PHD STUDENTSHIP - UNIVERSITY OF WORCESTER
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PhD Studentship
Understanding coaches’ and athletes’
Naturalistic Decision Making in Team Sport
Closing date: Tuesday 1st May 2018
Interview date: Wednesday 6th June 2018
Supervisory team
Director of Studies:
Dr Don Vinson, Institute of Sport and Exercise Science, University of Worcester
Supervisors:
Dr Andy Cale, Institute of Sport and Exercise Science, University of Worcester
Dr Christian Edwards, Institute of Sport and Exercise Science, University of Worcester
The Project
Applications are invited for a fully-funded full-time PhD studentship exploring coaches’
decision making through the lens of the Naturalistic Decision Making (NDM).
Context
Despite the increasing acceptance of the dynamic and complicated nature of sports coaching
(Stodter & Cushion, 2017), and the inherent importance of decision-making (DM) for both
athletes (Light, Harvey, & Mouchet, 2014) and coaches (Abraham & Collins, 2011), there has
been very little empirical investigation into how DM is negotiated by either group (Lyle &
Vergeer, 2013). Whether considered from the perspective of the coach or the team sport
athlete, sport represents a highly variable, context-laden, endeavour which requires the
negotiation of an endless array of conscious and sub-conscious decisions in order to compete
successfully (Richards, Mascarenhas, & Collins, 2009). Recent literature has proposed the
framework of Naturalistic Decision-Making (NDM) as a potentially useful mechanism through
which to better understand these phenomena (Abraham & Collins, 2011; Harvey, Lyle, & Muir,
2015; Lyle & Vergeer, 2013). NDM is a paradigm illustrating how experts draw upon their
accumulated experiences in order to resolve challenges within, for example, time-constrained
contexts such as competitive sport (Ross, Shafer, & Klein, 2006). NDM proposes that experts
have deposited their prior experiences (in relation to DM) in context-specific schemata, scripts
or frames. Experts can then coordinate the perceived needs of the contexts with respect to
these solutions. Consequently, excellent decision-makers identify relevant situational cues
and review their internal mental models (MM) in order to very speedily weigh the likely
outcomes and adopt an actionable strategy (Ross et al., 2006). No NGB in the UK (to our
knowledge) currently provides any formal coach education in relation to coach or athlete DM
(Cale & Abraham, 2016). In order to address this need, it is important that NGBs are provided
with rigorous and empirically-tested models of coach and athlete DM if they are to be to help
the coaches in their sport develop in this complicated and often mercurial practice (Higham,
Harwood, & Cale, 2014; Vinson, Morgan, Beeching, & Jones, 2017).
1From a coaching perspective, whilst Pope, Penney, and Smith (2017) explored NDM in relation
to coaches’ decisions relating to injury risk in paddle sports, only Harvey et al. (2015) has
investigated game-related DM using this theoretical framework. Harvey et al. (2015) found the
NDM did indeed represent a promising and useful framework from which to better understand
coaches decisions, particularly concerning pattern recognition, situational analysis, problem
framing, mental simulations and emergent decisions. Nonetheless, as Harvey et al. (2015)
concede, their work represents only the first few baby steps along an incredibly complicated
and arduous journey of understanding; a great deal more empirical work is required in this
field, especially that which features longitudinal designs in authentic settings. In reviewing the
research field of decision making in coaching to date, Lyle and Vergeer (2013) highlighted the
importance of observing real-world, accountable, settings and embracing a pragmatic
methodology featuring a post-positivistic or interpretivist perspective.
From an athlete’s perspective, recent research from Richards, Collins, and Mascarenhas
(2017) has produced the most rigorous framework for developing collective team DM published
to date. Richards et al. (2017), building on their previous work (Richards, Collins, &
Mascarenhas, 2012; Richards et al., 2009), and drawing on a wide range of disciplines
including motor control, perception and pedagogy, proposed two models to help coaches
develop their team’s DM, based on the foundation of slow, collaborative, off-field preparation.
The first of these models concerns cognitive layering and contextualisation; this process
comprises five steps, namely (i) development of a performance vision, (ii) identifying the sport-
specific skill set, (iii) tactical development, (iv) strategic development and (v) actual execution
of the performance vision. The second model is focussed on developing rapid high-pressure
decision making through slow deliberation. The three phases of this second model comprise
(i) the establishment of generation of playing concepts (MM), (ii) the development and
enrichment of knowledge structures (Shared Mental Models – SMM) and (iii) applying the
structures to the competitive situation. Ultimately these models represent a potentially useful
tool for coaches to help individuals and teams develop their on-field DM in relation to specific
aspects of team strategy. For example, a coach may want to help their team make better
decisions when winning a game with only a few minutes to play or to be more effective at a set
play such as a line-out or penalty corner. Despite the extensive time-period over which these
models have been developed they have yet to be tested outside of the original research team.
This investigation will, therefore, provide the field with an ‘outside’ perspective of the value of
these potentially impactful approaches.
Aims and Objectives
Applications are invited for a fully-funded full-time PhD studentship exploring coaches’ decision
making through the lens of the Naturalistic Decision Making (NDM) framework by tracking their
conscious intentions over the course of a competitive season. Furthermore, this investigation
seeks to empirically test the two NDM-based models proposed by Richards et al. (2017)
relating to the development of individual athlete and collective team DM. Additionally, this
project will seek, in conjunction with a number of National Governing Bodies (NGB) of Sport,
to develop and test an educational initiative to enhance decision making in coaches and their
athletes.
2Indicative methodology
This project will adopt a pragmatic research perspective, featuring a number of real-world,
multi-method case studies. This project will comprise two major phases.
Phase 1:
Phase 1 will involve an in-depth investigation into real coaches’ everyday practice. There will
be a focus on understanding the coaches’ current practice in relation to their own DM and how
they guide their athletes’ individual and collective team DM from a NDM perspective.
Phase 2
Phase 2 comprises the construction and testing of a coach education initiative aimed at
developing coaches’ understanding of NDM both in terms of their own, and their team’s,
practice. This phase will be conducted in conjunction with partnering NGBs.
References
Abraham, A., & Collins, D. (2011). Taking the next step: Ways forward for coaching science.
Quest, 63(4), 366-384.
Allison, W., Abraham, A., & Cale, A. (Eds.). (2016). Advances in Coach Education and
Development. Abingdon: Routledge.
Cale, A., & Abraham, A. (2016). Future directions in coaching research. In W. Allison, A.
Abraham, & A. Cale (Eds.), Advances in Coach Education and Development: From
research to practice. Abingdon: Routledge.
Harvey, S., Lyle, J. W. B., & Muir, B. (2015). Naturalistic decision making in high performance
team sport coaching. International Sport Coaching Journal, 2(2), 152-168.
Higham, A., Harwood, C., & Cale, A. (2014). Momentum in soccer: Controlling the game.
Burton-upon-Trent: The Football Association.
Light, R. L., Harvey, S., & Mouchet, A. (2014). Improving ‘at-action’ decision-making in team
sports through a holistic coaching approach. Sport, Education and Society, 19(3), 258-
275.
Lyle, J., & Vergeer, I. (2013). Recommendations on the methods used to investigate coaches'
decision making. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge Handbook of
Sports Coaching (pp. 121-132). Abingdon: Routledge.
Pope, C. C., Penney, D., & Smith, T. B. (2017). Overtraining and the complexities of coaches’
decision-making: managing elite athletes on the training cusp. Reflective Practice, 1-
22.
Richards, P., Collins, D., & Mascarenhas, D. R. (2012). Developing rapid high-pressure team
decision-making skills. The integration of slow deliberate reflective learning within the
competitive performance environment: A case study of elite netball. Reflective Practice,
13(3), 407-424.
Richards, P., Collins, D., & Mascarenhas, D. R. (2017). Developing team decision-making: a
holistic framework integrating both on-field and off-field pedagogical coaching
processes. Sports Coaching Review, 6(1), 57-75.
Richards, P., Mascarenhas, D. R., & Collins, D. (2009). Implementing reflective practice
approaches with elite team athletes: parameters of success. Reflective Practice, 10(3),
353-363.
Robson, C., & McCartan, K. (2016). Real World Research (4th ed.). Oxford: Wiley.
Ross, K. G., Shafer, J. L., & Klein, G. (2006). Professional judgement and naturalistic decision
making. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.),
Cambridge Handbook of Expertise and Expert Performance (pp. 403-420). Cambridge:
Cambridge University Press.
3Stodter, A., & Cushion, C. J. (2017). What works in coach learning, how, and for whom? A
grounded process of soccer coaches’ professional learning. Qualitative Research in
Sport, Exercise and Health, 1-18.
Vinson, D., Brady, A., Moreland, B., & Judge, N. (2016). Exploring coach behaviours, session
contexts and key stakeholder perceptions of non-linear coaching approaches in youth
sport. International Journal of Sports Science and Coaching, 11(1), 54-68.
Vinson, D., Cale, A., Christian, P., Huckle, V., Faulkner, C., & Jones, G. (2016). An evaluation
of the Aspire III talent and performance coach development programme. Leeds:
National Coaching Foundation.
Vinson, D., Christian, P., Jones, V., Williams, C., & Peters, D. M. (2016). Exploring how well
UK coach education meets the needs of women sports coaches. International Sport
Coaching Journal, 3(3), 287-302.
Vinson, D., Morgan, M., Beeching, K., & Jones, G. (2016). Coach Logic and Athlete Learning.
Edinburgh: Coach Logic.
Vinson, D., Morgan, M., Beeching, K., & Jones, G. (2017). Collaborative evaluation of
individual and team performance in training and match environments using the Coach
Logic online platform. International Sports Coaching Journal, 4(1), 47-62.
Wenger, E. (1999). Communities of Practice: Learning, meaning, and identity. Cambridge:
Cambridge University Press.
The University of Worcester
Research at the University of Worcester has grown significantly over the last 10 years. This
growth is most clearly shown in the outcomes of the Research Excellence Framework (REF
2014). Worcester was the most improved University in the UK based on Research Fortnight’s
“Research Power” measure, reflecting a more than four-fold increase in the number of staff
submitted compared to RAE 2008 and a commensurate increase in the quality of the research.
As a consequence of its REF 2014 submission, Worcester’s research income grew four-fold.
The University is committed to further developing its research profile in the coming period,
through a strategic approach to its support for and investment in research. As part of this
investment it is funding a number of full-time PhD studentships in its areas of particular
research strength.
Institute of Sport & Exercise Science
The Institute of Sport & Exercise Science aspires to develop a national and international
reputation for research in related disciplines and areas, embracing all forms of research with a
focus on applied research and knowledge transfer. Research group information…
Research School
The Research School is a focal point for all our research students. It provides:
• day-to-day support for our students, both administrative and practical, through our
dedicated team
• a Research Student Study Space with both PCs and laptop docking station
• a comprehensive Researcher Development Programme for students and their
supervisors
• a programme of student-led conferences and seminars
4Details of the studentship
During the period of your studentship you will receive the following:
• a tax free bursary of £14,553 for a period of 3 years
• a fee-waiver for 4 years
• a laptop
• use of the Research Student Study Space in Research School
• access to the Research Student Support Scheme to cover costs and expenses related
to your research
You will be expected to play an active role in the life of both the Research School and of the
Institute of Sport and Exercise Science. You will be given opportunities to gain experience in
learning and teaching within the Institute under the guidance of your Director of Studies.
Qualifications needed
Essential:
Applicants should have or be able to evidence:
• A First or Upper Second (2.1) Honours Degree, or expect to receive one by October
2018;
• A sound understanding of, and interest in sports coaching
• Experience of relevant research methods and skills;
• Ability to contribute to research study design;
• Computer literacy;
• Proficiency in oral and written English;
• Ability to organise and meet deadlines;
• Good interpersonal skills;
• Ability to work independently and contribute to a team;
• Commitment and an enthusiastic approach to completing a higher research degree;
Desirable:
• Education to Masters Degree level in a relevant area.
As part of its mission statement the University is committed to widening participation for its
higher degrees. Although most candidates will have an undergraduate and/or a Masters
degree, the University is happy to accept applications from candidates with relevant
professional qualifications and work related experience
The Interview
The interview will provisionally be held on Wednesday 6th June 2018. All successful applicants
will be interviewed. You will be asked to make a short presentation on a topic related to the
study. You will also be asked to provide an example of your written work (e.g. a dissertation)
ahead of the interview.
For further information or an informal discussion on this project, please contact Dr
Don Vinson (Director of Studies) via email at d.vinson@worc.ac.uk
Application forms are available at:
http://www.worcester.ac.uk/researchstudentships
Completed application forms should be sent by email to: research@worc.ac.uk or
sent via post to: Research School, Jenny Lind Building, Henwick Grove, St Johns,
Worcester, WR2 6AJ
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