The aim of this study was to investigate the feedback mechanisms that sport coaches utilized to enhance their coaching practice at various stages of their careers. Sport coaches (n = 21) were interviewed in-depth with the resulting information being analysed using HyperRESEARCH qualitative data analysis software package. Results suggested four distinct dimensions that characterized the sources of feedback used by coaches: networks, players/participants, critical thinking skills and support systems. Those more experienced coaches with established networks of like-minded coaches seemed to be more open to constructive feedback. Similarly, novice coaches appeared to accept feedback from non-reliable sources in lieu of more informed sources. A distinctive emerging feature was the lack of formal feedback mechanisms within groups of coaches at all levels of qualification.
LyleJJollySNorthJ. The learning formats of coach education materials. Int J Coach Sci2010; 1: 35–49.
2.
MahoneyAJDevonportTLaneA. The effects of interval feedback on the self-efficacy of netball umpires. J Sports Sci Med2008; 7: 39–46.
3.
O’DonoghueP. The use of feedback videos in sport. Int J Perf2006; 6: 1–15.
4.
WangJ. Innovative and advanced training approaches for feedback-based sports skills. Int J Phy Ed2005; 42: 80–85.
5.
CostaAL. The school as a home for the mind: creating mindful curriculum, instruction, and dialogue, 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.
6.
SmithRESmollELBarnettN. Reduction of children’s sport performance anxiety through social support and stress-reduction training for coaches. J Appl Dev Psychol1995; 16: 125–142.
7.
NicolDJMacfarlane-DickD. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud High Ed2006; 31: 199–218.
8.
Patterson J and Lee T. Organizing Practice: the interaction of repetition and cognitive effort for skilled performance. In: Farrow D Baker J and MacMahon C (eds) Developing Elite Sports Performers: Lessons from Theory and Practice. New York: Routledge, 2008, pp.119–134.
9.
KidmanLCarlsonTB. An action research process to change coaching behaviours. Avante1998; 4: 100–117.
10.
NashC. Development of a mentoring system within coaching practice. J Hosp Leis Sp Tour Ed2004; 2: 36–47.
11.
KnowlesZBorrieATelferH. Towards the reflective sports coach: issues of context, education and application. Ergonomics2005; 48: 11–14. 1711–1720.
12.
SousaCSmithRECruzJ. An individualized behavioral goal-setting program for coaches. J Clin Sp Psychol2008; 2: 258–278.
13.
HortonSDeakinJM. Optimizing the practice environment: the role of the expert coach. J Sport Exer Psychol2003; 25: S71.
14.
WilliamsJH. Use of social media to communicate sport science research. Int J Sports Sci Coach2011; 6: 295–301.
15.
ZhanJChaiG. The track and field coaches’ self-learning and ability training in the internet learning environment. J Beijing Sp Univ2007; 30: 1684–1687.
16.
KingA. Enhancing peer interaction and learning in the classroom through reciprocal questioning. Am Educ Res J1990; 27: 664–687.
17.
GouldDGreenleafCChungY. A survey of U.S. Atlanta and Nagano Olympians: variables perceived to influence performance. Res Q Exerc Sport2002; 73: 175–187.
18.
KlugerANDeNisiA. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback theory. Psychol Bull1996; 119: 254–284.
19.
EricssonKAKrampeRTTesch-RömerC. The role of deliberate practice in the development of expertise. Psychol Rev1993; 100: 363–406.
20.
NashCSprouleJ. Career development of expert coaches. Int J Sports Sci Coach2009; 4: 121–138.
21.
HattieJTimperleyH. The power of feedback. Rev Educ Res2007; 77: 81–112.
22.
ScheelerMCRuhlKLMcAfeeJK. Providing performance feedback to teachers: a review. Teach Educ Spec Educ2004; 27: 396–407.
23.
ChiMTHBassokMLewisMW. Self-explanations: how students study and use examples in learning to solve problems. Cognit Sci1989; 13: 145–182.
24.
FairbrotherJT. Fundamentals of motor behavior, Champaign, IL: Human Kinetics, 2010.
25.
MetcalfeJKornellNFinnB. Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Mem Cognit2009; 37: 1077–1087.
26.
ShuteVJ. Focus on formative feedback. Rev Educ Res2008; 78: 153–189.
27.
CôtéJ. The development of coaching knowledge. Int J Sports Sci Coach2006; 1: 217–222.
28.
KnowlesZTylerGGilbourneD. Reflecting on reflection: exploring the practice of sports coaching graduates. Reflect Prac2006; 7: 163–179.
29.
Wrisberg CA. Sport skill instruction for coaches. Champaign, IL, Human Kinetics, 2007.
30.
WilsonLMBloomGAHarveyWJ. Sources of knowledge acquisition: perspectives of the high school teacher/coach. Phys Educ Sport Pedagogy2010; 15: 383–400.
31.
CruickshankACollinsDMintenS. Culture change in a professional sports team: shaping environmental contexts and regulating power. Int J Sports Sci Coach2013; 8: 271–290.
32.
DenisonJJowettS. Expanding the interpersonal dimension: closeness in the coach-athlete relationship. Int J Sports Sci Coach2007; 2: 497–512.
33.
MartindaleRNashC. Sport science relevance and application: perceptions of UK Coaches. J Sports Sci2012; 31: 807–819.
34.
LyleJ. Sports coaching concepts: a framework for coaching behaviour, London: Routledge, 2002.
35.
MORI. Sports coaching in the UK, Leeds: Sports Coach UK, 2004.
36.
GrattonCJonesI. Research methods for sports studies, London and New York, NY: Routledge, 2004.
37.
HillFLe GrangeLNewmarkR. The use of qualitative and quantitative methodologies in a special educational needs study. Int J Spec Educ2003; 18: 62–72.
38.
Hesse-BiberSDupuisP. Testing hypotheses on qualitative data: the use of hyper research computer-assisted software. Soc Sci Comput Rev2000; 18: 320–328.
39.
CreswellJWMillerDL. Determining validity in qualitative inquiry. Theory Pract2000; 39: 124–130.
40.
CôtéJSalmelaJTrudelP. The coaching model: a grounded assessment of expert gymnastic coaches’ knowledge. J Sport Exer Psychol1995; 2: 1–17.
41.
PattonM. Qualitative research and evaluation methods, Thousand Oaks, CA: Sage, 2001.
42.
KochT. Establishing rigour in qualitative research: the decision trail. J Adv Nurs1994; 19: 976–986.
43.
GubaEGLincolnYS. Fourth generation evaluation, Newbury Park, CA: Sage, 1989.
44.
ValléeCNBloomGA. Building a successful university program: key and common elements of expert coaches. J Appl Sport Psychol2005; 17: 179–196.
45.
NashCSprouleJ. Career development of expert coaches. Int J Sports Sci Coach2009; 4: 121–138.
46.
NashCSprouleJ. Insights into experiences: reflections of an expert and novice coach. Int J Sports Sci Coach2011; 6: 149–162.
47.
GauthierASchinkeRPickardP. Coaching in Northern Canadian communities: reflections of elite coaches. J Sports Sci Med2005; 4: 113–123.
48.
OcchinoJMallettCRynneS. Dynamic social networks in high performance football coaching. Phys Educ Sport Pedagogy2013; 18: 90–102.
49.
SullivanPPaquetteKHoltN. The relation of coaching context and coach education to coaching efficacy and perceived leadership behaviors in youth sport. Sport Psychol2012; 26: 122–134.
50.
MallettCCôteJ. Beyond winning and losing: guidelines for evaluating high performance coaches. Sport Psychol2006; 20: 213–221.
51.
McCarthyPJJonesMV. A qualitative study of sport enjoyment in the sampling years. Sport Psychol2007; 21: 400–416.
52.
BaileyRCopeEJPearceG. Why do children take part in, and remain involved in sport? A literature review and discussion of implications for sports coaches. Int J Coach Sci2013; 7: 56–75.
53.
PurdyLGJonesRL. Choppy waters: elite rowers’ perceptions of coaching. Soc Sport J2011; 28: 329–346.
54.
BennieAO’ConnorD. Coach-athlete relationships: a qualitative study of professional sport teams in Australia. Int J Sport Health Sci2012; 10: 58–64.
55.
CushionCFordPRWilliamsA. Coach behaviours and practice structures in youth soccer: implications for talent development. J Sports Sci2012; 30: 1631–1641.
56.
GearityBT. Poor teaching by the coach: a phenomenological description from athletes’ experience of poor coaching. Phys Educ Sport Pedagogy2012; 17: 79–96.
57.
VellaSACroweTPOadesLG. Increasing the effectiveness of formal coach education: evidence of a parallel process. Int J Sports Sci Coach2013; 8: 417.
58.
Mason M (ed) Critical thinking and learning. Oxford: Blackwell Publishing, 2008.
59.
MoonJ. Critical thinking: an exploration of theory and practice, London: Routledge, 2007.
60.
WerthnerPTrudelP. A new theoretical perspective for understanding how coaches learn to coach. Sport Psychol2006; 20: 198–212.
61.
GilbertWTrudelP. Learning to coach through experience: reflection in model youth sport coaches. J Teach Phys Educ2001; 21: 16–34.
62.
HagemannNStraussBBüschD. The complex problem-solving competence of team coaches. Psychol Sport Exer2008; 9: 301–317.
63.
GilbertWTrudelP. The role of deliberate practice in becoming an expert coach: part 2 – reflection. Olympic Coach2013; 24: 35–44.
64.
HoltNLBlackDE. Parenting styles and specific parenting strategies in youth sport. J Sport Exer Psychol2007; 29: S170–172.
65.
IrwinGHantonSKerwinD. Reflective practice and the origins of elite coaching knowledge. Reflect Pract2006; 5: 425–442.
