Ethnographic research on coaching behaviour to enhance athlete skill learning: A scoping review

Abstract

Numerous calls have been made throughout coaching science literature for consideration of different methodological and theoretical approaches to underpin research design. Recommendations include the need for more ‘naturalistic’1and ‘longitudinal’2, 3approaches. One such approach is ethnography. The purpose of this scoping review was to provide an overview of peer-reviewed studies that used ethnography to investigate coaching behaviours that aim to enhance skill learning. The Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping reviews (PRISMA-ScR)4was used to guide this review. Electronic databases including APA PsycINFO, SPORTDiscus, SCOPUS, and PubMed were searched to identify eligible studies. From 1661 results, 9 studies were determined to meet the eligibility criteria. Findings indicated that the use of ethnography is increasing, however, the low number of studies suggest its uptake remains limited in coaching science. The embedded nature of ethnography creates an opportunity for researchers to gain in-depth and nuanced insights on coaching behaviours in situ. The included studies suggest that different methodological and theoretical approaches underpinning ethnography can help enhance our understanding of the coaching process. Specifically, the use of ethnography allows us to see how behaviours inform coaching practice, influence task design and oppurtunities for learning, and the responding behaviour and actions exhibited by athletes.