Notational analysis is a systematic method of observing and analyzing coaching behavior. It can provide objective data on variables important for coaching effectiveness. One such analysis system is the Computerized Coaching Analysis System (CCAS), which collects data on an individual coach's comments, the technical success of athletes, and time management. Effective coaching behaviors include providing skill-related feedback and instructions focused on the goals of the drill. The timing, delivery, and emphasis of feedback should also be considered to optimize learning. Notational analysis can be used to establish a baseline of a coach's behavior and identify targets for change or reinforcement to modify their coaching approach.

1. NOTATIONAL
ANALYSIS
OF
COACHING
BEHAVIOUR
Alpesh C
Jadhav
1

2. Primary Function of Every Coach
•To Provide Athletes with the Opportunity to acquire,
refine, and learn skills that will produce a “Successful
Performance” in competition.
2

3. Responsibilities of Coach
• Identify the technical and strategic skills required for
successful performance
• Observe and analyse their athlete’s competence in the
execution of these skills
• Design training opportunities to assist the acquisition and
learning of these skills
• Provide instruction and feedback on these skills in the
training environment
3

4. Effective Coaching
•Crucial to the Pursuit of “Optimal Sporting
Performance”
•The More Effective the Coaching, the More Fully the
Coach’s Role will benefit “Athlete Performance”
4

5. Notational analysis of the “Instructional
Process”
•Promotes the objective assessment of “Coaching
Behaviour”
•provide insight into variables deemed important in
Determining Effectiveness
5

6. The Inclusion of “Notational Analysis” into the
Coaching Process
6

7. Systematic Observation
• Observation: a key element in efforts to improve teaching skills
• ‘Systematic Observation’ Methods could the observation and data
acquisition process provide reliable, accurate and consistent information for
the assessment of teacher effectiveness
• Permits a Trained Observer to use a set method (The Observational
Instrument) to Observe, Record, and Analyse Events and Behaviours.
• With the Assumption that other Observers, using the Same Observational
Instrument, and Viewing the Same Sequence of Events, would agree with the
recorded data
7

8. • Observation methods: designed to produce information on specific
teacher and student variables
• The Instrument Chosen: should be tailored to the goals of the particular
observation.
• Once the Technique Best Suited to the Observational Goal is identified, a
means for Data Acquisition and Analysis is then chosen.
• This would consider:
I. Whether Real-Time or Post-Event acquisition was Desirable or
Achievable
II. Whether it required Hand Notation or the Recruitment of a Computer-
Assisted Tool
8

9. •The Data Obtained from “Systematic
Observation”:
•can serve as Information by which Teaching
Skills can be Improved
9

10. Systematic Observation Instruments
•Used to Observe “Instructional Behaviour”
10

11. Flanders Interaction Analysis Categories
System (FIACS)
•designed to Analyse “Verbal Teaching Behaviour”
under the headings of Teacher Talk, Student Talk and
Silence/Confusion.
11

12. 12

13. The Computerized Coaching Analysis
System (CCAS)
Designed to be an On-Site, Real-Time Computer-Driven System,
capable of In-Depth Analysis of “Coaching Behaviour”
1) Collected Data on the “Individual Comments” made by the coach
(CAI)
2) The Technical Success of Athletes during Practice Sessions (AAI)
3) The Time Management Skills of the coach (ATEI)
13

14. 14

15. Coaching Analysis Instrument (CAI)
• Designed to Analyse the Verbal Behaviour of the Coach when Organizing and
Instructing within a Defined Segment of Practice
• produced a Quantitative Analysis Profile reflective of Every Comment Made
during The Observed Practice
• Used in Conjunction with a Video-Taped Recording of the session, allowing the
user to Recall the Audio Visual Representation of the previously recorded
behaviour
• Designed to allow an Observer to Collect and subsequently analyse data
pertaining to the organization and instruction components of these drills
15

16. Display of screen from Focus X2
16

17. EFFECTIVE COACHING BEHAVIOURS
•Understanding the Data
•Should Comments be Skill- or Non-Skill Related?
• The focus of skill-related comments
•The timing of skill-related comments
•The delivery of skill-related comments
•The emphasis of skill-related comments
17

18. Understanding the Data
18

19. Should Comments be Skill- or Non-Skill
Related?
• Skill-Related Comments:
• Interactions directed at the Athletic Performance of the Learners
• Non Skill-Related Comments:
• Interactions directed at the Organization and Social Behaviour of the
learners
19

20. Example Data from an Analysis of Coaching
Behaviour
20

21. Should Comments be Skill- or Non-Skill
Related?
•More Effective Coaches Spend More Time instructing
the Proposed Content of the Session and Providing
Skill Related Feedback than do those who are Less
Effective
21

22. The Focus of Skill-Related Comments
• When Coaching Comments given in the form of Instructions, the
Comments will relate to how the Skill should be Performed, and
should pertain Specifically to the Skills and Concepts that the Drill is
Designed to Improve.
• Once the Skill has been Executed the Coach can Make Comment on
the Quality of the Performance in relation to its Goal.
22

23. The Timing of Skill-Related Comments
• In Developing a Strategy for their Verbal Behaviour, the Coach should
be Aware of the Attention Capacity of Athletes as they Learn.
• If the Skill is Low in Complexity, or Familiar to the Athlete, the
Athlete’s Information-Processing System can effectively handle other
Stimuli at that time.
• This is Not True if the Task Requires Full Allocation of Their Attention
23

24. The Timing of Skill-Related Comments
• Consideration must be given to the Amount and Timing of Instruction
and Feedback
• Successful Coaches have been shown to Deliver a Significant Amount
of Information as soon as Their Athletes are Free from the Immediate
Demands of Performance
24

25. The Timing of Skill-Related Comments
• A Related Issue to the Timing of Instruction and Feedback is the
Frequency with which it is given.
• Practice with the Athletes Receiving Feedback after Every
Performance has been shown to be Beneficial for the (temporary)
Performance of Skill, but Detrimental to the (relatively permanent)
Learning of Skill
25

26. Guidance Hypothesis
• Suggests that, Immediate Performance is Facilitated because the
Athlete is Guided toward the Target Performance, but that Learning
is Degraded as the athlete is Not Forced to Attend to Sensory
Feedback or Detect Errors
• In Practice, Feedback should be Frequent in Initial Practice to guide
the Athlete toward the Goal of the Action, then Systematically
Smaller as Practice continues to force these Self Detection Processes
26

27. The Delivery of Skill-Related Comments
• A Very Effective Way of Delivering Information is to Support
it with a Visual Demonstration
• Also known as Modelling
27

28. Demonstration
• Can Aid Learning by Accurately and Skilfully Portraying the Critical
Features of Performance.
• Creates an Internal Model which Guides the Athlete’s Response and
provides a Standard against which Feedback is Compared
• Should be Accompanied by briefly and clearly expressed Verbal
Instructions that Ensure the Athlete’s Attention is directed to the Key
Aspects of Performance.
28

29. The Emphasis of Skill-Related Comments
•The Information given should pertain to the
Skills and Concepts that the Drill is Designed to
Improve
29

30. The Case for Non-Skill-Related Comments
• Those Comments considered to be Non-Skill-Related, i.e.
Organizational, Effort, Behaviour and Non-Specific, also
Contribute to the Quality of the Learning Environment
30

31. MODIFICATION OF COACHING BEHAVIOUR
• Components that help guide the Modification of Behaviour Process:
1. A Baseline of Coaching Behaviour from Three or more Observations
should be Established.
2. Behaviour’s for Change or Reinforcement should be identified from the
Data Generated
3. Strategies to Facilitate the Change or Reinforcement of Targeted
Behaviour’s should be Specified.
4. Criteria for Evaluating the Targeted Behaviour’s should be Established
5. Start and Finish Dates for the Targeted Behaviour’s can be indicated
31

32. BIBLIOGRAPHY
32

33. THANKS
33