Video self-reflection and coach development in New Zealand

Abstract

Drawing on data from semi-structured interviews with New Zealand coaches (N = 6) this study examined how video self-reflection (VSR) was perceived as a tool for learning within 'on-going' coach development. This study also looked to determine the potential barriers experienced by coaches before engaging in VSR. Each participant was a Performance coach (as identified by the NZ Coach Development Framework) with 5+ years coaching experience and had recently (in the previous 12 months) participated in a coach development programme that aligned with Sport NZ's Coach Development Framework. Five main themes emerged from the data, coaches had a positive perception of the benefits of VSR, a desire to engage in VSR but did not prioritise the time, logistical concerns, a fear of self confrontation, and evidence of knowledge for 'modern' coaching development. Findings indicated that coaches valued VSR as a tool for learning however, the lack of exposure and experience in the process meant coaches did not value the practise enough to dedicate specific time towards it. This study provides an evidence-base that can be used to support National Governing Bodies coach development frameworks, and the modification of content to encourage the use of VSR as a tool for learning. KeywordsCoaching, Self-reflection, Coach Development, Video IntroductionThe nature of coach learning has become an increasingly subject of research (Cassidy, Jones & Potrac, 2009; Cushion, Armor & Jones, 2003;Cushion, Nelson, Armour, Lyle, Jones, Sandford & O'Callaghan, 2010;Lyle, 2002). Formal coach education has traditionally been a primary vehicle for 'learning' and raising the standard of coaching practice with a subsequent increase in the level of investment and delivery of coach development programmes in western nations such as Australia, UK and Canada (Cassidy, Potrac, & McKenzie 2006;Cushion et al., 2003; Nelson, Cushion & Potrac, 2013; Trudel & Gilbert, 2006). However, learning can happen through a number of means, including informal environments such as observation, discussion with 'others' and self-reflection of practical experience. (Cushion et al., 2003;Irwin, Hanton & Kerwin, 2004; Nelson & Cushion, 2006; Nelson et al., 2013).In attempts to better prepare coaches, national bodies responsible for coach education have 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 F o r P e e r R e v i e w O n l y started to embrace the value of informal approaches to learning and development (Werthner & Trudel, 2009). Informal learning is a learning experience without a prescribed curriculum, including self-learning, interactions with other coaches, on the job learning, seminars and conferences (Sport NZ, 2012). This call for a broader emphasis on informal learning has led to, theoretically informed, pedagogical approaches in the design of coach education curricula, learning...

Determinants of coaching success: a systematic review

“…Reflection takes place after a cognitive activity and seeks justifications for understanding the complex situations proposed (Cushion et al , 2003; Slavich and Zimbardo, 2012; Taylor et al , 2015; Mead et al , 2016; Yang et al ., 2018). Reflection enables the cognitive elaboration of feedback, enabling the behavioral changes necessary for learning.…”

“…Reflection enables the cognitive elaboration of feedback, enabling the behavioral changes necessary for learning. Nash and Sproule (2011), Slavich and Zimbardo (2012), Jayarman et al (2014) and Mead et al (2016) argue that the use of non-traditional (in terms of therapy) tools, such as videos, can enhance reflection.…”

“…Cushion et al (2003), Slavich and Zimbardo (2012), Taylor el al. (2015), Mead et al (2016) and Yang et al (2018) provide the main concepts on coaching reflection. For these authors, reflection is a process of experiential learning, that is, a way of understanding complex situations that occur after the end of an activity that seek to justify what has been said or done.…”

“…According to Daudelin and Hall (1997), reflection can strengthen the cognitive elaboration of feedback from experimental data and lead to necessary behavioral changes that drive coachee learning. Nash and Sproule (2011), Slavich and Zimbardo (2012), Jayarman et al (2014) and Mead et al (2016) argue that a coach should offer alternative tools for reflection, such as watching videos and organizing training and reflection sessions. Reflection allows the coachee to evaluate the various elements of his coaching and thus get a review and enable career or life decisions.…”

Intérêt d’un protocole basé sur l’immersion en 3 dimensions pour permettre la prise de conscience, par des coaches de volleyball, de leur stratégie d’observation du jeu en match

“…À titre d'exemples, une revue de littérature récente, analysant 89 articles scientifiques portant sur l'utilisation de la vidéo dans les pratiques réflexives des enseignant(e)s, a conclu que cet outil pouvait apporter des bénéfices en termes d'apprentissages pour les praticiens ayant l'occasion de se confronter et de réfléchir à leurs pratiques (Hamel & Viau-Guay, 2019). Au niveau du coaching aussi, plusieurs études encouragent l'utilisation de la vidéo comme moyen d'autoconfrontation avec sa pratique (Carson, 2008 ;Mead et al, 2016). Il n'est donc pas étonnant que les participants à cette étude aient considéré que le fait de se voir et de s'entendre leur avait permis de se remettre en question et d'améliorer leur pratique.…”