Abstract
Coaching instructional behaviours need to be adapted to individual di↵erences to provide the
players with an appropriately diverse range of learning approaches (Nelson, et al., 2014). Empowering
learners is crucial for making them take their own decisions on the field of play (Light,
et al., 2014). To accomplish this goal the teacher/coach has to shift the role from directing
and controlling learning to facilitating and guiding it (Light, 2013). The purpose of the present
study was to compare the coach instructional behaviour referred to the presentation of technical
and tactical concepts of in England and Spain to investigate the predominance of the type of the
instructional approach used (instruction vs. questioning) and to explore the potential di↵erences
that may emerge between them due to their di↵erent cultural and academic backgrounds.
; Agustí, David; Taylor, William G.; Atkinson, S.; Juan Blay, Jordi; [et al.]