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Research Methods in Sports Coaching
Research Methods in Sports Coaching is a key resource for any student, researcher,
or practitioner wishing to undertake research into sports coaching. It takes the
reader through each phase of the research process, from identifying valuable
research questions, to data collection and analyses, to the presentation and
dissemination of research findings. It is the only book to focus on the particular
challenges and techniques of sports coaching research, with each chapter
including examples, cases, and scenarios from the real world of sports coaching.
The book introduces and explores important philosophical, theoretical, and
practical considerations in conducting coaching research, including contextual
discussions about why it’s important to do sports coaching research, how to
judge the quality of coaching research, and how sports coaching research
might meet the needs of coaching practitioners. Written by a team of leading
international scholars and researchers from the UK, US, Canada, and Australia,
and bridging the gap between theory and practice, this book is an essential
course text for any research methods course taken as part of a degree programme
in sports coaching or coach education.
Lee Nelson is a Lecturer in the Department of Sport, Health, and Exercise

Science at the University of Hull, UK. His research and teaching interests
include micro-politics, emotions, and pedagogy in coaching and coach education
contexts.
Ryan Groom is Senior Lecturer in Sports Coaching at Manchester Metro-

politan University, UK. His main teaching and research interests focus on
qualitative research methodologies and social theory to explore power, identity,
and interaction.
Paul Potrac is Professor of Sports Coaching at Edge Hill University, UK. His
research and teaching interests focus on exploring the social complexity of
sports coaching and coach education, with a particular emphasis on the political
and emotional nature of practice.
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Research Methods in Sports
Coaching
Edited by
Lee Nelson, Ryan Groom, and Paul Potrac
First published 2014
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2014 for selection and editorial matter, Lee Nelson, Ryan Groom, and
Paul Potrac; for individual contributions, the contributors
The right of Lee Nelson, Ryan Groom, and Paul Potrac to be identified as the
editors of this work has been asserted by them in accordance with the Copyright,
Designs and Patent Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Research methods in sports coaching / edited by Lee Nelson, Paul Potrac,
Ryan Groom.
pages cm
Includes bibliographical references and index.
1. Coaching (Athletics)--Research--Methodology. I. Nelson, Lee. II. Potrac,
Paul, 1974-
GV711.R47 2014
796.07’7--dc23
2013033788
ISBN: 978-0-415-62680-4 (hbk)

ISBN: 978-0-415-62682-8 (pbk)
ISBN: 978-0-203-79754-9 (ebk)
Typeset in Garamond
by Taylor & Francis Books
Contents
List of figures and tables viii

Notes on editors and contributors ix
1 Introduction 1
LEE NELSON, RYAN GROOM, AND PAUL POTRAC
PART I
Philosophical considerations 7
2 Philosophy of knowledge 9
CLIFFORD J. MALLETT AND RICHARD TINNING
3 Logical positivism 18
RONALD E. SMITH AND FRANK L. SMOLL
4 Interpretivism 31
PAUL POTRAC, ROBYN L. JONES, AND LEE NELSON
5 Poststructuralism 42
ZOË AVNER, LUKE JONES, AND JIM DENISON
PART II
Preparing and initiating the research process 53
6 Navigating the research process 55

WADE GILBERT, MARTIN CAMIRÉ, AND DIANE CULVER
7 Reviewing the literature 66

JOHN LYLE
8 The place of theory 76

LEE NELSON, PAUL POTRAC, AND RYAN GROOM
vi Contents
9 Writing and representing research 86
RYAN GROOM, LEE NELSON, PAUL POTRAC, AND BRETT SMITH
10 Ethical considerations 98
GRAHAM MCFEE
PART III
Quantitative approaches to coaching research 109
11 Questionnaires 111
DANIEL RHIND, LOUISE DAVIS, AND SOPHIA JOWETT
12 Systematic observation 123

GARETH MORGAN, BOB MUIR, AND ANDY ABRAHAM
13 Analysis of quantitative data 132

ADRIAN MIDGLEY AND BRYNA CHRISMAS
14 Judging quantitative research 147

JOHN TONER AND AIDAN MORAN
PART IV
Qualitative approaches to coaching research 159
15 Interviews 161
LAURA PURDY
16 Ethnography 171
CHRISTOPHER CUSHION
17 Analysis of qualitative data 181

WILLIAM TAYLOR
18 Judging qualitative research 192

BRETT SMITH, ANDREW C. SPARKES, AND NICK CADDICK
PART V
Contemporary approaches to coaching research 203
19 Autoethnography 205
BRIAN T. GEARITY
20 Discourse analysis 217

JOSEPH MILLS AND JIM DENISON
Contents vii
21 Conversation analysis 227
RYAN GROOM, LEE NELSON, PAUL POTRAC, AND CHRISTOPHER CUSHION
PART VI
Disseminating coaching research 239
22 Presenting coaching research 241

PHIL MARSHALL
23 Publishing coaching research 251

PIERRE TRUDEL, DIANE CULVER, AND WADE GILBERT
Index 261
List of figures and tables
Figures
3.1 A model of adult leadership behaviors in sport and hypothesized
relations among situational, cognitive, behavioral, and
individual difference variables 23
13.1 A scatterplot of the observed relationship between Banister’s
TRIMP and Edward’s TRIMP 134
13.2 Scatterplots showing the relationships in four sets of bivariate
data 136
13.3 A histogram showing normally distributed (A) and right-skewed
data (B) 139
13.4 The ladder of powers 141
Tables
3.1 Coding categories of the Coaching Behaviors Assessment System 24
13.1 Statistical tests that are common in sports coaching research 137
14.1 Forms of validity 153
19.1 Dominant ways of understanding autoethnography 207
20.1 Foucauldian discourse analysis 221
21.1 Conversation analysis transcription symbols 232
Notes on editors and contributors
Editors
Lee Nelson is a Lecturer in the Department of Sport, Health, and Exercise

include micro-politics, emotions, and pedagogy in coaching and coach
education contexts.
Ryan Groom is a Senior Lecturer in Sports Coaching at Manchester Metro-
politan University, UK. His main teaching and research interests focus on
qualitative research methodologies and social theory to explore power, identity,
and interaction.
Paul Potrac is a Professor of Sports Coaching at Edge Hill University, UK.
His research and teaching interests focus on exploring the social complexity
of sports coaching and coach education, with a particular emphasis on the
political and emotional nature of practice.
Contributors
Andy Abraham is a Principal Lecturer in the Carnegie School of Sports at

Leeds Metropolitan University, UK. His research and teaching interests
include professional education, practice, and decision-making.
Zoë Avner is a PhD candidate at the University of Alberta, Canada. Her
research takes a poststructuralist approach to develop more ethical and
effective coaching practices within performance sporting contexts.
Nick Caddick is a PhD student in the Peter Harrison Centre for Disability
Sport at Loughborough University, UK. His main research and teaching
interests are in qualitative inquiry and the health and well-being of combat
veterans, physical activity, and the natural environment.
Martin Camiré is an Assistant Professor at the University of Ottawa’s School
of Human Kinetics in Ottawa, Canada. Dr Camiré is a researcher in the
area of sport psychology and sport pedagogy and he is interested in
x Notes on editors and contributors
examining how positive youth development can be facilitated in the context
of school sport.
Bryna Chrismas is a Lecturer in Exercise Physiology in the Department of
Sport and Exercise Sciences at the University of Bedfordshire, UK. Her
research and teaching interests include exercise physiology with a particular
focus on muscle damage and recovery, and the application of research
methods and statistics in sport and exercise science.
Diane Culver is an Associate Professor in the School of Human Kinetics at
the University of Ottawa, Canada. Her research relates to coach develop-
ment in different contexts including disability sport and qualitative
research. She teaches sport pedagogy and psychology.
Christopher Cushion is a Reader in Sports Coaching at Loughborough
University School of Sport, Exercise, and Health Sciences, UK. His teaching
and research interests focus on a sociocultural understanding of the coaching
process and coach education and development.
Louise Davis is a Lecturer in Sports Coaching within the Department of
Sport, Exercise, and Rehabilitation, Northumbria University, UK. Her
research and teaching interests focus on the social psychology of coaching
with particular interest in exploring interpersonal relationships, emotions
in coaching, as well as individual differences.
Jim Denison is an Associate Professor at the University of Alberta, Canada.
His research examines coach effectiveness in track and field through a
Foucauldian lens. He is also Director of the Canadian Athletics Coaching
Centre.
Brian T. Gearity is an Assistant Professor of Sport Coaching Education in the
School of Human Performance and Recreation at the University of Southern
Mississippi, USA. His research interests include coach learning, education,
and effectiveness, qualitative methodologies, and understanding coaching
through the work of Michel Foucault.
Wade Gilbert is a Professor and Sport Psychology Coordinator in the
Department of Kinesiology at California State University, Fresno, USA. He
is an active researcher and consultant in the areas of coach education,
coaching effectiveness, and athlete talent development.
Luke Jones is a Lecturer in the Department of Sport, Health, and Exercise at
the University of Hull, UK. His research takes a poststructuralist approach
to examine the disciplinary nature of elite sport and how this effects
athletes’ retirement experiences.
Robyn L. Jones is a Professor at the Cardiff School of Sport, Cardiff Metro-
politan University, UK. His research examines the complexity of coaching
and how coaches manage the power-ridden dilemmas that arise. He has
Notes on editors and contributors xi
published several books and articles on coaching and pedagogy, and is the
Editor-in-Chief of Sports Coaching Review.
Sophia Jowett is a Reader in the School of Sport, Health, and Exercise Sciences
at Loughborough University, UK. Her research and teaching interests
include psychosocial factors in competitive sport, applications of sport
psychology in enhancing relationships, communication, and behaviors, as
well as coaching-related issues.
John Lyle is a Professor of Sport Coaching at Leeds Metropolitan University,
UK. His research interests are centered on conceptual development and
modelling in sports coaching, and decision-making by coaches.
Graham McFee is a Professor in the Philosophy Department at California
State University, Fullerton, USA and Emeritus Professor of Philosophy at the
University of Brighton, UK. His major interests include the philosophy of
Wittgenstein, philosophical aesthetics, and the philosophy of sport. He has
published numerous articles across these fields, and nine single-authored books.
Clifford J. Mallett is Associate Professor of Sport Psychology and Coaching in
the School of Human Movement Studies at The University of Queensland,
Australia. His scholarship is focused on adaptive coach behavior mostly from
a self-determination theory perspective and within the broad framework of
positive psychology.
Phil Marshall is a Lecturer in Strength Conditioning and Undergraduate
Director of Studies for the BSc Sports Coaching and Performance pro-
gramme at the University of Hull, UK. He is currently undertaking PhD
study exploring autoethnographical accounts of his own coaching experiences.
Adrian Midgley is a Professor of Sport and Exercise Physiology in the
Department of Sport and Physical Activity at Edge Hill University, UK. His
research interests include the psychobiological factors that help explain exercise
tolerance during maximal exercise and the methodological aspects of cardio-
pulmonary exercise testing. He teaches applied statistics to undergraduate
and postgraduate students, and is a Fellow of the Royal Statistical Society.
Joseph Mills is a PhD candidate in the Faculty of Physical Education and
Recreation at the University of Alberta, Canada. He is an accredited sport
and exercise psychologist and his doctoral thesis is a Foucauldian analysis
of high-performance endurance coaching.
Aidan Moran is Professor of Cognitive Psychology and Director of the Psy-
chology Research Laboratory in University College, Dublin, Ireland. He
has published widely in areas related to concentration, mental imagery, and
expertise in sport performers.
Gareth Morgan is a Senior Lecturer in the Carnegie School of Sports at Leeds
Metropolitan University, UK. His research and teaching interests include
xii Notes on editors and contributors
the areas of talent development, annual planning, and the development of
players’ psychobehavioral skills through coaching.
Bob Muir is a Senior Lecturer in the Carnegie School of Sports at Leeds
Metropolitan University, UK. His research and teaching interests focus on
the coaching process, coaching pedagogy and practice, coach education,
learning, and professional development.
Laura Purdy is a Senior Lecturer in Coach Education at Edge Hill University,
UK. Her research and teaching principally address the sociological and
pedagogical aspects of coaching practice. Specifically, her publications have
focused on the lived experiences of coaches and athletes in relation to the
concepts of power and interaction.
Daniel Rhind is a Lecturer in Youth Sport within the Brunel Centre for
Sport, Health, and Well-being at Brunel University, UK. His teaching and
research interests focus on understanding the development of effective and
healthy relationships in sport with a focus on the safeguarding of children.
Brett Smith is a Reader of Qualitative Health Research in the Peter Harrison
Centre for Disability Sport at Loughborough University, UK. His research
and teaching interests concern disability, qualitative methods, and narrative
inquiry. He is Editor-in-Chief of the international journal Qualitative
Research in Sport, Exercise, and Health.
Ronald E. Smith is a Professor of Psychology and Director of the Clinical
Psychology Training Programme at the University of Washington, USA.
His interests include research methods in clinical psychology, personality
assessment and research, stress and coping, and sport psychology.
Frank L. Smoll is a Professor in the Department of Psychology at the Uni-
versity of Washington, USA. His research focuses on coaching behaviors in
youth sports and on the psychological effects of competition on children
and adolescents.
Andrew C. Sparkes is a Professor in the Research Institute for Sport, Physical
Activity, and Leisure at Leeds Metropolitan University, UK. His research
and teaching interests are grounded in methodological diversity and
inspired by a continuing fascination with the ways that people experience
different forms of embodiment over time in a variety of contexts.
William Taylor is a Senior Lecturer in Sports Coaching at Manchester
Metropolitan University, UK, where he is responsible for postgraduate
taught provision. His main teaching and research interests focus on the
professionalization of sports coaching, and the use of poststructuralist
theory in assessing the practice of coaching in the risk society.
Richard Tinning is Professor of Pedagogy in the School of Human Movement
Studies, University of Queensland and Professor of Physical Education in
Notes on editors and contributors xiii
the Faculty of Education, University of Auckland. His scholarly interests
circulate around health and physical education, knowledge, teacher education,
and pedagogy.
John Toner is a Lecturer in the Department of Sport, Health, and Exercise
include skill acquisition, expertise in sport performers, and pedagogy in
sports coaching.
Pierre Trudel is a Professor in the School of Human Kinetics at the University
of Ottawa, Canada. His main research area is coaches’ development. In
addition to coach development, his teaching interests include research
methods and how to succeed in graduate studies.
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1 Introduction
Lee Nelson, Ryan Groom, and Paul Potrac
Background and aims

Since 2000 there has been a significant increase in the publication of coaching-
specific research. While sports coaching is not as developed as some of the
more established sports science disciplines (i.e. sports psychology, sports
sociology, sports physiology, and sports biomechanics) it is now recognized as
a bona fide area of academic inquiry (Gilbert 2002; Gilbert and Trudel 2004;
Potrac et al. 2013). This rise in scholarly activity has been accompanied by a
growing number of academic institutions offering undergraduate and post-
graduate sports coaching modules and courses. For example, according to
Bush (2008) there are 217 sports coaching undergraduate degrees and 11
postgraduate programs in British universities. This trend can arguably be
attributed to an increasing recognition of the role coaches play in shaping and
facilitating the experiences of adults, adolescents, and children in a wide
variety of sporting contexts (Cushion and Lyle 2011; Potrac et al. 2013).
It is in light of such developments that students are being offered
the opportunity to complete coaching-specific investigations as part of their
program of degree-level study. In spite of this, however, there has been a
paucity of texts designed to develop coaching students’ and neophyte
researchers’ understandings of research methods in relation to their chosen
discipline area. Rather, individuals pursuing coaching research have, until
now, had to refer to mainstream texts and books from other areas of the sports
sciences. While numerous research methods resources exist, it has been our
experience that coaching students have found it difficult to apply the topics,
concepts, and discussions included within such texts to the investigation of
coaching. It was because of such experiences that we decided to accept an
invitation to compile this edited book.
In recognition of the above, this book is offered as a teaching tool for
research methods courses on undergraduate and postgraduate coaching programs,
as well as being a resource for more developed coaching researchers. The objectives
of this book include: (a) helping coaching students to appreciate the importance
of developing an understanding of this area; (b) introducing key topics, issues,
and concepts in a discipline-specific way; (c) encouraging coaching researchers
2 Lee Nelson, Ryan Groom, and Paul Potrac
to give greater consideration towards research methods; and, finally, (d) sti-
mulating interest in the academic investigation of sports coaching. To achieve
these aims this book covers all facets of the research process. This includes
how to design, conduct, and disseminate coaching research, and also how
methodological decisions are inextricably underpinned by our respective
philosophical beliefs as coaching researchers. Here, the book seeks to intro-
duce readers to a range of philosophical stances, quantitative and qualitative
methods of data collection and analysis, as well as forms of representation and
dissemination.
Recognizing that the academic study of sports coaching (and coach education)
comprises contrasting philosophical positions and preferred methodological
designs, our intention was to help students and neophyte researchers to navigate
the often contradictory and messy nature of coaching research. We hoped that
doing so would enable readers to better understand the methodological
options that are available when making research decisions. However, our
choice to present a broad overview of methodological issues, alongside space
restrictions, meant that omissions had to be made and limits were placed on
the degree to which the topics included could be covered. Indeed, in an ideal
world, we would like to have included a greater range of the modes of inquiry
available to coaching researchers (e.g. action research, historical analysis,
mixed method designs, narrative analysis, and visual sociology). However, we
hope that the contents of this book will serve as a useful introductory text,
offering a start (rather than an end) point in readers’ exploration of research
methods in sports coaching. Throughout the text, we would like the reader to
consider the term sports coaching as an umbrella term for inquiry into sports
coaching and, indeed, sports coach education.
While we wanted this text to convey not only the theory but also
the practice of sports coaching research, it was not our intention to compile
a simple ‘how to’ research methods book. Although guiding principles
delivered in a contextually relevant way were considered to be important, our
brief to the contributing authors was to write their respective chapters in a
way that would help to evidence contrasting positions, initiate critical
debates, and, perhaps most importantly, convey the often messy realities of
research; features that we believe are underrepresented and underplayed in
what are often sanitized accounts of such endeavors. Our goal was to develop a
text that could help its readers to begin to grapple with contem-
porary methodological discussions, and understand the complex realities
of conducting coaching research. To achieve these aims, we invited a number
of scholars who have either contributed to the burgeoning field of
coaching research, or research methods debates in the sports sciences more
generally, to write the chapters in this book. We are extremely grateful for
their respective contributions, and believe they have helped to produce what
we hope will be an enriching and practically useful text for students and
academics wishing to undertake research in coaching and, indeed, coach
education.
Introduction 3
The structure of the book
In terms of its structure, the book consists of twenty-three chapters that are
presented in six distinct parts. Each of these chapters endeavors to link theory
and practice through the utilization of standardized thematic formats. To this
end, the following subheadings are principally utilized throughout the book
(with the exception of three chapters located in Part I): (1) Introduction and
overview (i.e. introduction to the concepts, definitions, and debates in the topic
area being discussed), (2) Applied issues and considerations (i.e. those features that
researchers should consider when addressing this aspect of the research process),
and (3) Reflections from the field (i.e. rich and honest personal sharings about the
messy realities of coaching research).
Part I: Philosophical considerations

The chapters in Part I (Chapters 2–5) provide the reader with a detailed explora-
tion of what is frequently referred to as the paradigm debate. The part opens with
an overview of discussions in this area (Chapter 2) before considering the three
dominant paradigms, namely logical positivism (Chapter 3), intepretivism
(Chapter 4), and poststructuralism (Chapter 5), in greater detail. Chapters
discussing the three dominant research paradigms each employ the following
structural format to ensure consistency of presentation and understanding:
(1) Research paradigm (i.e. the philosophical and methodological foundations of the
research paradigm), (2) Implications for coaching research (i.e. how the underpinning
philosophical beliefs of the research paradigm impact on views about coaching and
its investigation), and (3) Case studies in sports coaching (i.e. the discussion of coaching
specific investigations that exemplify the research paradigm).
Part II: Preparing and initiating the research process

Part II (Chapters 6–10) addresses a number of issues that we believe that
coaching researchers may wish to contemplate during the initial phase of a
research project. More specifically, Chapter 6 discusses factors for supervisors
and supervisee to consider when navigating the supervisory process. Chapter 7
provides a critical discussion of the strengths and limitations associated with
different types of literature reviews, and the place of such reviews in the
broader research process. Discussions then turn to the multiple interpretations
and applications of theory (Chapter 8), as well as forms of representation
(Chapter 9) in coaching research. The part ends with an exploration of
research ethics and the notion of overt and covert studies (Chapter 10).
Part III: Quantitative approaches to coaching research

Part III (Chapters 11–14) focuses on the quantitative investigation of coaching.
Chapter 11 specifically discusses the use of questionnaires. This is followed by
4 Lee Nelson, Ryan Groom, and Paul Potrac
Chapter 12, which considers the application of systematic observation instru-
ments. Chapter 13 then provides guidelines for the statistical analysis of
quantitative data. The part closes with an exploration of those factors that
should be considered when evaluating the quality of quantitative coaching
research (Chapter 14).
Part IV: Qualitative approaches to coaching research

Part IV (Chapters 15–18) concentrates on the qualitative investigation of
coaching. The part opens by exploring the use of interviews (Chapter 15).
This is followed by a discussion of ethnographic research (Chapter 16).
Chapter 17 provides guidelines for the analysis of qualitative data. The part
closes with an examination of criteria that can assist with judging the quality
of qualitative coaching research (Chapter 18).
Part V: Contemporary approaches to coaching research

In Part V (Chapters 19–21) the chapters introduce a range of contemporary
approaches to coaching research. It should be noted that while the options
presented in this part are arguably contemporary from a coaching research
perspective, these approaches have a longer history of application within the
broader field of social science. More specifically, this part provides a discussion
of the writing of autoethnography (Chapter 19), discourse analysis (Chapter
20), and conversation analysis (Chapter 21). Collectively the chapters in this
part provide relatively novel approaches to the investigation of coaching.
Part VI: Disseminating coaching research

The two chapters (Chapters 22–23) comprising Part VI attempt to prepare
neophytes for disseminating their findings. Here, the oral presentation of
research is the focus of Chapter 22, while Chapter 23 addresses the explicit
and tacit rules of publishing coaching research in peer-reviewed journal articles
and how cultural dynamics can influence research experiences.
Using the book

At its inception our goal was to design a text that could take the reader
through the entire research process. We also acknowledged that readers would
be at different stages of their respective research careers, and that depending
on the readers current activities, interests, and purposes, some chapters would
likely be considered more pertinent than others. It is in light of this that we
set ourselves the challenge of trying to deliver a book that would provide a
collection of stand-alone chapters which also collectively form a coherent
whole. We hoped that such a design would cater for different uses of the book.
For example, undergraduate students who are studying research methods for
Introduction 5
the first time might wish to work their way through each chapter of the book.
More experienced coaching researchers might want to read those chapters that
they identify as being of particular importance and interest, as and when they
are deemed to be relevant. Additionally, we envisage that project supervisors
might wish to recommend to their supervisees those chapters that they
believe could aid the progression and development of their student(s).
While we have endeavored to produce a coherent book with a logical
structure, it should be acknowledged that any edited text comprises a range of
writing styles and approaches. We expect that many readers, especially those
new to this area, may discover that the book’s chapters contain various topics
and terms that are unfamiliar to them. It has been our experience that
developing an appreciation of research methods is much like trying to learn a
new language. Learning the language of research methods, like trying to learn
the language of any new research area, can often prove to be a challenging and
daunting endeavor; we speak from experience. Nevertheless, it is our belief
that this is a worthwhile pursuit, as developing an appreciation of research
methods not only helps students to become more informed and critical con-
sumers of scholarly texts, but also provides researchers with an underpinning
knowledge base that can allow them to conduct their own research endeavors
in an informed way. We hope that engaging with this book will help you,
the reader, to become more familiar with the vocabulary of this language, and
how and why an understanding of this area is so important.
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Introduction
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Research Methods in Sports Coaching

Lee Nelson is a Lecturer in the Department of Sport, Health, and Exercise

Ryan Groom is Senior Lecturer in Sports Coaching at Manchester Metro-

ISBN: 978-0-415-62680-4 (hbk)

List of ﬁgures and tables viii

6 Navigating the research process 55

7 Reviewing the literature 66

8 The place of theory 76

12 Systematic observation 123

13 Analysis of quantitative data 132

14 Judging quantitative research 147

17 Analysis of qualitative data 181

18 Judging qualitative research 192

20 Discourse analysis 217

22 Presenting coaching research 241

23 Publishing coaching research 251

Lee Nelson is a Lecturer in the Department of Sport, Health, and Exercise

Andy Abraham is a Principal Lecturer in the Carnegie School of Sports at

Background and aims

Part I: Philosophical considerations

Part II: Preparing and initiating the research process

Part III: Quantitative approaches to coaching research

Part IV: Qualitative approaches to coaching research

Part V: Contemporary approaches to coaching research

Part VI: Disseminating coaching research

Using the book

Navigating the research process

Reviewing the literature

Writing and representing research

Analysis of quantitative data

Judging quantitative research

Analysis of qualitative data

Judging qualitative research

Publishing coaching research

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