APPLIED COACHING RESEARCH JOURNAL 2020 , Vol . 6
Previous research and initiatives Previous research from a similar intervention was Hughes , Lee and Chesterfield ’ s ( 2009 ) use of ‘ r-cards ’ for coaches , where the aim was to support learning through reflective practice . They too were also intended as a coach education and coach development tool and decision-making competencies both in-action and on-action . Emergent themes from the research included the enhancement of “[ coaching ] craft knowledge ” ( p . 367 ) which may be interpreted as the skills and knowledge acquired through learning by doing ( Gibbs , 1988 ). In this case , recognising coaching as a ‘ craft ’ aligns it closely to other professional disciplines such as teaching .
In the design of the CSCC it was felt that in order to ensure greater effectiveness of such an intervention , a collaboration of all parties was crucial in order to maximise the opportunity for both coaches and athletes to co-create coaching knowledge . Knowles et al . ( 2006 ) cited in Hughes et al ( 2009 ) “ placed an importance on how knowledge is generated and developed through practice ” ( p . 368 ). Reflection upon such processes offers the opportunity to “ enlighten coaches of their successes … the positives and the negatives ” ( p . 368 ).
The provision of supporting resources for coaches for their applied practice may allow them to “ take responsibility for their own development ” ( Hughes et al ., 2009 ). Such informal learning opportunities ( outside the parameters of an organised , structured and planned educational setting ) allows them to reflect upon their own experiences of new situations . For example , through prompts such as ‘ how has the new perspective influenced your approach , shaped practice design and what has been the impact ?’.
The CSCC sought to develop the resource aligned with the unique context and setting of the sport of canoe slalom . A key part of implementing any new learning approach is the ability to open-mindedly reflect on any claimed impacts . Such a process was adopted in the CSCC research . The reflective process underpinned the research and aimed to evaluate coaches ’ experiences and bridged the gap between the intended effect ( of a challenge card ) and the actual outcome .
Methodology The pilot study was approached using a qualitative research methodology . This was selected as it enables the generation of rich data and one which helps explain the significance of an experience . This approach used semi-structured interviews which allowed for thoughts , feelings and observations to be expressed and , where appropriate , explored further ( Gratton and Jones , 2005 ).
Sample research group Individual semi-structured interviews were undertaken with five male coaches ( referred to as C1 , C2 , C3 , C4 and C5 ) who were chosen based on the “ specific knowledge ( and experience ) that they possess ” ( Gratton and Jones , 2005 , p . 104 ). These interviews were recorded and lasted between 30 and 45 minutes .
Participants were selected against the following criteria :
1 . Minimum of three years ’ experience in coaching and or coach development
2 . Accessibility to participants of a particular or broad range of age , gender and ability to fulfill a diverse range of settings and athletes
3 . Ability to utilise the CSCC resource significantly over summer 2019 .
Coaches spanned an age range of 23 – 35 years and experience range of 4 – 12 years . The cards were used with athletes coached from ages 11 – 35 years , across an ability level covering beginner to Olympic . As such , coaching practice spanned a similar breadth including club level , talent identification , talent development to Olympic programme .
Each of the participating coaches were given a pack of CSCC alongside a video guide for their use . In addition , they received regular one-to-one telephone consultations with the card designer and formed part of a ‘ closed group ’ community on social media . Interactions on the closed group were considerable ( 25 + messages ), directly reflecting upon the use of the cards . The study lasted eight weeks spanning the summer of 2019 and such activities included daily training within talent programmes , to being embedded in international training camps preparing for major senior championships .
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