Community Junior Sport Coaching final report - 2009

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organizational skills are rated on a 5 point scale from poor (1) to good (5); persistence of behaviour is rated from inconsistent (1) to consistent (5). 5. Systematic Video Observation The researchers developed the Junior Coaching Observation instrument by combining categories from the Coach Behavioural Assessment System (Brewer and Jones, 2002) and the Arizona State University Observation Instrument (Lacy and Darst, 1984). The combination of these two valid and reliable observational instruments resulted in data being collected on 17 behavioural categories: instruction – pre-instruction, concurrent, technical; demonstration – positive modelling, negative modelling; feedback – corrective/specific, general, positive, negative; questioning; hustle (encouragement); management/organisation; observation; humour; time off task. Table 3-1 outlines the definition for each behavioural category. The validity of systematic observation instruments are well documented in the literature. As the Junior Coaching Observation instrument was adapted from two previously validated instruments the content validity was confirmed by a group of twelve experienced coaches enrolled in a Masters degree. Reliability was ensured by conducting training sessions with the ‘coders’ prior to any formal coding of the data. Reliability was also improved from previous studies as the training sessions were video recorded rather than coded in ‘real’ time. This allowed the research assistant to observe, pause and review (in slow motion if required) behaviours prior to coding. The inter and intra reliability coefficient was measured using a Spearmen correlation calculation and returned values of 0.895 and 0.864 respectively, indicating that the Junior Coaching Observation instrument is a reliable tool. Junior Community Coaching Report December 2009 24
Table 3-1 A description of the behaviours used in the Video Observation Behaviour Pre-Instruction Concurrent instruction Technical Explanation Questioning Positive modelling Negative modelling Positive feedback Negative feedback General feedback Corrective feedback or specific feedback Hustle Scold Humour Management/organisation Observation Not on task / conferring with others Uncodable Definition Initial information given to player(s) preceding the desired action to be executed. It explains how to execute the skill, play, task or drill that it precedes Cues or reminders given during the execution of the skill or play. The coach rationalises through explanation of how the practices that are being undertaken would relate to the game situation either from a technical (technique) or strategically (tactical) basis: “From this situation in a game you would …” Any question to player(s) concerning strategies, techniques, assignments, etc. associated with the sport A demonstration of correct performance of a skill or playing technique A demonstration of incorrect performance of a skill or playing technique positive feedback (verbal or non-verbal) in the form of demonstrations of satisfaction or pleasure, at a skill or practice attempt: “Good”, pat on back, smile Verbal or nonverbal feedback demonstrating displeasure at the players’ skill or practice attempt of the drill, skill or play: “That’s awful” Nonspecific feedback (verbal or non-verbal) Information, re-explanation or feedback regarding the actual performance of the drill, skill or play which informs the player of how the performance should be altered in order to improve: “Get lower” OR feedback of a specific nature given to the player(s) following the execution of a specific skill or task: “The timing of that pop pass was excellent” Verbal statements intended to intensify the efforts of the player(s) Verbal or non-verbal behaviours of displeasure Verbal statements related to organizational details of practice sessions not referring to strategies or fundamentals of the sport Periods of diagnostic observation when the coach is not talking and is observing the players and analysing their execution of the skill or activity or observing the way in which a team is executing strategies in open play situations Any behaviour that cannot be seen or heard or does not fit into the above categories Adapted from the Arizona State University Observation Instrument (Lacy & Darst, 1984, pp. 59-66) and the Rugby Union Coaches Observation Instrument (Brewer & Jones, 2002, pp. 148-150) Junior Community Coaching Report December 2009 25
Page 1 and 2: Community Junior Sport Coaching Fin
Page 3 and 4: Players in Action .................
Page 5 and 6: List of Tables Table 2-1 Suggested
Page 7 and 8: Executive Summary Community junior
Page 9 and 10: Player participation: Junior RL and
Page 11 and 12: Provide junior coaches with coping
Page 13 and 14: coaches believe they must run as a
Page 15 and 16: viewed and coded at a later date us
Page 17 and 18: Table 2-1 Suggested percentage of t
Page 19 and 20: It has been reported that US youth
Page 21 and 22: Coach enjoyment and retention Despi
Page 23: 2. Activity Enjoyment Scale (S-PACE
Page 27 and 28: analysis involved transcribing the
Page 29 and 30: Chapter 4 Results and Discussion Th
Page 31 and 32: 70 60 % of Years Coaches have Coach
Page 33 and 34: University of Sydney were trained i
Page 35 and 36: Table 4-6 Context of the training s
Page 37 and 38: Coaches’ in Action The behaviours
Page 39 and 40: % of Total Training Session Negativ
Page 41 and 42: information followed by opportuniti
Page 43 and 44: negative modelling - positive model
Page 45 and 46: for the coach being off task - were
Page 47 and 48: Table 4-9 Percentage distribution o
Page 49 and 50: Coaches’ Reflections on the Train
Page 51 and 52: Table 4-11 Personal reflective sugg
Page 53 and 54: Coaches perceptions of the training
Page 55 and 56: It is interesting to note that 3.5%
Page 57 and 58: Table 4-14 What the coaches enjoy l
Page 59 and 60: Comparisons Between Coaches This se
Page 61 and 62: table, certain aspects of a trainin
Page 63 and 64: Table 4-18 A comparison between the
Page 65 and 66: Involved in vigorous activity for 6
Page 67 and 68: 1. Management and organisational sk
Page 69 and 70: o o Planning and conducting trainin
Page 71 and 72: Activities that were planned were a
Page 73 and 74: References Australian Bureau of Sta
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LeCompte, M. D., & Goetz, J. P. (19
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Trudel, P., Cote, J. and Bernard, D
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MODIFIED ATHLETE ENJOYMENT SCALE Na
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Junior Community Coaching - Coach I
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Coach Rating Scale Date Code RL RU
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Rugby League This section of the re
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4. Determine if coaches have an acc
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The table below outlines additional
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Appendix 5 Specific Rugby Union Inf
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2. Determine how active players are
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Rugby Union Results from the Modifi
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% of training session Negative mode
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Community Junior Sport Coaching final report - 2009

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