The purpose of this study is to analyse the coaching behaviours of experienced English independent school team sport coaches within the practice environment. The Arizona State University Observation Instrument (ASUOI) was revised using a process similar to that used by Brewer and Jones (2002), which was designed to improve the validity and reliability of the observation instrument utilised. This process resulted in an adapted set of behaviour categories being used in the observation of three independent school coaches. The modified observational instrument is deemed able to record the unique behaviours of three independent school coaches within a specific school environment. ududTime sampled event recording was used to collect the data, with each coach being observed eight times during the season (term). Verbal instruction (pre-instruction, learning intention, feedback and feedforward) passed on by coach to athlete accounted for (42.50%) of all the recorded behavioural intervals. Questioning (11.17%), modelling (8.09%) and observation (11.79%) were also used regularly by the coaches. The overall trends and variation in coaching behaviours between the coaches are discussed in relation to existing sports coaching, sociological and educational research.
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机译：这项研究的目的是分析实践环境中经验丰富的英语独立校队体育教练的教练行为。亚利桑那州立大学观测仪器（ASUOI）的修改过程与Brewer和Jones（2002）所使用的过程类似，旨在提高所使用观测仪器的有效性和可靠性。这一过程导致了一组适应性强的行为类别，用于观察三名独立学校教练。修改后的观察仪器被认为能够记录特定学校环境中三名独立学校教练的独特行为。 ud udTime采样事件记录用于收集数据，每个教练在本赛季（学期）被观察八次。教练向运动员传递的口头指导（预指导，学习意图，反馈和前馈）占所有记录的行为间隔的（42.50％）。教练还定期使用提问（11.17％），建模（8.09％）和观察（11.79％）。讨论了教练之间的总体趋势和教练行为的变化，并与现有的体育教练，社会学和教育研究相关。
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