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Journal of Sports Sciences Volume 28, 2010 - Issue 14
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Letters to the Editor: A Reply

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

Paul R. Ford Liverpool John Moores University, Liverpool, UKCorrespondence[email protected]
,
A. Mark Williams Liverpool John Moores University, Liverpool, UK
&
Ian Yates English Institute of Sport, Sheffield, UK
Pages 1627-1630 | Published online: 02 Dec 2010

References

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  • Ford , P. R. , Coughlan , E. and Williams , A. M. 2009 . The expert-performance approach as a framework for understanding and enhancing coaching performance, expertise and learning . International Journal of Sports Science and Coaching , 4 : 451 – 463 .
  • Ford , P. R. , Yates , I. and 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 .
  • Lacy , A. C. and 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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  • Reilly , T. and Holmes , M. 1983 . A preliminary analysis of selected soccer skills . Physical Education Review , 6 : 64 – 71 .
  • Williams , A. M. and Ericsson , K. A. 2008 . How do experts learn . Journal of Sport and Exercise Psychology , 30 : 653 – 662 .
  • Williams , A. M. and Hodges , N. J. 2005 . Practice, instruction and skill acquisition: Challenging tradition . Journal of Sports Sciences , 23 : 637 – 650 .
  • Wulf , G. and 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 .
  • Wulf , G. and Shea , C. H. 2004 . “ Understanding the role of augmented feedback: The good, the bad, and the ugly ” . In Skill acquisition in sport: Research, theory and practice , Edited by: Williams , A. M. and Hodges , N. J. 121 – 144 . London : Routledge .

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