The literature regarding formal coach education and development highlights issues of transference of usable knowledge to the real-world context. This study sought to engage coaches from a Spanish football academy in a longitudinal work-based coach development program (CDP) focused on the delivery of post-match feedback. The CDP was delivered over a 23-month period through collaboration between a sport pedagogue researcher-practitioner, the Academy Management Team, and an experienced research team. The study adopted a case study design, utilizing a multiple method data collection strategy that occurred in several stages: 1) Systematic observations (Sep–Dec 2018) and 2) debrief (Jan 2019), where baseline coach behaviors and underpinning knowledge were recorded; 3) a workshop and a directed task (Mar 2019), encouraging coaches to apply new knowledge; 4) a directed task 2 and reflective interview (Apr/May 2019), facilitating coaches’ reflection on their past deliveries and rationalization and planning of their forthcoming sessions’ delivery and 5) a consolidation interview (Apr 2020), capturing knowledge stabilization. Qualitative data suggest that there was an increased understanding in the adoption of behaviors including corrective feedback, silence, questioning, and player participation throughout the CDP. In addition, coaches’ self-reflection found acceptance of their coaching delivery or a disconnect between their desired and actual behaviors during the delivery of video-based feedback. This study provides a preliminary framework for further implementation and exploration in developing coaches’ knowledge and understanding of delivering post-match video-based feedback.

有关正规教练教育和发展的文献强调了将可用知识转移到现实世界中的问题。这项研究试图让西班牙足球学院的教练参与基于纵向工作的教练发展计划（CDP），该计划的重点是赛后反馈的传递。CDP是在23个月的时间里通过体育教育研究人员，从业人员，学院管理团队和经验丰富的研究团队的合作而交付的。该研究采用了案例研究设计，利用了分多个阶段发生的多种方法数据收集策略：1）系统观察（2018年9月至2018年12月）和2）汇报（2019年1月），其中记录了基线教练的行为和基础知识; 3）研讨会和指导性任务（2019年3月），鼓励教练运用新知识; 4）指导性任务2和反思性面试（2019年4月/ 2019年），促进教练对他们过去的交付情况进行反思，并合理安排和计划即将举行的会议的交付; 5）合并面试（2020年4月），以保持知识稳定。定性数据表明，在整个CDP中，人们对采用包括纠正性反馈，保持沉默，质疑和参与者参与在内的行为的理解已有所提高。此外，在基于视频的反馈传递过程中，教练的自我反省使他们接受了教练的传递或他们的期望行为与实际行为之间的脱节。这项研究为进一步发展和探索教练提供了初步的框架，以发展教练的知识和对基于视频的反馈的反馈。