Research Summaries Research Summary 31 The Pitfalls of Questioning | Page 2

The Pitfalls of Questioning

Questioning and coaching

Adopting a questioning style is not unique to coaching.
Research conducted in many different areas has found
that asking questions developed problem solving,
decision making and creative thinking – all useful
attributes for developing players.

However, the current assessment of questioning in
coaching has concluded it is poor. Observation studies
suggest it typically accounts for only 2–5% of what a
coach does in a session. Other studies that have taken a
broader definition of questioning concluded that most
coaches use convergent rather than divergent questions.
In other words, there is a specific answer the coach is
looking for, rather than encouraging the player to
explore alternative scenarios.

In their new study, the researchers wanted to go beyond
just counting the number of questions asked or type of
answer required. Instead, they used a method called
‘conversational analysis’, which looks at both what has
been said and how it was said. Using this approach, they
wanted to explore how far questioning was rooted in
coaches’ and athletes’ existing knowledge and beliefs
about coaching.

© Action Images Limted/Reuters

Proponents of a questioning approach suggest that it
adds to learning by involving the player in the process.
Rather than merely regarding them as vessels to be
filled, questioning engages players in dialogue and
discussion, which allows them to reflect on what has
happened and learn from it. Critically, a questioning
approach to coaching involves moving away from more
traditional practices based on instruction where the
coach was the expert with all the answers.