Developmental Contexts and Features of Elite Academy Football Players: Coach and Player Perspectives

MORLEY, David, MORGAN, Gareth, MCKENNA, Jim and NICHOLLS, Adam R. (2014). Developmental Contexts and Features of Elite Academy Football Players: Coach and Player Perspectives. International Journal of Sports Science & Coaching, 9 (1), 217-232.

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Official URL: http://journals.sagepub.com/doi/abs/10.1260/1747-9...
Link to published version:: https://doi.org/10.1260/1747-9541.9.1.217
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    Abstract

    Player profiling can reap many benefits; through reflective coach-athlete dialogue that produces a profile the athlete has a raised awareness of their own development, while the coach has an opportunity to understand the athlete's viewpoint. In this study, we explored how coaches and players perceived the development features of an elite academy footballer and the contexts in which these features are revealed, in order to develop a player profile to be used for mentoring players. Using a Delphi polling technique, coaches and players experienced a number of ‘rounds’ of expressing their opinions regarding player development contexts and features, ultimately reduced into a consensus. Players and coaches had differing priorities on the key contexts of player development. These contexts, when they reflect the consensus between players and coaches were heavily dominated by ability within the game and training. Personal, social, school, and lifestyle contexts featured less prominently. Although ‘discipline’ was frequently mentioned as an important player development feature, coaches and players disagreed on the importance of ‘training’.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Sport and Exercise Science
    Identification Number: https://doi.org/10.1260/1747-9541.9.1.217
    Page Range: 217-232
    Depositing User: Hilary Ridgway
    Date Deposited: 05 Apr 2018 11:39
    Last Modified: 05 Apr 2018 11:39
    URI: http://shura.shu.ac.uk/id/eprint/19124

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