ECSS Paris 2023: CP-SH18
Video analysis has become an essential tool for soccer coaches, allowing them to study tactical schemes and optimize match preparation. However, given the vast amount of information generated during a match, structured note-taking is crucial for effectively recording and utilizing observations. This study examines the note-taking practices of ten professional coaches holding UEFA A Pro, UEFA A, CAF A, and AFC A licenses during match video analysis. The findings reveal diverse approaches, ranging from keywords to full sentences and visual diagrams. Notably, the quantity and depth of notes vary: some coaches take extensive, detailed notes, while others prioritize essential insights to prevent cognitive overload. Despite these differences, common trends emerge, particularly the emphasis on offensive and defensive sequences, as well as ball transitions. However, variations exist in how coaches prioritize information. In conclusion, structured note-taking is a vital strategic tool for enhancing tactical analysis, improving communication with players, and refining strategic decisions. The study suggests standardizing and enriching note-taking practices to maximize their effectiveness in sports coaching.
Read CV Hiba TahriECSS Paris 2023: CP-SH18
Introduction In Japan, corporal punishment by sports coaches has become a serious issue, emphasizing the importance of official training sessions for coaching skills. If the coaching skills gained from official training, such as those provided by sports organizations, boost coaches’ confidence, they are expected to attend such training voluntarily. However, the most highly valued sources of information for acquiring coaching skills as perceived by coaches have yet to be clarified. Therefore, this study aimed to clarify the relationship between coaches’ confidence in their coaching and the sources from which they acquire their coaching skills. Method This study targeted 105 sports coaches (86 males and 19 females) who coach children from elementary to high school. Their average coaching experience was 18.11 years, and all participants held a coaching license certified by the Japan Sport Association. The survey consisted of two main elements: 1) sources of acquiring coaching skills (official training, coaching books or websites, past experiences as an athlete, and advice from peers) and 2) confidence in their coaching abilities (achieving victory, teaching proprieties, ensuring enjoyment, enhancing physical ability and skills, fostering patience, and promoting cooperation). The coaches were asked to respond using a four-point scale for each question. Results The coaches were confident in all areas of coaching except achieving victory. However, for all aspects of coaching, more coaches rely on past experiences and advice from peers than official training sessions. Furthermore, a multiple regression analysis revealed that attending training influenced coaches’ confidence in achieving victory and ensuring enjoyment; however, no sources of information were found to significantly impact confidence in teaching proprieties or promoting cooperation. Discussion Although the coaches were confident in their coaching, they acquired their coaching skills more through advice from peers and past experiences than by attending training sessions organized by sports organizations. Peer advice and past experiences may sometimes include inappropriate coaching practices such as corporal punishment, which is not a recommended source. On the other hand, coaching skills related to character development, such as teaching proprieties and promoting cooperation, were not addressed in the training sessions, and attending these sessions did not influence the coaches’ confidence in their coaching. Although various opinions exist on using sports as a means of character development, it is necessary to ensure coaching skills through official training. It was concluded that there is a need to enhance the content of training sessions to promote the acquisition of coaching skills related to teaching proprieties and cooperation.
Read CV Kohei UenoECSS Paris 2023: CP-SH18
Background: Positive Coaching (PC) is a coaching philosophy focusing on developing athletes sports skills along with their social and life skills 1. In the past two decades, PC has proven effective for sport promotion throughout positive development in youth (references). However, to date there is still debate on what exactly PC is and how it is approached within practice. For this reason, the aim of this systematic review, conducted according to the PRISMA 2020 statement, was to investigate the effectiveness of PC educational programs to help practitioners foster positive developmental outcomes in young competitive and recreational athletes. Methods: The review was preregistered on Open Science Framework (OSF)2. The search was conducted through Web of Science and Scopus including all the sub databases. Keywords were determined using a research question formulated according to the PICO format. Literature screening was conducted by two researchers, plus a third to resolve disagreements. Quality was assessed by the Mixed Methods Appraisal Tool. Results: Out of 135 identified articles, 25 full texts were screened by titles and abstracts. A total of 10 studies matched the eligibility criteria. All studies included were intervention studies with either a quasi-experimental design (50%), observational/longitudinal (30%) or randomized controlled trials (20%). The effectiveness of PC interventions was measured by quantitative (e.g., questionnaires) and qualitative methods. The participants belonged to both competitive and recreational sports levels. The duration of the intervention varied from a 2-hour single session training to a 6-month educational program consistent of 1.5 hour on average per session. Both quantitative and qualitative findings showed that PC training interventions positively affected psychological aspects such as anxiety, motivational climate and coach-athlete relationship. Conclusion: This systematic review revealed considerable PC training benefits in terms of improving competencies, life skills, enhanced relationships among athletes, and a more open leadership style. According to the present study findings, academic institutions could structure PC training programs, while for the practitioner it creates a practical and structured guide, that facilitates and encourages the application of PC training in the development process of both coaches and their athletes. However, these results should be interpreted with caution, because of the medium quality of the literature analysed in this review. References: 1. Allen, J., & Cronin, L. D. (2016). A review of the academic research relevant to future developments of Positive Coaching Scotland. 2. Rosito, S. A., de Oliveira, R. F., Bertollo, M., Ghosh, P., Pompa, D., & Lopez-Flores, M. (2024, May 20). Positive Coaching Interventions for Sport Coaches: A Narrative Systematic Review. https://doi.org/10.17605/OSF.IO/BUCMK
Read CV Salvatore Alberto RositoECSS Paris 2023: CP-SH18