AIM To understand how an international rugby coach used questioning behaviours in on-pitch activities during training and competition. METHODS The coach’s behavioural intentions and “coaching philosophy” were investigated through semi-structured interviews. On-pitch coach behaviour was then systematically observed using the Rugby Coach Activities and Behaviours Instrument (RCABI). The RCABI includes behaviour and activity classifications enabling actions to be understood within their micro-contexts. RESULTS Overall, questioning accounted for only 6.34% of on-pitch behaviours; yet, this was the coach’s most frequent direct interaction with players. Time spent questioning varied between activity contexts during training, but was never used during match play. The impacts of intentions, contexts and constraints on questioning behaviour are discussed. CONCLUSION The nuances of questioning behaviour need to be examined in greater depth and with more rugby coaches. It is essential to understand how and why questioning is used in on-pitch and off-pitch contexts. Future studies need to investigate the content of questions (i.e., convergent, divergent types), their intended purpose, how they are influenced by contextual factors, and the perceptions of recipients (i.e., how they impact player outcomes).
|Publication status||Published - 15 Sep 2015|
|Event||World Rugby Science Network Live 15 - Bath, UK|
Duration: 15 Sep 2015 → …
|Conference||World Rugby Science Network Live 15|
|Period||15/09/15 → …|