A review of the use of a systematic observation method in coaching research between 1997 and 2016

ABSTRACT

A systematic observation method has been one of the most popularly employed methods in coaching research. Kahan’s review of this method conducted between 1975 and 1997 highlighted the key trends in this research, and offered methodological guidance for researchers wishing to use this method in their research. The purpose of this review was to provide an update of the use of a systematic observation method in coaching research and assess the extent to which the calls made by Kahan have been addressed. While in some respect this field of study has progressed (i.e., the introduction of qualitative methods), researchers adopting this method have failed to attend to many of the issues Kahan raised. For this method to continue to make a positive contribution towards the coaching research literature, researchers need to more critically reflect on how and why they are employing this method. At present, some of the decisions made by researchers who have conducted work in this area are not justified with a rationale. It is our intention that this review will serve as guidance for researchers and practitioners, and editors and reviewers of journals when attempting to assess the quality of this type of work.

KEYWORDS:

• Systematic observation
• coaching
• coaching behaviour
• methodology
• coaching practice

Disclosure statement

No potential conflict of interest was reported by the authors.

Note: References were an asterisk signify those papers included in the review

Notes

¹ A recreational context is characterised by a limited focus on competition, low intensity and commitment, formal organisation but irregular and local involvement. A developmental context is characterised by a more formal competition structure, and the requirement for a greater commitment from players than exists in participatory sport. Players are also often selected through some form of talent identification. Finally, an elite context is characterised by intensive preparation and involvement from players, highly structured and formalised competition, and coaches who work with the same group of players in a full-time capacity (Trudel & Gilbert, 2006, pp. 520–522).