The integration of technology into coaching is extensive, particularly in supporting reflective practice and performance analysis. Recent advances in extended reality technology, such as 360° video, present new opportunities to enhance coach observation, assess expertise, and improve coaching behaviours. This study examined student football coaches’ perceptions of the acceptability and benefits of 360° video for reflecting and learning about coaching practice. While student coaches engaged with mobile 360° video recordings of coaching sessions, collective allo-confrontation interviews were used to elicit their cognitive activity (interests, concerns, noticing, and knowledge construction) during collaborative reflections. Findings indicated that 360° video enabled student coaches to shift perspective, experience a greater sense of embodied presence in the situation, and access supplementary information beyond standard observation. Student coaches reported that the technology enhanced reflective learning by allowing them to relive coaching moments, gain greater awareness of player engagement and interpersonal dynamics, and develop richer tactical insights. The pragmatic benefits of this technology support situated coaching approaches and acts as a tool for strengthening reflexivity in coaching behaviours. Immersive 360° video offers one way to bridge observational and experiential learning, offering potential uses in coach development and assessment. Limitations, challenges, and applications for coach education are discussed.
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Andronikos et al. (2026) studied this question.
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