Towards enhanced methods of examining the practice activities and instructional behaviours of sport coaches

Journal of Sports Sciences

Volumn 28, Issue 14, 2010, Pages 1627-1630

  Ford, Paul R ^a   Williams, A Mark ^a   Yates, Ian ^b  

^a LIVERPOOL JOHN MOORES UNIVERSITY   (United Kingdom)

^b ENGLISH INSTITUTE OF SPORT   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649754532     PISSN: 02640414     EISSN: 1466447X     Source Type: Journal    
DOI: 10.1080/02640414.2010.522590     Document Type: Letter

References (11)

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3. Ford, P. R., Yates, I., & Williams, A. M. (2010). An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application. Journal of Sports Sciences, 28, 483-495.
4. Lacy, A. C., & Darst, P. W. (1984). Evolution of a systematic observation instrument: The A.S.U. Observation Instrument. Journal of Teaching in Physical Education, 3, 59-66.
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6. Masters, R. W. (2008). Skill learning the implicit way: Say no more! In D. Farrow, J. Baker, & C. McMahon (Eds.), Developing sports expertise: Researchers and coaches put theory into practice (pp. 89-93). London: Routledge.
7. Reilly, T., & Holmes, M. (1983). A preliminary analysis of selected soccer skills. Physical Education Review, 6, 64-71.
8. Williams, A. M., & Ericsson, K. A. (2008). How do experts learn? Journal of Sport and Exercise Psychology, 30, 653-662.
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10. Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalise to complex skill learning. Psychonomic Bulletin and Review, 9, 185-211.
11. Wulf, G., & Shea, C. H. (2004). Understanding the role of augmented feedback: The good, the bad, and the ugly. In A. M. Williams & N. J. Hodges (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 121-144). London: Routledge.