PES6252 Chap.7 Instruments for the Coaching Practice Environment
Instruments for the Coaching Practice Environment
Fourteen categories, built for a training ground
The instrument at the centre of this chapter was developed for coaching rather than adapted from classroom teaching, designed around training rather than competition, to record what a coach actually does on the practice field.
It has been applied widely and is still used as a comparison baseline, which is the practical reason to choose it for a student project: a profile coded with it can be set beside published profiles from other sports and decades, and the comparison means something because the categories match. Read its fourteen categories for what they added rather than as a list.
Modelling appears twice, positive and negative, which no classroom instrument had. Physical assistance appears, which only exists in a moving setting. Hustle appears, which is a sport word.
The instruction triad is the idea that mattered
Instruction is split three ways by its timing relative to the athlete attempt: pre instruction before it, concurrent instruction during it, post instruction after it.
The argument for the split is short and worth stating precisely. When a cue arrives, relative to the attempt, changes what can be done with it. One shouted mid movement has to compete for attention with the movement itself, so it is not simply an earlier cue delivered late. A profile dominated by the first type describes a coach who specifies everything up front and leaves the athlete nothing to solve.
A profile with almost none of the third describes errors nobody ever closed out, so whether they were repaired was left to luck. The three rates also move independently, which makes the distribution something a coach can work on rather than something a coach is.
What this chapter covers
- 01
An instrument built for coaching rather than adapted from teaching
- 02
The fourteen categories, and the three that could only come from sport
- 03
Pre, concurrent and post instruction, split by timing not by content
- 04
Why concurrent instruction competes with the athlete own attention
- 05
Coding procedure: event and duration together, and rate per minute
- 06
The instruction dominant and question poor profile across sports
Interpret three instruction triads and refuse the ranking
- 3Give two separate reasons the word best fails here.
- 4Read each profile as a hypothesis with a stated alternative.
- 2State the finding that survives a question from the floor.
Key terms
- Pre-instruction
- What a coach says ahead of an attempt. Relying on it heavily describes a coach who specifies everything up front and leaves the athlete nothing to work out.
- Concurrent Instruction
- A cue called out while the movement is still under way, competing for attention with the movement itself.
- Post-instruction
- Evaluation or correction once the attempt is over. Where it is missing, whether an error was ever repaired is left to luck.
- Positive Modelling
- A demonstration of how the movement is meant to look, coded separately because showing carries information no spoken category captures.
Instruments for the Coaching Practice Environment FAQ
Why is the instruction triad treated as such an important idea?
Because it converts one large category into a diagnosis. Before the split, instruction was a single count that told you a coach talked a lot about technique. After it, the same session tells you whether the coach sets athletes up, talks over their attempts, or corrects them afterwards, and each of those has a different consequence for the athlete.
The three rates also change independently and can be worked on independently, which is why the source describes the balance as a coachable profile rather than as a characteristic of the coach.
My group wants to know if a coach spreads attention evenly. Which instrument?
Only the multidimensional system, because its interaction dimension stores who a behaviour was directed at. Any other instrument in this course would give you a complete, reliably coded record that is silent on the question, since they all treat the coach act as the unit and none of them stores a recipient.
This is the expensive version of the instrument selection mistake: the data are not wrong, they simply cannot be made to answer, and it is only discoverable before the coding starts.
Assessment move
Code ten minutes of one session for the triad alone, ignoring the other eleven categories, and convert to rate per minute. Three numbers from ten minutes of work is the single highest return exercise in this course, because the triad is the instrument distinctive contribution and it is what your presentation can build a comparison on.
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