Coach behaviours and practice structures in youth soccer: Implications for talent development

Nadima Skeff

Cushion, C., Ford, P. R., & Williams, A. M. (2012). Coach behaviours and practice structures in youth soccer: Implications for talent development. Journal of sports sciences, 30(15), 1631-1641.

Scholarly Research Analysis Protocol

Describe the academic structure of the article:

• It was published in the Journal of sports sciences in 2012
• It has copyrights and recommendation for citation
• It has an abstract
• The article is divided into introduction, methods, results, discussion, and conclusion
• Includes Limitations and significances
• Detailed References

Identify the specialized vocabulary:

• Theory-practice: what coaches do vs. what research suggests coaches do
• Apprenticeships of observation: knowledge acquired athletes, and subsequent experiential learning and mentoring  
• Process-product approach: training form activity first then playing form activity
• Training form activity: skills have to be mastered
• Playing form activity: basis for gameplay
• ‘Athlete-centred’ coaching: the developmental needs of athletes and individual particularities  

Cull out the argument statement:

“It is not the intention to provide a comprehensive review of all coaching research to date; rather, the objective is to critique key elements in an attempt to identify principles for best practice and avenues for further research. The translational value of research on coaching is evidenced by the extent to which it impacts on practice at the ‘coal face’. Consequently, we attempt to foster a closer relationship (one of mutual reciprocity) between academia and coaching practices” (Cushion, Ford & Williams, 2012)

Pinpoint statements of support:

• “Coaches and academics can work together to promote increased awareness of the need for evidence-based practice” (Cushion et al., 2012)
• “Therefore, it is imperative that coaches reflect upon the objectives of the session and environment to determine whether given behaviors and practices are relevant to tasks specifically and the talent development process generally” (Cushion et al., 2012).
• “A clear implication is that coaches need to critically reflect upon their practice and the extent they align coaching behavior, practice structure and coaching objectives” (Cushion et al., 2012).
• “What coaches think about prior to coaching will shape what they do in the practice sessions” (Cushion et al., 2012),
• “ Changes in practice and behavior were not totally adopted, and ‘traditional’ and ‘deep-seated’ practices were noted to be resistant to change” (Cushion et al., 2012).

Indicate value statements:

• “Linked to attempts to develop and formalise forms of social learning networks, a ‘learning curriculum’ for talent development coaches could be constructed that is structured through everyday activities, with direct and indirect guidance provided from observing and listening to others, and the context” (Cushion et al., 2012) - The author is mentioned the various resources coaches have to develop and build a learning curriculum. This would help coaches to think critically about their work.

• “In order to extend knowledge and understanding, researchers need to focus on the thought processes that lead to coach behaviour as well as the interaction of knowledge, thought and behaviour” (Cushion, 2010; Hall & Smith, 2006)- The author is explaining that seeking to achieve athletic learning, coaches must extend their ability to learn from their behaviors and their philosophy.

• The act of planning often serves as a guide or mental model of the upcoming session that influences the content covered, session focus, learning opportunities, organisation of players and coach behaviour (Hall & Smith, 2006)- Again, the author here value the idea of conscious planning to have a better guide during sessions. All the planning would have a huge influence on the session quality, organization, and behavior.