Using Written, Audio, and Video Vignettes to Translate Knowledge to Elite Strength and Conditioning Coaches

in International Sport Coaching Journal

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Christoph SzedlakUniversity of Southampton

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Matthew J. SmithUniversity of Winchester

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Bettina CallaryCape Breton University

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Melissa C. DayUniversity of Chichester

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DOI:
https://doi.org/10.1123/iscj.2018-0027
Keywords:
coach development; knowledge translation; narrative learning
In Print:
Volume 6: Issue 2
Page Range:
199–210
Restricted access

Research has shown that vignettes are useful in disseminating complex and applied information to practitioners with research mainly utilising written and audio vignettes to disseminate good practice. The current study examined the utility of a research-based vignette, presented in different formats (written, audio, video), to disseminate information to elite strength and conditioning (S&C) coaches. A single vignette was developed in three formats: a written, an audio, and a video vignette. The vignette involved an experienced S&C coach as the main character, and the plot outlined how this S&C coach aimed to learn more about effective coaching. Nineteen elite S&C coaches reflected on the utility of different vignette formats. Data were analysed using a thematic analysis. Overall, the results suggest that vignettes are useful in translating knowledge and encourage action, regardless of which format is used. Furthermore, the S&C coaches reported a preference for the video format, due to the video’s ability to communicate emotional, verbal and non-verbal behaviours. Practically, the vignette prompted the S&C coaches to reflect on areas such as coaching philosophy and values resulting in initial changes in their coaching practice.

Christoph Szedlak is with the Department of Sport and Wellbeing, University of Southampton, Southampton, United Kingdom. Matthew J. Smith is with the Faculty of Business, Law and Sport, University of Winchester, Winchester, United Kingdom. Bettina Callary is with the Department of Community Studies, Sport and Physical Activity Leadership (Coaching), Cape Breton University, Sydney, Canada. Melissa C. Day is with the Department of Sport and Exercise Sciences, University of Chichester, Chichester, United Kingdom.

Address author correspondence to Christoph Szedlak at cszedlak@gmail.com.
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