European Journal of Physical Education and Sport Science ISSN: 2501 - 1235 ISSN-L: 2501 - 1235 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 10 │ 2017 doi: 10.5281/zenodo.852532 THE EFFECT OF QUALIFICATION LEVEL ON SOCCER MATCH COACH BEHAVIOUR: A MIXED METHODS STUDY Amadeus Clementsi, Jon Meyler Moulton College, Northampton, UK Abstract: The aim of this study was to investigate the effect of English Football Association (FA) qualification level on coaches’ behaviours during soccer matches using a mixed methods approach. Coaches qualified by the FA at level 1 (n=5), level 2 (n=5), Union of European Football Associations B (UEFA B) (n=5) and UEFA A (n=5) agreed to participate. A grand total of 57,384 behaviours were recorded using the coach analysis intervention system and subsequently each coach was interviewed for a mean duration of 29±11 minutes. Level 1 and level 2 qualified coaches used convergent questions at a higher percentage of total behaviours in comparison to UEFA B and UEFA A licenced coaches (p<.05). UEFA A licenced coaches used scolds at a higher percentage of total behaviours when compared to level 1 qualified coaches (p<.05). Qualification level had no effect on coaches’ rationale for using the behaviours they did. Collectively, these results may indicate that coaches with higher qualifications have higher expectations of player’s performance. However, this effect could be attributed to performance standard differences, as highly qualified coaches tend to work with players who compete for teams of higher performance standard. Keywords: systematic observation, interpretive interviews, senior men's soccer coaches 1. Introduction Coaches have the capacity to influence players’ performance through their behaviours Baker Côté & Hawes, , p. ; Chambers & Vickers, Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group , p. ; O’Connor et al., 1 Amadeus Clements, Jon Meyler THE EFFECT OF QUALIFICATION LEVEL ON SOCCER MATCH COACH BEHAVIOUR: A MIXED METHODS STUDY 2017, p.1; Guzmán & Calpe-Gómez, 2012, p.728; Khasawneh et al., 2013, p.43; Nicholls, Morley & Perry, 2016, p.172; Schmidt et al., 1989, p.352; Smith & Cushion, 2006, p.361; Zulqarnain et al., 2016, p.253). Coach behaviour is often defined as the words and actions used by a coach during practice sessions or matches and some examples include instruction, questioning and silence (Gallimore & Tharp, 2004, p.124). Over the past forty years, a considerable amount of research has focused on coaches’ behaviours (Cope, Partington & Harvey, 2016; Kahan, 1999, p.17). However, it is still recognised that current understanding and knowledge of coaching behaviours needs to be extended (Smith et al., 2017, p.157; Vinson et al., 2016, p.66). A significant shortcoming in current understanding of coaching behaviour relates to the lack of investigations conducted during matches (Cushion, Ford & Williams, 2012, p.1632). An explanation for this shortcoming is that fewer matches than practices occur in each sports season. Consequently, coaches’ behaviours have been studied more frequently during practices, thus creating a gap in current knowledge regarding coaches’ behaviours during matches Partington and Cushion, , p. . Furthermore, the literature reviews of Kahan (1999, p.25) and Cope, Partington & Harvey (2016, p.3) collectively indicate that 17 peer-reviewed articles have been published in relation to soccer coaches’ behaviours since . Yet, most of these studies tend to focus on youth team coaches and therefore there remains a need to extend current knowledge in relation to the behaviours of coaches working for senior men’s teams (defined as soccer teams comprised of male players aged 16 and above) (Partington & Cushion, 2013, p.375). Moreover, very few researchers have sought to investigate what independent variables may influence coaching behaviours (Cope, Partington & Harvey, 2016, p.1). One variable that could impact behaviour is the coach’s exposure to coaching qualifications (Abraham & Collins, 1998, p.73; Cassidy, Jones & Potrac 2009, p.59). Indeed, Nash et al. (2008, p.549) findings, indicate that coaches who have obtained higher levels of coaching qualifications, typically have better-defined coaching philosophies, thus might utilise certain behaviours at different frequencies than coaches with lower qualifications. For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejep/article/view/990 European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 2