Comparative analysis of instructional behaviour of Spanish and English U12s football coaches
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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.