Abstract
Strength and Conditioning (S&C) coaches are responsible for improving athletes' performance, which is achieved through various types of training. For athletes who are learning to improve their performance, it is important for the coach to guide their development by asking meaningful questions. The purpose of this study was to investigate the process by which questioning skills can be improved using Action Research (AR) methodology. In this study, 4 cycles of AR were conducted to improve the author's questioning skills, which were both lower-(complex) and higher-order (simple) questions, with avoidance of leading questions. The author of this paper was working as a S&C coach with a collegiate men's volleyball team. Fifteen players voluntarily participated in this study. As part of the AR methodology, the author selected an academic supervisor and a critical friend to observe and provide feedback based on coaching practices. An action plan was formulated through discussions based on the videotaped practices. A systematic observation approach was selected to elucidate behavioral differences in coaches over a six-week period. A modified version of the Arizona State University Observation Instrument was also used.
Interviews were conducted to reveal athletes' feelings about the coach's use of questioning. Strength and vertical jump performance were assessed before and after the AR intervention. As a result of the AR, the author's questioning skills were improved. There were three processes through which questioning skills were improved: 1) increased familiarity with higher-order questioning, which made the athletes think rather than being told, 2) increased time for planning explicit higher and lower-order questions, and 3) challenging the thinking of athletes through the use of questioning to create a better interaction between coach and athletes. This study challenged the author's use and understanding of S&C coach questioning skills for the first time. Fromthis research, the AR procedure was considered to be a very useful tool for improving the coaching skills of S&C coaches. Further research to seek ways of improving the pedagogical skills of S&C coaches will be necessary.
