1 Why ask questions?
Those who support coaches are often encouraged to use questioning as part of their approach (e.g. Kidman, 2005). Research also suggests that those who are coached this way – through questioning rather than just ‘being told’ – display greater performance gains and take more responsibility for and awareness of their learning (e.g. Chambers and Vickers, 2006).
Figure 2 It is unlikely you have come to questioning as a newcomer, you are probably on this track already but what is the purpose of questioning?
There are at least two dimensions to asking good questions. First of all, what type of question should you pose and secondly, how should you frame and ask the question? Combining these two aspects influences how a coach ‘hears’ your questions and responds to them. In the first activity you are going to watch two different people use questions in different environments to see how questions can be used to very different effect.
Activity 1 The use of questioning to support learning
Timing: Allow about 40 minutes
Watch the two short videos below which show how questioning is used to encourage reflection on practice. It’s possible that the presence of cameras influences the exchanges, as well as any differences there may be in ways of working between higher education (Video 1) and referee training (Video 2). However, despite this the contrast between approaches is fascinating.
While watching, make brief notes on the following questions:
- Which word is used most frequently to open questions – for example, ‘how’ or ‘what’? Are any other words used?
- Of the conversations in the videos, roughly how much of the time is taken up by the coach developer talking, and how much by the trainee? For example, in Video 1 you might estimate that the coach talks twenty per cent of the time, and the coach developer eighty per cent.
- How are the questions delivered, and in what manner are they posed?
Download this video clip.Video player: Video 1 (Higher Education). This clip features Thomas Legge (Senior Lecturer) at Hartbury University.
Transcript: Video 1 (Higher Education). This clip features Thomas Legge (Senior Lecturer) at Hartbury University.
COACH
How did you feel when you asked a question midway through-- what could we do? What could we challenge? And nobody responded. What was going on then for you?
JACK
I think-- well, the first initial thought I was thinking, did I word it right?
COACH
Good point. Yes.
JACK
Was my English correct? And then the second thought process was, was I using too much jargon or language that for individuals who don't take part in rugby throughout the week or throughout the year? Was it clear enough for them? Was it peeled back enough for everyone? And then I also thought if I can inject a few words or ignite a few thoughts, that may be a question or an answer would come out of that.
COACH
And that's the one thing to wrap up. I'm really proud you've done that, in that a lot of coaches immediately blame the athlete or the learner. Why aren't they getting this? Why are they struggling? Why aren't I getting feedback or buy-in? But I think it's really important that we reflect and think about, did I phrase that question to the level? That's a real honest reflection that thinking about yourself in practise and how you influence the athletes is a real honest conclusion to that.
[MUSIC PLAYING]
All right, guys. Good coaching sessions. I enjoyed that practical. I'd like to start off-- Isabel, what did you think? What did you take from your performance today?
ISABEL
I'm really happy with the way that the performance went today for me individually and from the students I was coaching. And it was nice to receive the feedback from the group that I did and to see that my personality was coming across within the coaching and that I was relaxed.
COACH
I'm actually pleased for that. I think I couldn't agree more. Considering our theme was looking at the best version of self, and how often in practise we present the best version of self, I guess for you, Jack, does anything stand out for you? Or what are your reflections on your best vision of self in practise?
JACK
The best version of myself would be to implement in key stages my personality and the ability to-- my humour, or my-- just the way I am, my personal traits. But also, for me, the biggest for that session was little one percenters that made a massive difference TO me-- either trying to look the part, which I thought-- especially with coaching a group of mates, I think it's really important from the get-go that you show that professionalism-- that you show that front as well as also relating back to who you truly are. And I thought that was the biggest thing for me. I thought I tried my best to try and be who I am and give it a go.
COACH
So I guess looking back on your practise, to what extent do you think you presented the best version of self?
STUDENT
Well, before the whole session started, I was joking around with the lads because they're all my mates. But then I think it's not serious. It was professional. I was being professional. And I felt like I was doing it just because I wanted them to improve, not because I felt like this is a job. The teacher's watching. I just wanted them to improve. So everything that they did wrong-- and that was one of the reasons why, as soon as I seen them do something wrong, I jumped straight into the session and give them little one pointers. I also, before the session, made my mind up that I wouldn't explain too much. I wouldn't say too much. The only thing that I'd do is give coaching points and coaching tips because I'm aware they can all play football. So I don't want to, like, overload them with information that they probably already know because that's when students start looking other places and losing their attention.
COACH
I think the nice thing is all that joins up. Coaching 101 says you shouldn't jump in every time. Let people experiment. But you know the standards these guys can play at. I think that was a very real pragmatic session. But the nice thing for me is that you are aware of the aspects of your personality that can be injected into practise and that you touchpoint nicely there-- and I think Jack mentioned it-- the idea of front and impressions. We know from Goffman's research-- the presentation of self. I think just a bare minimum, as long as the coach is thinking about it and how they are portraying the best version of self in the moment, I think that that's only a positive moving forward.
[MUSIC PLAYING]
Video 1 (Higher Education). This clip features Thomas Legge (Senior Lecturer) at Hartbury University.
Interactive feature not available in single page view (see it in standard view).
Download this video clip.Video player: Video 2 (referee training). This is a different style clip, an Australian training film; it features a rugby referee receiving mentoring support.
Transcript: Video 2 (referee training). This is a different style clip, an Australian training film; it features a rugby referee receiving mentoring support.
NARRATOR
This video shows how a mentor can provide feedback to assist the mentee to improve their performance.
The mentor should build rapport at the start of a feedback session to set the mentee at ease.
MENTOR
Tell me, Jerry. Did you enjoy the game tonight?
JERRY
Yeah, it was a lot of fun, actually. Yeah. Good game. I know we didn't have a capacity crowd out there. But they still made a lot of noise. It was a bit of a battle for us to hear each other, actually. And the fact it was close made it really enjoyable too.
MENTOR
Now mate, what do you think you did really well tonight?
JERRY
Well, pretty comfortable with most of it. I think, our decision-making was close to spot-on. And we got a good speed in the rocks, so I was happy with that.
Yeah. I mean, I guess there were just a couple of instances where it was a bit on-sided with things that happened in the play of the ball. I guess that can happen in any game-- you get on-sided.
NARRATOR
The mentor should use questions to encourage the mentee to self-reflect.
MENTOR
So Jerry, where do you see the areas for improvement?
JERRY
Well, if we had picked up those few little things around the play of the ball, it would have been the icing on the cake. It would have felt as if we really nailed it. So I guess to pick up those things would be the bit of a goal for next time.
MENTOR
So the last time we met you really wanted to work on your focus and vocab at the play of the ball. How do you think that went today?
NARRATOR
The mentor can provide advice to help the mentee improve their performance.
JERRY
Yeah. Well, you can see there the Dragons player puts their hand there and knocks the ball out. That should have been a penalty.
The thing was, the touch judge was calling to me for a penalty. And the same time the pocket referee was saying it was a lost ball. So it just came through as garbled to me.
MENTOR
I know the communication might have been garbled. But really, you're the central referee. You're the control guy. And you really should have seen it.
So tell me about your position.
JERRY
Yeah. Well, I hadn't looked at positioning that much. But when you look on there, I'm probably only one or two metres wide of the play of the ball. And I'm kind of trying to peer around to get a clear view. And I just didn't get a clear view from there.
MENTOR
So if you had your time over again, what would you do? How would you change things?
JERRY
Well, I guess looking at it now, put myself a few metres wider, maybe actually turn my body so I'm looking back in at the play of the ball.
NARRATOR
There may be times when the mentor and mentee disagree, and the mentor needs to diffuse conflict.
MENTOR
Yeah. I want to talk about the communication, because it really looked as if the Newcastle skipper was running the show.
JERRY
Oh, I don't know about that. I mean, it's just a straight out penalty. And sure, he questions it. But I give him a response, and we move on.
MENTOR
Why do you think he took that liberty with you and came at you the way that he did?
JERRY
Yeah. Look. I'm probably not that confident, because I haven't seen what's actually gone on. And maybe that invites him to question me.
I don't think he's seen what's happened either. But the fact I haven't gives him escape to come in and ask me a question.
MENTOR
Let me show you some of these great advantages--
NARRATOR
Establishing an action plan will provide the mentee with a way forward to improve their performance.
MENTOR
Well, Jerry, just to wrap up, I thought you contributed really well to a terrific game of football. I thought some of the advantages that you played were wonderful. Overall, I've never seen you look fitter or better.
JERRY
Well, yeah. I was pretty happy with it, overall. I think we got the big things right. So I was happy with that. And we left it to the players to determine the result. And we won a talking point at the end. So yeah. It was good.
I think it's just that fine tuning, the positioning around the play of the ball, working on getting in that tight rack and creating an angle so we've got vision in there.
MENTOR
Yeah. I think in relation to that I want you to have a talk to Bill before the next training session Thursday and work on developing a couple of drills that you can practise and make sure you get used to the new angles that you'll be running.
JERRY
Yeah. I've noticed a couple of guys in the squad are actually really good at it in around that area. So I might get their DVD and just have a look at where they go to in that scenario. And I'm sure if we get some guys running some sets into the drive line and I practise getting into position at the tight rack and get comfortable in that position, should be something I can carry forward next week.
NARRATOR
When providing feedback, mentors should build rapport with the mentee. Mentors use open questions and active listening skills to encourage mentees to self-reflect. Mentors provide advice and suggestions for improvement. If mentees get upset by negative feedback, mentors diffuse the conflict. The development of an action plan will assist the mentee in the future.
Video 2 (referee training). This is a different style clip, an Australian training film; it features a rugby referee receiving mentoring support.
Interactive feature not available in single page view (see it in standard view).
Interactive feature not available in single page view (see it in standard view).
Discussion
Here are some observations about the two videos, addressing the three questions.
Video 1 (Higher Education) – Legge uses ‘what’ as the most frequent word to open his questions, and he talks for about forty per cent of the time. He maintains a positive stance towards individuals throughout and his use of ‘I’m proud you have done that’ was a particularly powerful use of words.
Video 2 (referee training) – the person mentoring the referee uses a full range of question-starting words: ‘did you’, ‘what’, ‘when’, ‘how’, ‘tell me’, ‘why’. He only talks for about twenty per cent of the time. He makes evaluations of the referee’s practice from which advice and guidance are given, perhaps in a fairly authoritarian manner, for example ‘I want you to …’.
These two examples demonstrate how questions can be asked in different ways using different words as a starting point. The questions also invite a response, they invite reflection which the coach developer can respond to and create a dialogue. This dialogue can build and develop, initially it can be welcoming before moving on to addressing areas for improvement.
Now that you have seen examples of the ways in which questioning might be used in diverse environments, you will next consider some overarching principles to follow for good questioning.