When and How to Provide Feedback and Instructions to Athletes? - How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

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aut.relation.journalFrontiers in Psychologyen_NZ
aut.relation.volume11en_NZ
aut.researcherMillar, Sarah-Kate
dc.contributor.authorOtte, FWen_NZ
dc.contributor.authorDavids, Ken_NZ
dc.contributor.authorMillar, S-Ken_NZ
dc.contributor.authorKlatt, Sen_NZ
dc.date.accessioned2020-07-14T22:29:20Z
dc.date.available2020-07-14T22:29:20Z
dc.description.abstractIn specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes’ self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners’ understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework’s three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches’ choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches’ feedback and instruction processes are proposed.
dc.identifier.citationFrontiers in Psychology, 14 July 2020, https://doi.org/10.3389/fpsyg.2020.01444
dc.identifier.doi10.3389/fpsyg.2020.01444en_NZ
dc.identifier.issn1664-1078en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/13530
dc.publisherFrontiers Media SAen_NZ
dc.relation.urihttps://www.frontiersin.org/articles/10.3389/fpsyg.2020.01444/full
dc.rightsCopyright © 2020 Otte, Davids, Millar and Klatt. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectSpecialist role coaching; Augmented information; Constraints-led approach; Ecological dynamics; Skill acquisition
dc.titleWhen and How to Provide Feedback and Instructions to Athletes? - How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Trainingen_NZ
dc.typeJournal Article
pubs.elements-id383708
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Health & Environmental Science
pubs.organisational-data/AUT/Health & Environmental Science/Sports & Recreation
pubs.organisational-data/AUT/Health & Environmental Science/SPRINZ
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences
pubs.organisational-data/AUT/PBRF/PBRF Health and Environmental Sciences/HS Sports & Recreation 2018 PBRF
pubs.organisational-data/AUT/zTest
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