Situated cognition among American football coaches in Japan: Effects of the ongoing method on their coaching cognition

Abstract

We examined the American football coaches' ability to perceive various situations such as alignments, formations, performances, and tactical anticipation during a game. This study investigated the differences in cognition among three coaches at different levels of proficiency (beginner, less experienced, and experienced), by using the “ongoing” cognitive method. This method recorded what and where the coaches observed during a game. Coaches were requested to state their observations while watching these game videos. Data were collected three times to (1) examine the effectiveness of the ongoing method, and (2) determine whether it contributed to improving their coaching skills. Results revealed that the more experienced a coach was, the more he/she recognized better. Their situated cognition improved with the repetition of the ongoing cognitive method as well.