Teaching behavior profile during practices of an effective basketball coach in a performance coaching context /by Matthew Emmett.

The purpose of the study was to systematically document the teaching behavior profile of an effective basketball coach in a performance coaching context. An interpretative case study approach with multiple methods of data collection and analysis were employed to develop a teaching behavior profile of a successful NCAA Division 1 collegiate women??s basketball coach in the practice setting. Data were collected across the 2010 _ 2011 collegiate basketball season and seven practices were analyzed using the Teaching Effectiveness Sport Coding System (Gilbert & Riddle, 2011). The Teaching Effectiveness in Sport Coding System enabled the researcher to code the frequency of 15 instructional non instructional teaching behaviors. Results from the present study reveal that instruction was the most frequently observed teaching behavior (34.3%). This finding concurs with previous research on teaching behavior effectiveness in the performance sport setting (e.g., Becker & Wrisberg, 2008; Bloom, Crumpton & Anderson, 1999; Tharpe & Gallimore, 1976). The second most frequently observed teaching behavior was use of student-athlete first name (20.7%) and the third most frequently observed teaching behavior was praise (14%). Both findings support the promotion of an athlete_centred coaching approach (Kidman, 2005) and an autonomy supportive learning climate (Mageau & Vallerand, 2003)