Are coach education programmes the most effective method for coach development?

The purpose of this study is to establish whether coaches from a multi-sport context develop most effectively through coach education programmes and whether formal learning is fostering coach effectiveness. A sample of eight qualified male multi-sports’ coaches participated with an age range of 24 to 52 years (M = 32.6, ± = 8.9) and 9 to 18 years coaching experience (M = 12.6, ± = 3.8). Qualitative semi structured interviews were employed, lasting approximately 30 to 60 minutes. The data then underwent a thematic analysis process reducing the data into six overarching themes: values of the coach; the coach’s role on athlete development; forms of learning; barriers regarding coach education; role of governing bodies; coaches career pathway. The findings of the study indicated coaches access a wide range of sources to enhance their practice, but informal learning was preferred (interacting with other coaches and learning by doing). This resulted from numerous barriers experienced surrounding the delivery, cost and access to coach education programmes preventing coaches from progressing through the pathway. However, coaches in the study feel coach education should be a mandatory process for every coach. The findings have implications for policymakers and sport organisations in developing their coach education structure

Coaches

In sport, coaches and athletes work closely together and often form long-term, mutually dependent relationships. The manner in which coaches and athletes interact can have a profound impact upon the effectiveness of their training sessions. Their relationship may directly of indirectly influence such factors as personal satisfaction, enjoyment, motivation, and performance. the aim of this chapter is to provide a critical overview of this area with explicit focus on the 3+1 Cs conceptual model. This chapter will define the coach-athlete relationship and provide an overview of how this relationship has been conceptualised. Moreover, aspects that may potentially contribute to developing the quality and effectiveness of coach-athlete relationships will be discussed. Finally, practical methods for developing and maintaining a harmonious relationship will be examined

The influence of role and gender in the empathic accuracy of coaches and athletes

Objective: The purpose of this study was to investigate differences in the empathic accuracy of coaches and athletes in relation to the gender of the dyad member occupying each role in the coach-athlete relationship. Method: The empathic accuracy of fifty-six coach-athlete dyads was assessed using actual recordings of their own training sessions (see Lorimer & Jowett, 2009a; 2009b). Participants viewed selected video footage of discrete interactions that had occurred during these training sessions. Participants reported what they remembered thinking and feeling while making inferences about what their partner’s had thought and felt at those points. Comparison of partners self-reports and inferences allowed their empathic accuracy to be calculated. Results: It was found that female coaches were more accurate than male coaches. Additionally, for athletes, the highest accuracy scores were displayed by female athletes working with male coaches, and the least by female athletes working with female coaches. Conclusions: The results are discussed in terms of Social Role Theory and suggest that the interaction between the expectations of coach and athlete roles and gender play a key part in how accurately coaches and athletes perceive each other

Empathic accuracy, meta-perspective, and satisfaction in the coach-athlete relationship

This study investigated the empathic accuracy of sixty coach-athlete dyads, its antecedents (meta-perceptions of relationship) and consequences (perceptions of satisfaction). An adaptation of Ickes's (2001) unstructured dyadic interaction paradigm was used to assess empathic accuracy whereby coach-athlete dyads were filmed during training. A selection of video clips containing the dyads' interactions during a typical training session were shown to them. The dyad members were asked to report their recollected thoughts and/or feelings while making inferences about what their partners' thought and felt at specific points of interaction. Empathic accuracy was estimated by comparing the dyads' self-reports and inferences. The results of a structural equation model analysis indicated an association between members' meta-perceptions or judgments that their partner is positive about the athletic relationship and increased empathic accuracy. Increased empathic accuracy was in turn associated with higher levels of satisfaction. These results are discussed based on issues they raise for theory and measurement

Feedback of information in the empathic accuracy of sport coaches

Objective The purpose of this study was to investigate changes in the empathic accuracy of sport coaches in relation to feedback of information. Coaches' experience and qualification level were also considered. Method Sixty badminton coaches were randomly assigned to either an experimental or a control group. All coaches watched a video of an athlete's technical training session with her coach. At designated segments of the video all coaches were asked to make inferences about what the athlete's thoughts and feelings had been. Only the coaches in the experimental group were given corrective feedback on the athlete's thoughts and feelings following their inference. Empathic accuracy was estimated by comparing these inferences with the athlete's own self-reported thoughts and feelings. Results It was shown that both groups' empathic accuracy improved over the course of watching the video; however, the experimental group improved significantly more. It was found that coaches' experience was significantly associated with empathic accuracy for the control group only. Conclusions The results suggest that continued exposure to an athlete increases a coach's empathic accuracy and that this can be significantly improved with accurate feedback about that athlete

How the perceived effectiveness of a female coach is Influenced by their apparent masculinity/femininity

The aim of this study was to investigate how the apparent masculinity/femininity of a coach influenced others’ perceptions of their ability to successfully interact with their athletes. Seventy-three participants (44 males, 29 females, Mage=23.8 SD= ± 8.41) watched four videos depicting a coach working with a group of athletes. Each video was the same but featured the four combinations of masculinised/feminised coach and male/female athletes. Participants rated the coach on perceived relationship quality, empathy, and competency. There was a main effect in relationship quality (closeness) and three of four subscales of coaching competency, with the masculinised coach rated higher than the feminised coach. There was also a non-significant trend for the feminised coach to score higher in relationship quality and competency when working with male athletes compared to female athletes, and the masculinised coach to score higher with females. For affective empathy, there was a main effect for athlete sex, with both coaches rated higher working with male athletes. There was also a non-significant trend for both coaches’ cognitive empathy to be rated higher when working with male athletes. The perception of the masculinity/femininity of a coach influences how others understand their interactions even when the behaviours of that coach are similar across situations. Coaches need to be aware that gender-based stereotypes may influence how others perceive their competency. This could potentially affect coach effectiveness and career progression

The influence of gender on perceptions of coaches’ relationships with their athletes:a novel video-based methodology

The aim of this study was to investigate the influence of coach and athlete gender on perceptions of a coach through the use of a novel video-based method. Forty-one participants (16 males, 25 females, Mage=32.76 SD= ± 11.57) watched four videos depicting a coach and an athlete having a conversation about the athlete’s de-selection from a squad. Each video featuring different gender combinations of the coach and athlete. Participants rated the coach on perceived relationship quality and perceived empathy. Analysis showed a main effect for coach gender with female coaches being rated higher than male coaches for relationship quality and empathy, and a main effect for athlete gender with all coaches perceived as displaying a greater level of affective empathy when paired with a female athlete. Coaches need to be aware that their actions may be interpreted differently based on their gender and that of the athletes they are working with. This could potentially impact on coach effectiveness and the outcomes of their behaviours

British surfers and their attitudes and values toward the environment

The purpose of this study was to examine the attitudes of British surfers toward their environment. Eight surfers were interviewed and their views analyzed using an inductive thematic analysis to explore their perceptions of the factors that have influenced their engagement in proenvironmental behaviors. The findings suggest that surfers (in this sample), while motivated to engage in proenvironmental behaviors, are also influenced by a range of factors and appear to be primarily motivated by their identification and a need to maintain their experience of that sport. This reveals an inherent dilemma. Through their sport surfers are able to observe the effects of environmental degradation on the environment (e.g., polluted water), the ecosystem, and on their personal health. However, they are also aware of the trade-offs required in pursuing their sport that may damage the environment (e.g., toxic material involved in sport kit manufacture). When questioned, surfers stated they would be unwilling to give up their sport even at the cost of the environment in which those activities are experienced. This highlights a possibly common problem among environmentally minded outdoor enthusiasts: when do personal benefits outweigh the responsibilities of environmental stewardship? The value of these findings is discussed in relation to the promotion of proenvironmental behaviors and engagement with proenvironmental groups

The impact of sprint interval training frequency on blood glucose control and physical function of older adults

Exercise is a powerful tool for improving health in older adults, but the minimum frequency required is not known. This study sought to determine the effect of training frequency of sprint interval training (SIT) on health and physical function in older adults. Thirty-four (13 males and 21 females) older adults (age 65 ± 4 years) were recruited. Participants were allocated to a control group (CON n = 12) or a once- (n = 11) or twice- (n = 11) weekly sprint interval training (SIT) groups. The control group maintained daily activities; the SIT groups performed 8 weeks of once- or twice-weekly training sessions consisting of 6 s sprints. Metabolic health (oral glucose tolerance test), aerobic capacity (walk test) and physical function (get up and go test, sit to stand test) were determined before and after training. Following training, there were significant improvements in blood glucose control, physical function and aerobic capacity in both training groups compared to control, with changes larger than the smallest worthwhile change. There was a small to moderate effect for blood glucose (d = 0.43–0.80) and physical function (d = 0.43–0.69) and a trivial effect for aerobic capacity (d = 0.01) between the two training frequencies. Once a week training SIT is sufficient to produce health benefits. Therefore, the minimum time and frequency of exercise required is much lower than currently recommended