Coaching and Pedagogy Research Group: Publications
Publication Spotlight
Thinking again about the use of think aloud and stimulated recall methods in sport coaching
Amy Whitehead and Anna Stodter
Dr Amy Whitehead and Dr Anna Stodter from Leeds Beckett University have teamed up to create a research methods paper for Sport Coaching scholars who are interested in understanding cognition within coaching research. Combining their years of research using both Think Aloud and Stimulated recall methods Amy and Anna have provided a comprehensive and critical insight into how both methods have previously been used, some of the strengths and limitations of these methods, and what we should consider moving forward within this research space. We hope that this can assist both undergrad and postgrad students when embarking on research within sport coaching and wider domains with the aim of understanding cognition.
Acceptability and Feasibility of Portable Eye Tracking Technology within a Children’s Dynamic Sport Context: An Exploratory Study with Boys Who Play Grassroots Football
Katie Fitton Davies, Theresa Heering, Matt Watts and Michael J. Duncan
An approach to improving children's motor competence is using eye-tracking technology, though most research has focused on static, non-representative tasks. Research is needed on the feasibility and acceptability of eye tracking in children. This study fitted eye-trackers to thirteen 10-11-year-old boys.
Based on feedback from the children and eye-gaze data, six key recommendations for future research are:
- conduct indoors where possible
- ensure hair/fringes don't obstruct the line of sight
- use the same activity for comparability across participants
- use a properly fitted backpack
- reassure children about the eye-tracker's durability and movement compatibility
- explain potential discomfort from the equipment and confirm children's willingness to continue
What do high-performance football coaches need to know about the coach-athlete relationship?: Implications for formal coach education
Andrew Newland, Colum Cronin, Gillian Cook and Amy Whitehead
A high-quality coach-athlete (C-A) relationship improves athlete well-being and performance but has been underrepresented in formal coach education. Eleven football coaches, working in some of the highest profile positions in England, were interviewed. We investigate to what extent their formal coach education experiences influenced their understanding of the C-A relationship. We explore their perceptions of the knowledge, relating to the C-A relationship, that could be included in formal coach education courses. Semi-structured interviews were conducted with eleven coaches. We discovered an incongruence between the recognised importance of the C-A relationship and its representation in coach education. Coaches emphasised the need for interpersonal competencies and a progressive approach to fostering these relationships. They highlighted the importance of understanding the unique needs of high-performance athletes and creating a culture that supports high-quality C-A relationships. These findings demonstrate that the C-A relationship has traditionally been underrepresented in the English FA Coaching Pathway and suggests practical insights into how formal courses could better address the needs of coaches.