Dr John Lyle

1
Identifying and Developing Effective Coaching
Behaviours

• Dr John Lyle
• University of Queensland
• John Lyle Consulting

2
Approach to the topic

• Spirit of workshop, debate, feedback
• Personal position prefer emphasis on coaching
  practice
• What can the researcher tell the coach very
  little significant problems in investigating
  effectiveness

3
Definitions / Assumptions

• Emphasis on performance coaching
• Effective coaching practice involves the
  overseeing, planning and delivering of
  appropriate sport performance
• Effective behaviours may mean successful
  coaching. Experts are by definition effective
  over time
• Having the capacity to be effective may not mean
  that it is displayed all the time!

4
What is a behaviour?

• Antecedents
• Intentions
• Recipients
• Context
• Decision making
• Observable (versus cognitive behaviour)
• Means to an end
• Yes, we can identify behaviours through
  systematic observation but significant limitations

5
Research / conceptual challenges
Discrete Practice Outputs Outcomes Behaviours C
oaching Behaviour Technical Standards Changes
Medals Tactical Results Changes Phys
ical Changes
FIVB
6
Research / conceptual challenges

• Behaviour/practice needs to be related to
  outputs difficult because of variability,
  complexity and inter-relatedness
• Isolating behaviours is difficult
• Researchers cannot control athletes no RCT
• Sport specific nature of coaching behaviour
  (triathlon versus rugby league)
• Tendency towards intervention behaviour

7
Research / conceptual challenges

• There is a question of ideology over what are
  effective behaviours (assumption of person
  centred, athlete involvement, not authoritarian)
• For example leadership behaviour has very mixed
  findings, little useful, really a question of
  preferred style, since all can be effective.

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What are the key elements of coaching practice?

• Planning
• Decision making
• Technical knowledge
• Designing practice/drills
• Competition management
• Communication

• Meta analysis
• Modelling
• Regulating progress
• Monitoring

FIVB
9
How might we approach this issue?

• Attempt to design experiments into discrete
  behaviours (doubt over validity of findings)
• Accept that some behaviours are pedagogically
  sound (e.g. positive feedback, empathise with
  athletes).

Effectiveness is doing what is appropriate
(decision making/judgement) in the circumstances
(evidence), and having the capacity (knowledge
and skills) to carry it out.
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Focus on good practice

• What do experts do? Must be Develop
• (good practice) effective expertise
• (application)
• Why? Education
• (Research) (Break into
• key elements)

FIVB
11
3 sets of ideas

• Meaningful practice
• Accept that many effective behaviours towards
  same objective
• Interaction tools for education simulations,
  case studies

• Hard work
• Commitment
• Technical immersion
• Learning culture
• Supportive community

Expert Coach Effective Assistant
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Conclusion

• A focus on good practice may be the best way
  forward
• Need to focus on application in context
• Dont be frightened of athlete performance as
  output measure
• Pedagogical case can be supported as
  generalisation
• Variation, ideology and athlete preferences are
  important

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Thank you for listening jlyle.consulting_at_btinterne
t.com