One way to correct or maintain performance is through feedback. Feedback is defined as the information that is available during or after a performance (Schmidt & Wrisberg, 2004). It is provided, intrinsically or extrinsically, to enhance athletes’ learning. Without feedback, it is difficult for athletes to understand and make decisions about their performances. Athletes who obtain some form of feedback tend to perform consistently (Davids et al., 2008).

One of my roles as a coach is to observe and analyse sporting performance. If I have more of an in-depth knowledge of the task, environmental, and individual constraints that influence the learning setting, then this would give me more of an understanding on different scenarios, being able to give effective feedback (Davis & Broadhead, 2007). For example, if I was to teach the athletes kick ups in football, I would then have to consider and list all the parts of the task, environmental, and individual constraints and be able to manipulate them to effect learning. Here is an example of the considerations:

Task: distance, special awareness

Environmental: noisy crowds, windy conditions

Individual: vision, strength

Or another scenario is that when for example teaching two-on-two game of football, I would have to break down the multitude of options of that skill, such as space, width, concentration and needed strength. This information will enhance my analysis of what will guide athletes to enhance performance. Video analysis has become a major tool in coaches’ toolbox s to help analyse performance and enhance feedback with athletes (Hughes, 2008).

As a coach I do try to give a lot of feedback where possible. Because I know some of the participants needs is to improve and progress themselves within a certain amount of time. So it is very important to me that I help them train to improve, giving feedback on both strengths and weaknesses. I need to help them reach their goal and objective as a coach. I feel that if a lot of time and effort is put into training both, in my sessions as well as in spare time then success is achievable. A lack of effort and poor commitment makes it more and more harder for my as well as the participant. When an athlete shows good authority and good effort, you know as a coach they want to learn and become better each time.

Davids, K., Button, C., & Bennett, S. (2008). Dynamics of skill acquisition: A constraints- led approach. Champaign, IL: Human Kinetics.

Davis, W.E. & Broadhead, G.D. (2007). Ecological task analysis and movement. Champaign, IL: Human Kinetics.

Schmidt, R. & Wrisberg, C (2004). Motor learning and performance: A problem based learning approach (4th ed.). Champaign, IL: Human Kinetics.

When coaching, it is very important to reflect. Giving feedback helps the athletes to understand where they are going wrong and how could they change it or make it better to make an improvement. As a coach I normally tend to reflect during activities but more towards the end of the session, during the match. This is one of my weaknesses. I will reflect back to my athletes but my technique and way of proceeding is very poor.

According to academic literature there is three ways in which reflective practice can be applied in a coaching content Gilbert & Trudel, 2001).

1. Reflection in action
2. Reflection on practice
3. Retrospective reflection on practice

Reflection in action:

• Action present
• Analysis is live
• Feedback is delivered during practice
• Set up of activity is crucial to capture key points
• Feedback is reinforced through activity
• Consider the strengths and weaknesses

So basically stopping and starting the game to say where athletes are going wrong or to even say what they did correctly. Telling them positive feedback when reflecting encourages them more. This is the only technique I use when coaching. I feel like this technique is my comfort zone. I know how to reflect with this technique very comfortably. But I still feel like I need to do a lot more work on reflecting. I need to start using the other ways of this model. This will help me to improve as a coach, and maybe help the athletes as an individual and as a group.

Reflection on practice:

• In the action present
• Pre or post activity coaching
• Coaching activity is framed around key points
• Consider the strengths and weaknesses

This practice is talking through the situation with the whole group, ensuring attention and focusing on key points.

Retrospective reflection on practice:

• Reviewing the effect and impact of your coaching
• Outside of the action present

Reflecting differently and constantly throughout the training session helps the athletes to have more of an understanding on improvement. Encourages them to progress further, and then reaching success. I think it would also be a good idea if I got another coach who observed and analysed my coaching, to see where I could improve, and to see what I’m doing correctly.

Sometimes in coaching when progressing a certain drill, it can either go very well or it can go a little down hill. Down hill meaning if it was 5 V 5 but no progressions or aim which means nothing was achieved in that certain drill. Needs to be improved or changed to make it more challenging.

Three levels of reflection (Van Manen, 1977)

Technical: Focuses upon the objectives of the session and the effective application of knowledge.

• Did I utilise the space?
• How effective was my feedback?
• Did I motivate the team?
• Did I have enough equipment?

Practical: This level of reflection occurs when a coach analyses the session in relation to the people being coached.

• Did the participants understand?
• Did I know enough about them?
• Did they work well as a group?
• Did the session challenge all the players?

Critical: This level of reflection occurs when the coach questions the moral and ethical implication of their coaching.

• Who’s needs am I addressing?
• Was it beneficial to everybody?
• Did I treat everyone fairly?

When preparing and planning my training sessions I do tend to ask myself a lot of questions, mainly the same questions every week. But I think I need to ask my self different questions every week. For example, Did I motivate them? This is another area where I could improve on. Gilbert and Trudel’s model as well as Van Manen’s theory will help practice these reflection techniques when coaching. The more I practice the easier it will be for myself.

Gilbert, W. & Trudel, P. (2004). Analysis of coaching science research published from 1970-2001. Research Quarterly for Exercise and Sport.

Van Manen, M. (1997). Linking ways of knowing ways of being practical. Curriculum inquiry 6(3), 205-228