Video self-reflection and coach development in New Zealand: a qualitative descriptive study

Mead, Simon
Spencer, Kirsten
Kidman, Lynn
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Master of Sport and Exercise
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Auckland University of Technology

This study directs attention to Sport New Zealand’s vision of having world leading coach development. In their quest Sport New Zealand has moved away from the structured accreditation system embraced by other leading sporting nations and adopted ‘on-going learning’ and ‘professional development’ framework. As part of this framework there is a key emphasis on self-reflection. The systematic and structured process of self-reflection is vital for coaches to become self-aware and develop their coaching. The use of video has been suggested as a tool that could enhance the reflective process. However, while there is considerable research on the benefits of video self-reflection (VSR) in both the education and coach development sectors, there remains limited research in understanding it’s use by coaches in New Zealand and to date there are no published studies that have used a qualitative research approach to understand how performance coaches in New Zealand engage in VSR. Drawing on data from interviews with New Zealand performance coaches this qualitative descriptive study looks to understand their perception of VSR as a tool for learning within their ‘on-going’ development. This study also looks to examine what are the potential barriers experienced by coaches to engaging in VSR. The six participants (one male and five female) were from four different sports (basketball, rugby, netball and football). Each participant was classified as a Performance coach, had coached for over 5 years in their particular sport and had recently (in the previous 12 months) participated in a coach development programme that aligned with the Sport NZ’s Coach Development Framework. The study data was gathered through semi-structured interviews. Four main themes emerged from the data: A positive perception of the benefits of engaging in VSR, a desire to engage in VSR which is not realised, perceived barriers to VSR (prioritization of time, logistics and self confrontation), and ‘modern’ vs. ‘old school’ coaches. The main finding of the study was that Sport New Zealand’s coach development philosophy has had an influential role on coach’s perceptions and awareness of the benefits of video self-reflection as a tool for learning. However while coach’s valued VSR the lack of exposure and experience in the process meant coaches did not value the practise enough to dedicate specific time towards it. The results of this study provide an evidence-base that can be used to support Sport New Zealand’s Coach Development Framework (CDF), and the modification of content to encourage the use of VSR and the goal of creating a world leading coach development programme.

Coach development , Video self-reflection , Coach education
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