OPEN ACCESS - Partington et al (2015) The impact of 'video analysis' on coach behaviour.pdf (250.99 kB)
The impact of video feedback on professional youth football coaches’ reflection and practice behaviour: a longitudinal investigation of behaviour change
journal contribution
posted on 2016-03-18, 13:47 authored by Mark Partington, Christopher CushionChristopher Cushion, Ed Cope, Stephen HarveyThe aim of this study was to investigate the impact of video feedback on five English youth football coaches’ reflection and practice behaviours over a three-season period. First, quantitative data were collected using the Coach Analysis and Intervention System (CAIS) during season one and season three. Data from CAIS results showed that over the three seasons the coaches decreased their total instruction and total feedback and increased silence ‘on-task’. Four out of the five coaches also increased the use of total questioning behaviour. Second, interviews revealed how video feedback gave structure to reflective conversations that improved self-awareness and provided a trigger for behaviour change. The coaches highlighted how video-based reflection challenged their current understanding and enabled a range of learning sources to support and inform changed coach behaviour.
History
School
- Sport, Exercise and Health Sciences
Published in
Reflective PracticeVolume
16Issue
5Pages
700 - 716Citation
PARTINGTON, M. ... et al., 2015. The impact of video feedback on professional youth football coaches’ reflection and practice behaviour: a longitudinal investigation of behaviour change. Reflective Practice, 16 (5), pp. 700 - 716.Publisher
© Taylor & FrancisVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2015Notes
This is an Accepted Manuscript of an article published by Taylor & Francis in Reflective Practice on 20 Aug 2015, available online: http://dx.doi.org/10.1080/14623943.2015.1071707ISSN
1462-3943eISSN
1470-1103Publisher version
Language
- en