a Cambridge Centre for Sport and Exercise Sciences , Anglia Ruskin University , Cambridge , UK.
b School of Sport, Exercise and Health Sciences , Loughborough University , Loughborough , UK.
J Sports Sci. 2019 Sep;37(18):2086-2093. doi: 10.1080/02640414.2019.1621045. Epub 2019 May 28.
It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-to-day practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledge-practice gap.
很明显，运动教练从多种相互关联的学习经历中学习，但目前直接的证据有限，无法说明教练具体学到了什么，以及这些综合经验如何塑造他们的知识和日常实践。本研究旨在调查两组英国青年足球教练在一年半的时间里的学习效果。研究使用教练分析和干预系统（CAIS）和相关的视频刺激回忆访谈，比较了完成正式教练教育课程的教练和没有接受正式教育的教练的实践行为和知识运用的变化。数据表明，学习期间对参加正式教练教育的教练和未参加教育的教练有不同的影响。关于个别球员和战术的知识运用的变化反映在针对个人的行为增加，以及与教练参与教育相关的技术与战术相关问题的比例发生变化。总的来说，教练知识的变化比实践行为更为明显，这表明缺乏弥合知识与实践差距的深度学习。
