Bridging the Gap Between Science and Application: The Use of Cocreation Educational Workshops in Professional Youth Soccer
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We examined whether practice activities adopted by professional youth soccer coaches are modulated through the implementation of and engagement with cocreative evidence-based programs. Across two experiments, we used systematic observation to identify the practice activities of seven coaches across 134 sessions. In Experiment A, drill-based and games-based activities were recorded and quantified. To encourage behaviour change across the study, the systematic observation data were compared with skill acquisition literature to provide coaches with quantitative feedback and recommendations during workshops. Postworkshop systematic observation data indicated that practice activities used by coaches changed in accordance with the evidenced-based information (increase in games-based activities) delivered within the workshop. Interview data indicated that coaches typically stated that the workshop was a key reason for behaviour change. In a follow-up Experiment B, feedback and recommendations were delivered using an interactive video-based workshop. The systematic observation data indicated that coaches increased the use of soccer activities that contained active decision making with coaches citing the workshop as a key reason for behaviour change. These findings indicate that coaching practice activities can be supported and shaped through the implementation of cocreated workshops wherein coaches collaborate with sport scientists and researchers to bridge the gap between science and application.
Andrew, Miller, McRobert, Seerden, and Littlewood are with the Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom. Ford is with the Department of Psychology and Pedagogic Sciences, St Mary’s University, Twickenham, London, United Kingdom. Foster is with the Cognition, Motion and Neuroscience Unit, Istituto Italiano Di Tecnologia, Genoa, Italy. Hayes is with the Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom.
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