, yeah it’s there not great
really but informally it’s definitely helped me more cause I just get to watch people
and actually learn more how to coach better informally due to the fact that watching
people all the time reflect more on my practice.
Why do you feel that is?
Probably maybe because of the formal environment maybe that you’re formal
environment they teach you a lot of content so you’re more worried about using that,
doing that, replicating what they’ve showed you, you’re worried about failing cause
you don’t want to do anything wrong but with the informal you’re probably less afraid
of messing up or less afraid of doing things wrong. You’re more likely to try things
out to help you improve or you might or you are less or you are more expressive in
the way you want to try things so that’s the way you learn.
Er so, putting together both of them now you’re formal courses what everything
you’ve learnt on them to everything you’ve learnt outside erm which methods do you
prefer?
Erm, definitely informal er in some ways just due to the fact that there either not
being assessed you can be a lot more free in the way you coach and your learning
wise is just a lot easier cause obviously coach education course is like you, like I
think I said before you’re scared of failing you don’t want to mess up, but coach
education courses are content wise probably learn quite a lot from them cause they
give you like the good drills and stuff to use in your session but actually helps how
you coach I’ve learnt a lot more informally due to the fact that like obviously you
watch other coaches a lot more so just yeah.
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If you could pick a number 1, this is you’re preferred learning style what would that
be and then you could have a second and a third maybe?
First would be probably a visual aid so I dunno er, videos, demonstrations as I said
before. Second and third would be erm, second one as I said I would I would it’s not
for some people but I would say theory stuff sometimes people telling me some sort
of theory and telling me some sort of practice to use er, yeah er obviously getting
feedback from other people is key I think cause if, cause someone if someone is
watching your session then they’re going to have different viewpoints to you to how
you’re seeing it, and they’ll be watching you as such some else getting some else’s
feedback. From from a peer or anything like that also I think is key.
So, number 1 you’ve got with demonstrations, like seeing other people do things
Yeah
Er number 2 you’ve got learning the theory and then being able to transfer that into
your coaching styles
Mhmm
Then number 3
Is like getting feedback off other people
So reflecting on your sessions and being able to do it like that, um so from your, you
said you’ve been coaching 3 years so, from day 1 to now um, has the way you learn
changed over the course of the 3 years like the way you prefer to learn?
Mmm, maybe a little bit but I wouldn’t say its changed that much, I think I’ve always
been quite a visual learner sort of thing so I think that’s somethings that just going to
that’s going to stay with me for a while, for as long as I coach I say, one thing I have
learnt is the reflection process I never really used to do that at all as I’ve come to
university and started coaching at the academy I thinks it been key to be able to
reflect on your own sessions and just learn from them really.
Would you say you prefer how you’re learning now to how you originally learnt?
Er, yeah I’d probably say so I think as a result of how I learnt at, I’d say I’ve become
a lot better well I am I say I am better coach now than when I first started so you
could say that how I’m learning now, I er prefer it. It’s just that ongoing process, I
think you’re always learning differently eventually they’ll be a different method that I
find that I wouldn’t of been shown yet that I’ll get shown further on down the line that
I’ll learn and I’ll use that one but at the moment I think yeah.
Why do you think it is an ongoing process, why do you think the way you prefer
keeps changing?
I think just because as you on through your career you’re obviously going to bump
into more coaches they’ll have different ideas and different ways of doing things, so
some things are definitely bound to rub off on you that you like further on down the
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line so I just think more er interaction I have with other coaches, people in the field
you just going to pick up new things along the way.
So would you say working with peers has been the main reason you’re learning, so
ever other coach you pick something up off is helping you develop?
I’d say yeah that’s definitely up there, definitely, yeah its key
Why do you think that is?
Er it’s just because obviously everyone, coaching is so vague as such everyone’s
got different views viewpoints and different ways of doing things. So if you’re just, so
if I just stayed with the same coach for 20 years or whatever then there going to be
using the same ideas day in day out but if you expand and go and expand your
knowledge with other peers or coaches and stuff you’re bound to pick up things that
you wouldn’t of thought of before and wouldn’t even come across before so just
different ideas from other people just cause that’s the way coaching is really.
Er, great that’s um all I need from you thank you for your time.
No worries
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I-5
This is Henry Vince speaking to James Morris talking about preferred learning styles
as a coach
So James how long have you been coaching for?
Erm, I have been coaching since I was 15, urm, so I’m 23 years old now. So I started
off volunteering when I was 15, erm and then kind of just progressed through
coaching erm starting off volunteering before I went on and did my first football
leaders course and got paid at 16 so, yeah I’ve been doing it for a while now.
What standard and ages have you coached?
Er so started off er coaching for a company called south wales soccer schools, er
and they were mainly kind of in the foundation phase so they were working with kids
ranging from ages 3-12 years old. So yeah a mix of abilities, and obviously with the
ages as well erm it was mainly just about teaching the basics and skills and getting
them into football at the start supposed to in an academy sense. So I’ve done that
which kind of the more holiday camps to private training sessions and then all the
way through to working here at Cardiff met academy erm working with them er also
some other stuff, coaching internationally er helping out with my coach er in rugby
erm, I’m trying to think what else I’ve done. Hartpury fresher’s, I was the backs
assistant coach there as well so kind of coached you know a variety of standards
and ages as well which is cool.
So we’re going to start talking about formal courses that you’ve done so, what formal
courses have you done as a qualified coach now?
Ooo quite a few um, so like I said started at 15 did my football leaders award at 16,
er and various other courses whichever ones I could get on um, it’s all part of the
coaches development so I did my futsal level 1 I did um first aid, I did football
awareness for the disabled, erm, took my WRU level 1, now I’m doing my WRU level
2. Doing my FAW C license at the moment as well as my degree, erm so yeah quite
a lot oh and my refereeing as well.
So um, under sports courses that you’ve done how was you provided with
information on the course?
Erm they tend to be quite similar in terms of they do theories to practical erm, so
whichever ones you tend to be on they tend to be in the classroom, giving you the
theory and ideas of the coaching before going out and playing it practically. Erm, I
think there a little bit false in that sense in terms of well like ya know coaching is very
complex and it’s something that it’s quite hard that to model and go into without
actually being out there coaching yourself it’s hard to kind of get any experience so, I
find its all good going on the courses and what have you and applying the theory you
learn but I think I’ve kind of learnt purely from just doing being out there on a
Saturday morning from running a session yourself from coaches and other players
so for me it’s kind of, these courses are good but I think the main bit of coaching is
from actually doing yourself.
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So what methods were included on the course?
Um, they used a lot of methods they used erm video analysis, which is the key one
they use all kinds of things like demonstrations, so like I was saying with the theory
and the practical erm, they tend to say use your theory in the classroom and then go
out and actually apply in on the pitch so you might spend an hour or two in the
classroom and then spend an hour on the pitch using what you’ve learnt. Um, so you
might have something on warm ups for example in the classroom and then you’d go
out and lead a warm up er within your group of coaches or to the kids that your
coaching and they do other things like you know, using electronic resources such as
video analysis, um all kinds of things really yeah so.
So, when you was on the course er which of these methods you spoke about
demonstrations e-resources, the theory side of it which of these were useful to you to
help you learn?
Erm, the best ones for me was the actual practical aspects, so actually going out
there and coaching erm, I think my coaching styles kind of developed a lot from
different coaches that I’ve been around and I think you kind of use just kind of ways
of speaking to the kids your coaching you know, different drills erm, different you
know mannerisms about how you go about things erm, I think you kind of pick all of
that up from the different coaches. So one coach for example is thinking of would
have you know would have massive enthusiasm and you know would show a lot of
demonstrations. Erm, you know where as yeah say another coach would kind of
more autocratic so yeah kind of just being practical, the demonstrations I think are
good you actually use them practically like I said for me I prefer the demonstrations
as opposed to erm you know the actual theory side. So in terms of methods I would
say yeah the actual being outside coaching outside erm as opposed to being in the
classroom.
Erm, so why do you think that is the most useful, the demonstrations to you?
Erm, like I said before it’s you know coaching you’re actually out there in the rain or
whatever the weather and er, I feel like it’s something that yeah you just have to
learn from actually doing. Erm, to get the experience trying out drills erm, trying out
ways of you know coaching the kids or you know whatever side your coaching so I
think from actually being out there and doing it and then reflecting on it and going
about it in a different way of things is probably the best way erm, for me so yeah
definitely through practical, you know practically through demonstrations in the
coaching courses.
So you spoke about reflection just then, erm did they help you during the course?
Talk to me about reflections?
I think on the sports coaching degree I’m on at the moment there massive on
reflections so in erm, advance coaching science seminars they have a lot of stuff on
reflection so they basically you know, we work in communities of practice they call it,
where we’re on tables and we’re discussing the coaching that you’re doing
throughout the week. So we’re all expected to do at least an hour of coaching a
week, er then you basically bring in erm say your session plan or your reflections
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and kind of reflect within the session erm, which is good I think cause people are
coaching at different places and within a variety of sports and you kind of although
might not necessarily be your sport you kind of think of ways in and get tips and what
have you from your peers and from the lecturers as well so I think that’s a good way
of doing it.
Erm, which of these methods did you find the most useful, so you spoke about
demonstrations, you spoke about reflections er you spoke about e-resources which
of these were the most useful to you?
Erm, for me yeah demonstrations and reflections, so reflections are kind of a new
one that I’ve only just really been doing now cause I used to kind of just rock up to a
session, do the session and then you kind of go away from it and you’re you know
switching off from coaching. You’re not really thinking about it whereas the advanced
coaching science seminars kind of get you reflecting on your sessions a little bit
more erm so I’ve like typed up like you know part of the course we had to type up a
you know quite a detailed reflection on a coaching session, and I actually did one on
a session that well I was a player in and it was quite interesting to er you know as a
coach and a player as well its quite interesting to reflect like that. I think yeah
reflections quite a really good one to be honest. One that I’ve looked into more now
that I’ve been on the degree. Erm, and especially within the advanced coaching
seminar practices that’s a good one.
Erm, tell me about the other resources that you’ve found useful to you?
Erm, one which is very good erm, that I’ve used in rugby quite a lot is video analysis,
erm so it tends to do video analysis on not only us as a team but on other teams as
well erm, so we might be playing against someone you know a team who I was just
thinking Holland for example they’re good at passing the ball and there running lines
in behind so we were working on that in training. We’d be watching videos of them,
what they’re doing and what they did in the previous games. Er, and then we’d try to
come up with a strategy in order to beat them. Erm, so I think yeah that video
analysis is pretty good one and one that is massive in sport now.
Er, great so that’s from your formal, so what you’ve learnt from formal education.
We’re going to begin to talk about the informal types of learning now, so everything
you’ve learnt as a coach that you haven’t learnt from the classroom environment. So
talk to me about some of the informal types of learning you’ve come across.
Informal erm, so yeah I think that kind of goes back to the mannerisms that I was
talking about before er, so just how you speak to the kids for example you need to be
enthusiastic you need to be passionate about what you’re doing. Erm, I find you
know you’re turning up on a Saturday morning or an after school club you only have
an hour with the kids that you’re coaching. Er, and its massive to just be fully
enthusiastic regardless of how you’re feeling, it’s only an hour I kind of its one thing I
try to do in my sessions is just be really enthusiastic and get them really enjoying it.
Erm, you know regardless of their ability and what have you, most of the time at
these sessions it is just about getting them to enjoy it. Er obviously the higher up you
go, the more of the tactics and that side of things come into play er, but yeah like I
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said it’s just from about learning from other coaches which is great. erm, you know
working with the peers, observations is another good one like I said, obviously you
know you’re chatting with other coaches and kind of picking up their tips and tricks
and then like I said the reflections as well are really good. Erm, something that I’m
kind of guilty of not doing so much before my degree I kind of learnt a little more.
Erm I’m using that in my sessions now, er and as a player as well I kind of thinking
about how I’m playing and how I can improve and all the rest so.
Which of these sources you’ve talked about loads of different ones, working with
peers, watching other coaches, reflecting on your sessions. Which of these do you
find most useful to you as a coach?
I think initially it was observations so it was like I said when I was volunteering I was
just observing coaches, I wasn’t taking the sessions myself. As I then grew in
confidence and grew as a coach because of the observations and all the rest of it
you know talking to them and having these tips. I found that yeah I’m even more
confident as a coach and kind of yeah just don’t even really think about it anymore
and don’t feel pressured or worried about a coaching session I just go into it fully
aware that well I can do a good job and that’s that really.
So, talk to me, that was observation um talk to me more about working with your
peers. Like how has that helped you?
Erm, so working with peers was massively important to work say within a coaching
team together erm, in terms of say style of play I got an example; I’m working with a
local kid’s football team and one of the dads is helping out. Erm, I kind of lead as the
head coach and he works as the assistant coach. Erm, there’s not a power struggle
but it’s kind of you need to be on the same wave length in terms of how you’re
playing and in terms of what drills we are doing and you know how the kids are
finding the session. Erm, and I might have different ideas to what he has purely just
because of how he has been coached before and how I have been coached. Erm
but I was just trying to go out there you know, I don’t like to see the old school kids in
a line routine of training. I want them to have the ball by their feet just thinking of
football as an example now. I want them to have the ball by their feet all the time
erm, dribbling around enjoying the session and being busy as well as opposed to like
I said you know when you only have an hour to coach them so it’s important to get
as much out of it as you can.
Would you say er you talked about wanting kids to have the ball at their feet, is that
something you’ve picked up from working with peers?
Yeah, erm like I said kind of observing the other coaches that I’m working alongside
other people, while training myself, erm that’s something they were massive on. You
know as coaching before with South Wales um you know other companies I’ve
worked with its all about getting the ball at their feet rather than standing in a line.
Just making the most of that hour because you’ve only got an hour, it’s not a lot of
time. You have say ten minutes for your warm up, a few drills erm working on
whatever it is that week so, it might be passing for example you’d work on passing in
drills and they you try and implement into a game situation so they can kind of apply
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what they have learnt. So yeah I’d say that’s definitely something I’ve picked up from
other coaches and working with peers yeah.
Erm, also you mentioned informal coaching about how you learnt about reflection er,
so now you’re outside the classroom environment you’re reflecting at home how has
that helped you develop as a coach? How has that helped you learn?
I think it’s erm, I mean I took the sessions seriously anyway erm I would also you
know like I said you’re only there for an hour or so try to make the sessions really
good and enjoyable for the kids. So I think when you’re reflecting you think about it
even more and you kind of think about your drill progression even more so like I said
before with the warm up you know you’re keeping the warm up dynamic, you’re
keeping them with the ball the whole time. Your drills are progressing it’s not too
easy for the kids, its challenging them, you want them to have erm, say you know go
through the skills then have a competitive aspect as well because at that age they
love having a you know banter with their mates and a little bit of a competitive
nature. But I know certainly did it as a player erm, so yeah I think it’s just kind of
getting the most out of the session just making sure they enjoy and they go away
learning something. So you know I’m not just going to you know let a kid you know
have bad technique throughout a session so that you wanna correct him and make
sure they kind of progress as a player. Erm and yeah then the whole team will
progress as well so.
So, do you feel that you’ve gained more knowledge as a coach, learnt more from
participation on the course or through the other types of learning that we’ve just
spoken about?
I definitely have learnt more from doing as opposed to from er courses, erm so
without being erm arrogant it I feel like on some of the courses it’s been very erm,
basic and things that coaches well, I say that but things that coaches should be
doing anyway, we should be aware of as coaches. I don’t know whether that’s cause
I take it more seriously cause I’ve been doing it for a while and that I’m studying it but
erm, yeah I just feel like I’ve definitely learnt more from actually coaching as opposed
to the actual courses where they do bombard you with quite a little theory then fair
enough you apply it but I think you actually learn best from like I said being around
other coaches, observing, reflecting yourself and just trying to better yourself as a
coach. Just so you’re fully aware of how the session went there and then and after
when you reflect so yeah I’d say from actually doing to the theory side yeah.
Er, why do you feel that is?
Erm, not that the courses are fake but I don’t think they actually implement how
you’re coaching, so for example I’m on the C licence at the moment which I am
enjoying. I think I’m learning a lot from this one, cause it’s a little bit of a step up but
it’s not you know, they have us doing the odd practical session with kids for example
they er, watch you or whatever. I did a 7 minute coaching session the other day, but
most of the time you’re coaching erm other coaches who are on the course, and it’s
just a little bit of a false environment because obviously there not actually
participants, I think it would be better if they actually got coaches doing longer um
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placements, practical placements at clubs cause that would just help the clubs cause
they got coaches who actually you know are developing and interested in going up in
the badges and it would help the coaches as well because they’re going to be
developing even further. So, yeah I’d say yeah so like I said I think the actually doing
side is better than the theory.
So, now from everything we have spoken about, we’ve spoken about the formal,
what you’ve learnt from there, what you’ve learnt from informal, what would you say
was your top learning style? Like how do you prefer to learn?
Top learning style, I would say from observing so, from observing other coaches kind
of just taking the tips and tricks erm, not I’m not one massive for drills erm I’m not
one that’s kind of banging out drills for the kinds on technique, technique, technique
all the time. I think it’s more important for them to get you know the basics drills and
then a nice understanding of the game. So, they need positional and a few tactics.
Erm, I think some coaches get to hooked you know too into drills and thinking oh I’ve
got to do this drill then I’m moving on to this than that. But I think you’ve kind of got to
relax a little bit more in a session and see how it goes and see how they pick up on it
and that specific session and then move on accordingly. So it’s just all about reacting
the whole time, but I’d say yeah observations so observing other coaches. Erm, then
just yeah basing on what you’ve done before, what worked, whether it didn’t work
and then just reflecting from there so.
So observations was your top one answer, would you have a number 2 and 3?
I’d say observation number 1, I would say yeah so demonstrations, so through
demonstration other coaches showing drills just from yeah watching them. Then I’d
say reflection, reflecting on your own coaching, realising erm what works, what may
not necessarily work as well. Erm, so yeah I’d say number 1 is observation, number
2 demonstration, number 3 is reflection.
Er, so from you said you’ve been coaching since you were 15 until now. So, from
then till now do you think the way you prefer to learn has changed?
Erm, that’s a hard one. Not necessarily I think I’ve always coached in a similar
aspect in terms I like to be enthusiastic, I like to get a lot done within the session.
erm, in terms of actually learning, naaa I’d say I’ve always preferred actually doing,
so actually coaching as opposed to talking, I’m not one who likes talking a lot as a
coach. I like to just let the players know what they should do, let them crack on with
it. If it’s not happening I tend to step in, if it is happening then I’ll just allow them to
carry on. From my personal playing perspective I hated it when coaches were
stopping the play all the time and you feel well, I write a reflection on it the other day
about how frustrated I was at my coach cause he was stopping the play and we’re
doing the team running and you’re trying to build up and make your decisions
yourself as a player cause you’re the one whose going to be doing it on a Saturday.
Whereas the coaching were stepping in too often and ruining the flow and it kind of
caused a little bit of frustration within the team because we felt like we knew what
was going wrong, we knew how to solve it. Whereas the coaches were stepping in
all the time, that’s a massive one for me. I kind of wanna have almost like a
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democratic approach where you know you empower your players to kind of get on
with it and make their own decisions and they will make the right decisions because
you’ve already coached them it. Erm, cause you know they’re the ones who are
playing on a Saturday as opposed to you actually coaching so yeah that’s a massive
one for me I’d say.
So, just to recap on that point like nothing’s changed in the way you learn you say?
The way from when you were 15 you preferred to do it, the courses were just a
bypass sort of thing and then you just experienced all that up until now which has
led you to be a better coach?
Yeah for me I’d say it’s all about actually doing, so I’ve been in you know I’ve played
football and rugby up until I was 18 and I just play rugby now cause it’s hard work
playing on a Saturday and a Sunday. Both can’t really be done now with training and
work and obviously university and all the rest of it, so I’ve been within a team
environment since I was, since I could run, I’ve been in a team since I was 5. So I
know all about the team aspect, the coaching and that kind of side of it and I you
know I’ve played a relatively good level of rugby now where I understand the whole
kind of coaching process and I’ve had different coaches and like to think that kind of
have been influenced by them kind of realised what I don’t like in a coach, what I do
like in a coach and then tried to apply it. So yeah I’d say yeah it’s definitely a
practical aspect and obviously changed as a coach since I was 15 but the way that I
go about and the way I feel about coaching is quite similar so not a lot has changed
in that regard. I’d definitely be one for actually going out there and doing it opposed
to kind of being in a classroom learning about it so, yeah.
You’ve just touched upon how being a player has helped you as a coach so, can you
go into a bit more detail about how from a player its helped you learn as a coach?
Yeah so, I’ve had different coaches, I’ve had good coaches and I’ve had not so good
coaches. Erm, well without naming names I had a coach, I was playing er, for a
championship rugby side in Wales and I had a coach that used to kind of put a lot of
pressure on the team and he used to kind of do a team talk and he would almost
restrict you in the way that you played so I’m kind of a player who likes to go out
there and try things so you know running the ball from the 22 for example in rugby
maybe a better option to kick it and play it safe but if it’s on I’ll kind of back yourself
and run it and what have you and he would be quite negative about that and kind of
get into your head before the game not to try that anyway, it kind of felt restricting
and for me I just felt like that is not the way that I wanna coach I wanna you know
allow players to express themselves and go about it like that. Then on the end of the
scale I’ve had really good coaches, one of my best coaches was at Hartpury er, in
their fresher’s team we used to have a really good laugh in training, used to play in
the right way. Erm, in terms on passing the ball, enjoying it, having a go, letting you
fully express yourself and kind of like really flourished in that team and like really
enjoyed in and took like a lot out of that from his coaching style. So that was another
one, then I’ve kind of taken other bits of coaching styles, so for example my coach
from Malta he’s a really good you know a tactician kind of massively understands the
game. Erm, there’s a lot of like what I said before video analysis you know he looks
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into the psychology of rugby and the social bit the man management side of things
as well. Erm, so that’s something that’s you know he’s worked with me in terms of
confidence and kind of not letting something that’s happened in the game kind of
effect the whole game. So kind of just brush it off kind of just get on with it so that’s
something that’s massively helped me. So, yeah it’s kind of just like realising as a
player that you’ve had good coaches, you’ve had coaches that aren’t necessarily as
good and kind of just a mash up of all the coaches and then trying to implement to
myself and my coaching style and how wanna play the game. So, yeah I’d say it’s a
massive influence.
Er, you know that’s all for today thanks for your time.
Cool, Cheers!
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I-6
This Henry Vince talking to George Ryley discussing preferred learning styles as a
coach
So how long have you been coaching for?
Er, I‘d probably say about, well I was about 15 when I started erm, in BTEC sport in
my old school. So I was about 15 where are we up to now, 21 so I’ve been coaching
ever since. I’ve been working for companies like sports Xtra I’ve applied for
companies like superstars so obviously um I’m improving my coaching style.
Er, what’s standard and ages have you come across in your coaching?
Erm, my ages are relatively quiet young. Erm, we do get that when your coaching
like er, certain companies like sports Xtra where it’s based around let’s say based
around age group of 4-11 so relatively quiet young. Erm, I do really prefer to coach
the higher age group because I think you get more out of the sessions.
Erm, what formal courses have you done as a coach?
Well I’ve done erm, Football leaders I did last January, might have been last march I
can’t remember. Erm, I’m thinking of doing my instructor course for swimming cause
I’m an assistant at the moment. Er, I’m also thinking of doing my level 2 football
course what’s the C license in Wales for when I go to America.
Erm so, on your football leaders award erm, how was you provided with information
on the course? How was the course structured?
Well the way it was structured was it was theory based and practical based, mostly
the theory, mostly in the room for theory erm, while I would rather be out there doing
practical and getting out there and just coaching and you know what’s knowing
what’s good and what’s bad and what to do while coaching and I felt like it was too,
coaching is like a physical thing and I find that with the theory side I don’t think you
learn as much when you, I prefer seeing it then listening to it, rather see it then I can
go I’ve done that and do that now in that way so then I can improve instead of going
ah listen to someone for like an hour or two hours blabbing on about stuff I don’t
really you know bother me like.
Er, so you said that the theory side then the practical side that what methods of
teaching was included on this course?
Erm, there was demonstrations, and there’s like demonstrations for the practical
side. To be fair there was demonstrations for the theory side because he’d come and
grab someone out of the classroom and say look what if we did this? Or did that.
Erm, you know or what’s wrong about this or what’s wrong about that but mostly it
was demonstrations in the physical side erm, the theory side was more obviously
computer based you know listening to the you know the limitations and what’s good
about coaching different age groups and stuff like that. Obviously you then look at
that and then apply that to your coaching for when you did your assessment.
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Er so, which of these methods did you find the most useful to you as a coach to help
learn?
I would say the demonstrations, like the demonstrations it’s there in front of you and
it like as you get with anyone they see it you like I know it now if you listen to it you
go off and like another planet as such you’re not listening but when you’re seeing it
it’s hard not to like focus and go ah I know what you talk about now I should do this. I
should that instead then you know what limitations and what erm what bad things are
not acceptable for a coach to do and what good things are acceptable for coaches.
Why was that the most useful to you, er watching the demonstrations?
Well when watching demonstrations like I said it’s there in front of you and you
gather information erm like you gather information to obviously improve as a coach.
Erm, you use demonstrations when you’re doing coaching yourself so it’s very like
good to use it as that much in that sense so when they’re demonstrating you know
how to do that when you’re coaching sort of thing.
So, you talked about demonstrations, you also talked a little bit about erm eresources, how do they use them on the coaching course?
Basically they’d use a PowerPoint, that makes it boring like and you know they use
power points to obviously any likes short power points not ones that are like 3-4
hours just with half an hour break. But they’d use that and tell you like everything
about coaching like different age groups you can coach erm, the types of methods
you can use erm, like I said limitations and more things that are related to the
coaching environment you know like erm, the age groups of what you should do
when you’re coaching and what you should focus on so footballing wise football level
they would say this is a type of sport type of sessions you could put together. So,
dribbling, passing, shooting together and you’d like, so you do like oh no that’s
wrong. You do dribbling, passing and running on the ball together. You do I think
goalkeeping is one of them on their own, and then like couldn’t remember the other
three off the top of my head. But yeah they would tell you which ones which type of
erm groups to put together, obviously to coach a session.
Did you find that useful to you to help you learn as a coach?
I did to be honest cause I didn’t really think of it in that sense, I would just go out and
plan a session around my, id plan a session on one thing but now I can plan it on
three important aspects of football. So, like I said passing, shooting, no passing,
dribbling and running on the ball. You put that all in one session so instead of
learning one thing they’re learning three things and they can obviously take that
away from the session so they’ve learnt more than what they would before. Me
knowing that now I can reflect on a session and er, they’ve know this how to do it. So
now I can move onto another point instead of going one by one you can do three
topics instead of one topic or whatever.
Erm, so we’ve talked about er how the demonstrations, how the theory side helped
you linked different aspects into sessions instead of just being tunnel visioned.
You’ve got now a broader knowledge base to implement into your sessions, so that’s
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great! Now we’re going to move onto methods of learning outside of the formal
education situation. Informal learning – so everything you’ve learnt from outside of
the coaching workshops. So, talk to me about the types of informal learning you
come across.
Erm, I would say observation erm,
How has that helped you?
Well when you’ve observed someone else you’re always pick something out that you
would wanna do the next time to improve yourself. Like I’ve had when I’m, before I
was working in sports Xtra I’ve been um, videoed or watched by a peer from the
same company and they’d evaluate me and what to do good and what to do bad and
then they would say when I’ve observed you or watched you I’ve learnt or I’ve seen
that I want to put that in my session but they’ve also said ah I don’t want to put that in
my session, like some parts I wouldn’t want to put in my session. But the way you’re
improving as a coach like if I like before I was coaching or when I started coaching I
was so nervous you know. Um, now I’ve got this confidence where I can go into a
session and I can just smash it straight away and there’s not problems because you
know the confidence I got from observing and obviously coaching lessons.
So you spoke about how other people recorded you and then you spoke to them,
how has working with other peers helped you learn as well?
Well if you’re looking like observing peers, working with peers and reflecting you’re
linking it all together. So, it’s like you have a starting point you observe ok, they
observe you, you’re working with your peers like you’re getting what’s bad and
what’s good about a session and then reflection is obviously when you come
together and you’re speaking about it and you’re seeing ah this is good, this is bad.
At the end then you would have the action plan, you know what you would do next,
what you’d do to improve the next session. So I think all of them link in together to
make you know a good solid platform to move onto your next session.
So, you’ve spoken about working with peers, peers observing you, you observing
other peers, and reflecting on them sessions. Which of these do you find most useful
to you?
I would say reflection, personally because when you’re reflecting on something it’s
reflecting you’ve got your good points you’ve got your bad points you know now
you’re not going to do that next time. I know I’m going to do all the good points and
get rid of all the limitations, the bad points and there gone ok. So, when I’ve done the
next session if I reflect again I’ve made I can see ah there’s an improvement there.
They may be some bad points or some things I need to improve on still but at least
I’ve done, this is the way I look at it if I’ve done two good, if I took away two bad
points or two points I can improve and put it into a good point then I improved in that
session. Then I’ve personally done better as a coach.
Why do you think that is the best way for you to learn?
Well like I said it gets me to obviously know what’s bad about each session, and like
each session is like to me is important cause it’s not only me, I need to improve I
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want to know the children are going to improve as well or the if I do coach adults I
want them to improve as well. So, if the children are improving then I know I’m
improving as a coach because then, you can’t have one person ah the coach did a
good job with the children and obviously aren’t improving if there both performing
together to make like a triangle thing then that means that they’re both coming
together and meeting in the middle and both feeding off each other.
So, you say reflection you like a lot of reflection um, do you think that you’ve found
um
I find I think with reflection I found it with, I didn’t personally know about reflection
until I got to year2, second year of uni like and I’ve learnt now if I reflect on a session
how much it could be better. Like in our coaching science seminars er, we‘re always
in groups er we get like to talk about our experiences and then put it into different
theories. Like erm, you could use erm, different like caring theories by Nodding or
erm, shared leadership so I’ve used shared leadership to probably put that in my
session erm, empowerment, power how you’d put that into sessions as well and
being you know how id implement that into my sessions.
So, do you think you’ve gained more knowledge from participation on the courses
and at uni or through the other types of learning? The informal stuff, doing the
sessions, getting the experience, reflecting on them, observing other coaches. So
which ones do you feel you gained a greater source of knowledge from?
With erm you doing informal you’re obviously learning it on your own cause like
when you do you’re driving you don’t really learn until after you’ve passed your test
that’s when you go I’m actually on the road now this is where I’m going to make
mistakes and how am I going to improve and this when you’re doing informal you’re
learning on your own and you’re obviously if you get a peer assessment you’re going
to get people assessing you. You’re obviously going to improve then because you’re
going to get a reflection of them basically so I personally prefer informal coaching,
informal instead of the formal.
Er, why do you feel that is, like what is it about the informal environment, doing it on
your own sort of thing that you prefer?
When you’re using informal you know in your head that you shouldn’t have done that
you should have done this. When you’re doing formal and you’re watching people do
it, you still learn but as a person you know in your head if like no one knows yourself
better than you know yourself. So, I personally know myself more than anyone else.
So if I know I’ve done something wrong I know I’ve done something wrong. If
someone is telling me I’m doing something wrong or they might of seen it but I might
disagree but if I know I’ve done something wrong in my head I will try and improve
that by doing coaching on my own on an informal basis.
So, from everything you’ve spoke about today, the classroom work, the uni work, all
the informal types of learning what would you say your best preferred learning
source is?
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Erm, well I’d say reflection and my second would be observation. With observation I
watched this programme on this interview with sir Alex Ferguson who got interviews
after he retired and he said that when he stopped coaching and he observed a team
he’s, that’s when they started to win trophies, he’s observed and he’s seen wrong
and what’s players come good, when you’re coaching you’re also mixed in with the
physical side and also the mental side with the players. But if you’re outside then
you’re watching you’re like a Birdseye view you’re outside of there to look in, you’re
going to obviously learn from that basis. That’s when he said that when he started
observing instead of coaching he, they became more successful because he got
other people to coach.
So, what would you say your top answer was, top way of you learning
Reflection, observation, peer like…
Working with peers?
Working with peers, yeah that’s it.
So, um so from you’ve been coaching since you were 15 you say um has the way
you prefer learn changed as a coach, did you have a certain way that you coached
at the beginning to how you coach now? Has it changed at all?
I don’t think my coaching style has changed, if anything it’s as if I’ve changed you
don’t look at the coaching style like other people coach different ways. You can’t like
reflect that on a theory, and the way I would say it is that as me as a coach I’ve
changed but the learning theory, I don’t think there is a way of learning or coaching
theory at the end of the day as a coach I have changed I have improved, I’m more
confident and you know at the start I probably could recognise 20/30 mistakes I’ve
done and now I can probably recognise 5 and I can recognise them straight away.
Like when I was 15 I could recognise a lot of mistakes.
So would you say reflections been a key thing for you since the age of 15? Followed
through
When I was 15/16 basically when I got to uni I didn’t know much about reflection so I
would say till then observation was there but now to reflection as I know more about
it how to have an action plan how to improve. I think reflection is the best part for me
to obviously improve every like every day. Like when I’m coaching I want to as a
coach I want improve by at least 1 or 2 percent every time so if I wake up the next
day and I’ve improved, I’m happy like when I went to do my challenge with because
I’m looking to go to America like if I did my 15 minute session then like we all had to
coach for 15 minutes to the groups who were like going to go to America. He said I
had excellent excellent like all the way down the board, I know for a fact if that was
when I was 15 I wouldn’t of got in because of my confidence and the way I coach is
completely different to now. Might be to do with I’ve matured, I’ve got older, I know
what’s good, I know what’s bad and I know how as if I’m reflection, reflecting like
how to improve for the next time.
So, would you say the way you learn now, you prefer that to back from 15 when you
just took what you saw as that’s how I should coach? I need to this in my sessions.
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When you’re 15 like you’re still immature yourself so really you don’t look at coaching
as you look at it as more of a fun basis. You know I am quite a serious coach, that’s
because I’ve matured. If I’m with adults id be more laid back but you’ve got to be
serious with kids. You’ve got to know, they’ve got to know you’re the person that’s in
charge, the person who’s helping them to improve as a player like. So at 15 like I
said I was more immature now I’ve grown up I know how to do it this way and how to
like implement observation in my session, how to implement reflection in my session
and how to implement like working with peers in my sessions. I know I’ve improved
definitely.
Great, that’s all I need from you today. Thanks for your time.
No problem.
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I-7
This is Henry Vince talking to Stefan Rossier, we are going to be discussing
preferred learning styles as a coach.
So Stefan how long have you been coaching for?
Erm, I have been coaching altogether for 5 to 6 years
And what standard and ages have you coached?
Erm so when I started out coaching I probably coached first was under 13’s, I slowly
started to move up to the 16’s under 18’s. Now currently I coach men’s basketball at
the university.
So that’s great! What formal courses have you done?
Erm, I have done my level 1 and 2 in basketball coaching.
And during these level 1 and 2’s how were you provided with information on the
course?
The courses were actually quite detailed, we first had every week meetings with
everyone that’s doing the course and the course leader would either take the session
a bit like a lecture and show us some drills and stuff, and then we also had a book
for each week that we had to fill out which had all the information and stuff you’d fill
in. Like a record of you know what we’re teaching each week and what we do. Erm
then also at the end of that 8 week period we would have to do 6 weeks of coaching
ourselves. So each week we would have to take a session, the 6 sessions we had to
complete and then fill out like a planning sheet and evaluation sheet for each of
these sessions and then finally there was an assessment on er, an intrinsic
assessment. So the lecturer would do it and then someone from outside the
university would come in outside the course even would come in and assess again.
Then once all them were done, finally we’d pass the course.
So, that’s how the course was structured. What methods of teaching were included
on the course?
Erm so, methods of teaching we had various, shed do written verbal or shed show
us drills and stuff so, observational I would see it. Erm, obviously she chose videos
and stuff so more visual. Then she’d get us to sort of learn ourselves as well so sort
of I don’t like guided discovery sort of way, she’d just give us a plan and we’d have to
go out and do the sessions ourselves. So that’s kind of what we did.
So which of these methods you talked about, the guided discovery approach. Did
you talk about demonstrations?
Yeah she did a lot of demonstrations so, she probably first sort of talk about it in little
groups and then we’d go out on the court and she’d get a few members and then
she’d demonstrate in smaller groups. Say what sort of drill this would do and that
would sort of help. So small things she’d do the demo herself for like team drills and
stuff she’d obviously get some of us to be involved, showed us how to demonstrate
to the rest of the group.
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And which of these methods did you find most useful to help you learn?
Erm, I probably would say sort of the demonstrations obviously have more of a like a
visual sort of learner as well as sort of some that does it themselves so it kind of
helped that she’d demonstrate it first and then she’d sort of let us do it ourselves
cause obviously being able to see it is one thing but then being able to reciprocate
what you’ve seen is another thing. So, it was useful that she didn’t just sort of talk
about it all or show us on a piece of paper or something like that. It was useful that
we could see it in action, see it how it sort of worked.
Talk to me about the other sources that you found useful within the course.
Erm, she had sort of she used a couple of e-resources and like erm, so like quiz
questions on stuff that we have done, there’s like videos and then we also had like
papers we could sort of read. Which would give us drills and stuff, which wasn’t
probably the main sort of help which she gave it more was the demonstrations and
the in sessions sort of stuff but having the e-sources at the same time really sort of
helped to give us an understanding and give us information that she didn’t have time
to sort of get across in the sessions because obviously we only met like an hour a
week having these e-sources sort of let us just do our own sort of research and
develop ourselves as well as obviously doing the course as the same time.
So why was that useful to you? Having the information on the course and then
having then having the papers, how did that help you?
Erm, it just sort of made it so you know it’s not one of them things where you just
have to do the course and then you’ve passed it like. When you do you’re
safeguarding stuff if you want to become a better coach like I did you know it sort of
brings it into your own hands kind of way. So, it’s your own responsibility to do some
more extra reading to sort of develop yourself as a coach rather than just turning up
to the sessions thinking ah yeah I’ve done that, if she says ah do these e-resources,
do these read these papers, if you don’t do it you can probably you know pass the
course but it’s sort of like a lower standard. Whereas if you do do it, it will help you
develop as a coach so, having them just brings development into your own hands in
a way.
Great! So that’s your formal qualifications sorted. Now we’re going to begin to talk
about informal learning. So everything you’ve learnt as a coach from outside the
formal education workshops. So talk to me about some of the types of informal
learning that you’ve come across.
Erm, informal probably quite a bit. I’ve learnt quite a bit over the years from informal
er, one major one is sort of observing other people’s sessions. So, I have, I know a
coach who also plays for me as well, he coaches the women’s team and I rate his as
a coach and everyone else sort of respects him as a high coach. So, when I have an
hour and a half free I go in and observe his sessions and how he sort of conducts
himself and the drills he sort of goes through, throughout the sessions with the
women and how he sort of gives him feedback and obviously just observing him you
know it just helps me to see you know how I want to conduct myself as the drills he
does good he gets everyone’s attention with it in the session. He sort of just
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conducts himself in a professional manner so, obviously watching him then
sometimes I go to other sessions and watch them. Sometimes there’s courses on
and stuff that I Watch just to like, it’s not really set out for me to sort of be there but
none of the coaches sort of mind if I just sort of around and just watch. Probably
another of informal as well um, is working with my assistant coach because even
though he is my assistant coach you know it doesn’t mean I have superior
knowledge over him, it’s just I’ve been given the job title of coach and he’s my
assistant. So, it really helps in learning and sort of just seeing his perception of
things and how he thinks things can be done. I might not be right all the time so,
having a peer that I can sort of talk to throughout and sort of make sure that I’m
talking about the right things or he thinks the drills appropriate for what we are doing,
what kind of subs he’d make in the game. It’s helpful to my learning because I can
miss stuff and he can sort of pick it up or you know he can sort of you know give me
confidence in what I’m saying and agree with me in that sort of way. Erm, there’s
another type of informal as well as I talked about before, even though it was in my
course, in my level 2 these e-resources. Obviously learning in my level after I
finished that course and sort of going on it’s within me to do my own sort of research,
sort of look at e-resources. So, before like training sessions and stuff I might go onto
YouTube and look at different drills that they can do, say I wanted to do rebound for
a session I don’t want to use the same rebounding drill for each session. So, id sort
of look at different e-resources and that way try and find some new drills. Erm, I
probably reflect on my own experiences as well so like as I said before if I looked at
my drills and if I found a drill that looks really good on this, when the NBA players are
performing it if I then put it in my drill for one of my sessions and seems a bit sort of
static it doesn’t seem to be working well then after the session id have to sort of think
yeah it might of looked good in the NBA but it doesn’t work for my theory so I might
need to sort of you know change it. So, reflecting on it I would probably not use that
drill again and just look for another drill that’s working on the same thing but
something different. So, I feel a combination of all these informal things to be able to
see others working, working with others, being able to do your own research, seeing
what does work and what doesn’t work all sort of develops my learning as a coach
sort of how I coach as a person.
That’s great! You’ve talked about loads of different informal types of learning. Which
of these would you say, I know you said they’d combine into one but which of these
would you say is the most useful to you as a coach?
Er, I’d have to go with observations as I’ve mentioned before you have an idea of
whose a good coach and what’s a good coach just instead of just looking online as I
said looking at e-recourses this is why observations are better than e-resources
because you can look online and something could look good on paper or look good
in a video but seeing another coach take a drill or run a drill and seen it work with the
same sort of standard of players you’ve got or maybe a little bit higher or a little bit
lower really helps my learning in sense in some ways because I think you know if
they can conduct themselves in that manner and take drills in the way they do then I
can implicate that in my session through the others obviously the assistant coach he
is maybe an assistant for a reason and not really help you or have the same ideas
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but observing someone who has a completely different team but is still a you know a
coach or high regard this will really help me in the sense that yanoo he 100% knows
what he’s doing and these drills are gunna work in a similar session rather that
looking online or asking your assistant coach or even reflecting on your own session
because as I’ve said before if the drill didn’t work it might be just because all my
players were sort of lethargic and couldn’t be bothered training that week like yano
and that drill might be really good but seeing other coaches and observing other
training sessions it just gives you an overall view of what’s going to work in the
basketball environment I suppose.
Do you feel you have gained a greater source of knowledge from participating on the
course or through the other types of knowledge that we have just spoken about?
Urm it’s a tricky question really my level one course didn’t really do anything for me o
had the knowledge so that didn’t really help so my level one compared to this
informal learning. Informal probably helped me more but when I got to my level 2
because they brought in this six session plan where I had to go actually coach about
the things I had learnt I’d say the course helped me a little bit more. Just because it
brought in some of the stuff I’ve talked about that’s informal into a formal setting so
the likes of reflecting on your practice working with others because the course
incorporated me going out and taking session obviously I’ve been working with my
peers and you know I’ve been researching my own drills and I’ve been reflecting on
my own practice so even though the informal was better for me at starting just
getting used to the coaching environment I thought that with the level 2 it kind of
really developed the course as it wasn’t just you know where you turn up and I’ve
done a football course as well there’s no sort of practical element to it you just sort of
learn and then do a assessment at the end because they got me to do the session it
really sort of reflected sort of the process of coaching really within it which I thought
really improved my knowledge even though my knowledge of basketball was good
enough which they coached in it but then being able to put that knowledge in
sessions and making it work I thought the level 2 couching course really helped me
to do this.
So just to reiterate why do you prefer that sort of source compared to informal? How
did that help you more?
Urm like I said there very close I just feel is that when on my coaching course there’s
no debate that it could be wrong or could be not the philosophy cause with the
informal even though I respect this coach or whatever he might have a certain way
that isn’t always the correct way of doing that thing and I could just learn that of him
in an informal sense when I’m come to my formal level 2 because they’ve no
incorporated the six sessions all the knowledge they give me is you know UKCC
recommended knowledge on how to coach and the drills you should use as well as
putting me in a coaching environment. So, in the sense they are very close but
there’s no debate that the knowledge I’ve learnt is the correct one from level 2
because it is a course put on by the national governing body. So, having that correct
knowledge and being able to put it into a learning environment I just feel this is the
better system to go. But obviously you need the informal once you passed the
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course because once you’ve passed the course that’s it there’s no more knowledge
to gain or anything like that so you need to sort of develop more by using these sort
of informal. So, I just feel because it’s set in stone it gives you more confidence
about the knowledge that I develop in level 2 than the knowledge that I developed in
informal.
Great so, you’ve spoken about how they are both important and both sort of link in
um, so putting them both together the formal and the informal um, what would you
say your number one preferred learning style was?
Id so between informal and formal?
Yeah
Or combined?
Combine them both together, everything you learnt as a coach whether it’s on the
course off the course.
I’d feel that my preferred learning style is observing and then doing myself so, erm is
it kinsentic learning, I don’t think its kinestetic learning
Kinestetic is when you’re going out doing something
Yeah, well it’s sort of just being able to observe something so, someone is doing a
drill and then taking that observation and being able to coach it myself. I know it’s a
bit of a combination of the two but I suppose overall then you need to observe first
but that would probably be my preferred because seeing stuff written down on paper
and different stuff, seeing videos is good all that but it just doesn’t sort of relate to the
real coaching process. All theory is you know at the end of the day its theory so
being able to actually see something is my preferred method because I can see how
it works and then I can work with it and adapt with it. Well then seeing on paper
there’s no sort of there’s no contingency plan with a drill on paper cause it says the
drill it doesn’t say you know what If you get less players if you see observation if
you’re watching someone and then one week less players turn up for them you can
sort of see what they change and there contingency plan and then you can relate to
that so through observation you can see how they change and then it enables you to
learn and adapt how you change your sessions. So, over all throughout informal and
formal I’d probably say observing is my preferred learning style.
Great! So, we’ve got observation as number 1 and then being able to replicate that in
your own sessions, um so now can we have a 2 and 3
Yeah so, it probably go um reflection is high up there because within everything in
coaching you reflect without knowing it. I reflect within sessions I reflect after
sessions so I think ohm this drill isn’t working very well I’m going to have to shorten
it, change it and then after the session what was good, what was bad you know I
have to change it. So that probably comes it at 3 after observation then putting it in
your own session then reflection. Erm probably using different sources to find drills
and stuff is high up there at number 4 and then because obviously you need drills to
be able to coach anything and then working with peers comes in at fifth just because
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yeah its good but for my learning it’s not really top its more of a working with peers
and working with my assistant is just confirming what I know already rather than
developing my learning just him backing me up or giving me maybe slight direction
with it rather than actually helping me develop and learn more.
Er, great! So, you say you’ve been coaching for a while now, from your experience
when you started up until now would you say the way you prefer to learn has
changed at all?
Erm, yeah I would say like I think when I started coaching I would, I wouldn’t reflect
on anything really when I started coaching I was a little bit less confident. I just set
out a plan wouldn’t reflect would change anything while I’m doing it. Erm, just
wouldn’t think anything after it just come up with another plan for the next week and
so I didn’t really reflect. I sort of worked with peers, well observation yeah, I used to
observe people but I never really went out of my way to sort of develop my you know
coaching you know I never went to observe a session or anything like that. I just sort
of had a set way you know this is my plan this is what I’m going to follow so, I don’t
need to see anyone else coach, I feel throughout the years obviously experiencing
maybe being involved in university and meeting you know expert coaches and doing
level course sort of developed to a sort of overall inclusive style of learning where I
incorporate obviously observation and different resources and working with others
and stuff like that.
Would you say you prefer the way you learn now to right at the Beginning?
Ahh 100 percent, I feel that the way I learn now just makes me a better coach and
I’m not at the best coach I could be at the minute I’ve still got a long way to go but
adopting these learning styles is that I can develop the way I coach when I start off
with and the learning styles I had then I’d be still at that same level that same stage I
am now the learning styles I adopt now help me improve as a coach over the years
and through the more experienced that I get.
Great! So why do you think your preferred learning styles now have made you the
better coach you are?
Erm, just because its enabled, I’ve come into touch with more people that are
interested in basketball you know basketball wasn’t a major sport when I was
growing up and then coming to university there’s good coaches and me being able to
open myself up and listen to their advice or observe their advice is just sort of helped
me improve as a coach and then obviously taking my time to learn that reflection is
key to you know learning that I have to do my own sort of research and resources
and stuff it’s just gave me an overall view that I can’t just have a set plan and just
stick to it, I have to develop it has to be this sort of holistic approach that we’ve learnt
and that everything can always change. So, being able to obviously see other people
do drills and other people being interested in basketball has just sort of opened my
eyes to that I have to change, I have to adopt these new learning styles otherwise
I’m just not going to develop at all. Obviously it’s only been 3 years now that I’ve
adopted these learning styles and I’ve seen great improvement throughout but I
need to continue in this way to get even higher cause obviously I started off at the
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university and coached under 16’s and I adopted this new sort of philosophy and
now this year I got offered the job coaching the men’s so that’s a big step up so I just
in the next few years I want to get further and the way I’m going to do this I believe is
adopting these learning styles and observing better coaches you know finding my
own resources, reflecting on what I do and just moving on from there really.
Great! That’s brilliant thank you for your time today that’s all I’m going to need.
Alright, brilliant!
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