The purpose of this study was to identify effective behaviours and characteristics of strength and conditioning coaches as perceived by elite athletes. Eight elite international level university athletes (Male = 6; Female = 2) with an average age of 20.4 years (SD = 1.3) and an average of 7 years' experience in their sport (SD = 2.4) were interviewed. The interviews were transcribed verbatim and thematically analysed. Three general dimensions were identified: behaviours that enhance the relationship between the athlete and their coach; coaches' actions; and coaches' values. The findings confirm previous research that areas such as instruction, technical knowledge and feedback are essential in delivering effective strength and conditioning coaching. However, the results further highlight the important role of higher order characteristics such as trust, respect, role modelling, authenticity, motivation and inspiration. The findings suggest that these higher order characteristics augment the default instructional coaching style as these behaviours enhance the strength and conditioning coaches' effectiveness in developing the athlete. The results further aim to recommend competencies of strength and conditioning coaches by encouraging self-reflection and therefore optimising coaches' development.
This review article advances the longstanding need to address psychosocial issues within strength and conditioning (S&C) that have renewed significance with the National Strength and Conditioning Association's entry into accreditation. First, a brief history is presented on the omission of psychosocial issues within S&C and the
This study explored which strength and conditioning (S&C) coaching behaviors and characteristics are perceived as effective by elite athletes and how these influence the athletes. A secondary aim was to consider the development and usefulness of vignettes to elicit new knowledge. Ten elite athletes reflected on scenarios presented in vignettes. Resulting themes were divided into the processes and factors influencing athletes and how the athletes are affected. The athletes considered these themes effective because the coach had built an environment of trust and respect. How coaches might influence athletes were divided into cognitive influences and behavioral influences. The results are discussed in light of current sport coaching literature, and the way vignettes enhance the richness of the data collection is reflected on. Practically, the results suggest that S&C coaches can build trust and respect to influence athletes’ development through effective instruction, communication, and motivation.
This study aimed to examine elite, experienced strength and conditioning (S&C) coaches’ reflections on the effectiveness of psychosocial behaviors in S&C coaching. In particular, this study aimed to explore which psychosocial behaviors are essential, the process of how these might influence coaching practice, and how the development of psychosocial behaviors should be encouraged. Eight elite, experienced S&C coaches were recruited and partook in a semistructured interview. Using a reflexive thematic analysis, six themes were identified: understanding athlete’s needs, communicating effectively, caring and connecting with the athlete, practicing what you preach, the importance of reflective practice, and the contribution of formal training. The findings of this study enhance the literature by highlighting that elite, experienced S&C coaches perceive psychosocial behaviors to be essential in effective S&C coaching practice. In particular, the findings describe the processes of how identified psychosocial behaviors might positively influence athlete development by enhancing motivation, buy-in, and autonomy. In addition, the authors’ results suggest that current S&C coach development programs are limited in facilitating the learning of psychosocial behaviors. Thus, their findings strengthen the call for S&C coach educators to utilize constructivist learning strategies including facilitated reflection to encourage the development of essential psychosocial behaviors that contribute to the holistic development of the athlete.
RESEARCH SUGGESTS THAT PSYCHOLOGICAL CHARACTERISTICS AND SOCIAL BEHAVIORS (E.G., COGNITIVE, PERSONAL, BEHAVIORAL, AND ETHICAL COMPETENCIES) CONTRIBUTE TO THE DEVELOPMENT OF COACHING EFFECTIVENESS AND AS SUCH SHOULD NOT BE NEGLECTED BY STRENGTH AND CONDITIONING (S&C) COACHES. THIS REVIEW EXAMINES THE CURRENT LITERATURE ON THE INFLUENCE OF PSYCHOSOCIAL CHARACTERISTICS AND BEHAVIORS OF THE S&C COACH ON ELITE ATHLETE DEVELOPMENT. IN ADDITION, THIS REVIEW PROVIDES PRACTICAL SUGGESTIONS AND GUIDELINES TO COACH DEVELOPERS AND COACH PRACTITIONERS TO DEVELOP SUCH PSYCHOSOCIAL BEHAVIORS USING CONSTRUCTIVIST LEARNING THEORIES IN RELATION TO REFLECTION, STORIES, MENTORSHIPS, AND INTERNSHIPS.
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