Deliberate practice is defined as an activity that is highly relevant to improving performance. It is effortful, challenging, not inherently enjoyable, or immediately rewarding and underpinned by advanced cognitive processing. The authors examine the effect of increasing cognitive processing during deliberate practice on skill learning in intermediate-level performers using a novel approach and quasi-experimental design. Two matched groups of intermediate-level Gaelic football players practiced a kick they identified as being most relevant to improving performance during an acquisition phase and pre-, post-, and retention tests. During acquisition, participants rated practice for cognitive effort and enjoyment. An intervention group engaged in structured cognitive processing before, during, and after the kicking practice sessions, whereas a control group did not. Both groups improved kicking accuracy across pre-, post-, and retention tests; however, the intervention group improved accuracy significantly more than the control group. The intervention group rated practice greater for mental effort compared with the control group, while both groups rated practice low for enjoyment. The intervention group increased reflection and evaluation to a greater degree following practice compared with the control group. Findings highlight the value of applying the principles of deliberate practice and increasing cognitive processing to expedite learning in intermediate-level performers, with implications for skill learning across many professional domains.
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Lessons From the Experts: The Effect of a Cognitive Processing Intervention During Deliberate Practice of a Complex Task
Edward K. Coughlan, A. Mark Williams, and Paul R. Ford
An Examination of Bilateral Skill Proficiency and Frequency of Pass in Selected and Nonselected Youth Academy Gaelic Footballers
Kevin J. Murray, Con Burns, Sean Lacey, Cian O’ Neill, and Edward K. Coughlan
This study examined differences in bilateral skill proficiency and frequency of use between selected and nonselected under-17 male intercounty academy Gaelic footballers. Participants (N = 82, mean age = 15.54 years, SD = 0.27) were retrospectively grouped as selected (n = 19) and nonselected (n = 63) for the final squad. A discrete skills test evaluated bilateral hand pass and kick pass proficiency. Within-academy matches (N = 8) were recorded to analyze in-game bilateral passing proficiency and frequency (N = 3,109). Selected players were more proficient in both nondominant kick pass (p = .001) and nondominant hand pass (p = .007) in the discrete skills test and nondominant hand pass (p = .002) in match play. Nonselected players used the dominant hand pass (p = .037) significantly more than selected players in match play. The strongest predictors of selection were the nondominant kick pass and nondominant hand pass in the skills test, and successful dominant kick pass and successful nondominant hand pass in match play (p < .05), with 89% of players correctly classified. The findings suggest that higher bilateral proficiency scores provide greater opportunities to be selected.
A Case Study Analysis of the Coach–Athlete Dyad in Different Age Grade Nonelite Rugby Union Teams
Kevin Smith, Con Burns, Cian O’Neill, Noreen Quinn, John D. Duggan, Nick Winkelman, Matthew Wilkie, and Edward K. Coughlan
The coach–athlete dyad is complex where both parties can often have contrasting perceptions of each other. The purpose of this research was to examine coaching behaviors and perceptions of the coach–athlete relationship across different age grades of rugby football union. Coaches (n = 5) and athletes (n = 78) from three separate rugby union teams (Child, Adolescent, and Adult) had their training sessions (n = 3) analyzed using the Coach Analysis and Intervention System. Athlete perceptions of their coaches’ behaviors were measured via the Coaching Behavior Scale for Sport, while coach perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire. Prescriptive coaching styles were observed in all coaches as Coach Analysis and Intervention System results showed high levels of explicit behaviors: “instruction,” “direct management,” and “feedback.” All coaches utilized similar time proportions within sessions for Coach Analysis and Intervention System “Practice,” “Playing,” and “Management” states, respectively. Questionnaire results revealed positive perceptions between coaches and athletes for all teams. Despite positive bidirectional relationships, the prescriptive coaching style displayed by all coaches may not align to best coaching practice. Development of a coach’s behaviors, training content, and perceptions through coach education has the potential to enhance their athletes’ sporting experience, athletic development, and sport-specific competencies.
