A season long investigation into coaching behaviours as a function of practice state: the case of three collegiate coaches

The acquisition of soccer skills is fundamental to our enjoyment of the game and is essential to the attainment of expertise. Players spend most of their time in practice with the intention of improving technical skills. However, there is a lack of scientific research relating to the effective acquisition of soccer skills, especially when compared with the extensive research base on physiological aspects of performance. Current coaching practice is therefore based on tradition, intuition and emulation rather than empirical evidence. The aim of this review is to question some of the popular beliefs that guide current practice and instruction in soccer. Empirical evidence is presented to dispel many of these beliefs as myths, thereby challenging coaches to self-reflect and critically evaluate contemporary doctrine. The review should inform sports scientists and practitioners as to the important role that those interested in skill acquisition can play in enhancing performance at all levels of the game.

The aim of this study was to investigate the coaching behaviors of elite English youth soccer coaches in different practice settings and gain insight into the coaches' cognitive processes underpinning these behaviors. The practice setting was split into two types of activities, "training form" and "playing form," and behavioral data were collected using a modified version of the Coach Analysis and Intervention System. Interpretive interview data were triangulated with the behavioral data to ensure that both the "what" and the "why" of the coaches' behavior and practice were considered. The results showed the coaches using more "training form" activities than "playing form," and using high levels of prescriptive instruction, regardless of practice type, in contrast to a stated desire to "developing the whole player," creating "decision makers," and being a "facilitator of knowledge creation." The interviews revealed that the coaches had a low self-awareness about their behavior, with an epistemological gap identified between understanding and practice, with statements of intent not being matched by knowledge and action.