Coaches’ Perspectives on Personal and Psychosocial Development in University Sport

Abstract

Evidence suggests Canadian university sport programs can foster positive development. Further, university coaches have claimed to focus on their athletes’ personal and psychosocial development. Despite coaches’ claims, little is known about university coaches’ strategies for enhancing positive development. The aim of the present study was to explore the role of the coach in fostering positive development in the university context from the perspective of coaches. Specifically, this study addressed two research questions: (a) Who was responsible for athletes’ development? and (b) What is the role of the coach in athletes’ development? Semi-structured open-ended interviews were conducted with 14 recommended Canadian university coaches (9 male and 5 female). Interviews were analyzed using an inductive approach. Coaches highlighted the conditions of university sport that foster positive development. In addition, the coaches described how they maximized athletes’ development by establishing a support network, building team culture, and empowering athletes.

Brazilian coaches' role in facilitating positive development through university sport (El papel de los entrenadores brasileños para facilitar el desarrollo positivo a través del deporte universitario)

“…Consistent with our findings, Rathwell and Young (2018) also found that establishing a caring and supportive environment helped athletes to learn from their mistakes and/or failures, and interpret them as teachable moments that may help them strive in life.…”

“…Of interest, many coaches viewed PD as a natural by-product of sport participation and used few strategies to foster this type of outcomes. The current results contrast those found in youth sport settings (Holt et al, 2017;Turnnidge, Côté, & Hancock, 2014), but are more consistent with research on PD in university sport (Rathwell & Young, 2018). In the youth context, researchers have suggested that in order to foster PD outcomes coaches should take a deliberate approach that includes concrete objectives and activities and strategies designed to systematically pursue PD outcomes (Bean & Forneris, 2016).…”

“…In the youth context, researchers have suggested that in order to foster PD outcomes coaches should take a deliberate approach that includes concrete objectives and activities and strategies designed to systematically pursue PD outcomes (Bean & Forneris, 2016). In the university context, Rathwell and Young (2018) have suggested that coaches may require a less hands-on approach. Specifically, they found coaches shifted their efforts from deliberate teaching of skills to creating relationships and developmental experiences that foster PD and opportunities for experiential learning.…”

“…Nonetheless, coaches mentioned a few strategies such as modeling and mentoring, building positive coach-athlete relationships, and by prompting athletes to reflect on live experiences. Rathwell and Young (2018) also found coaches valued PD, and provided detail on how they purposefully created team cultures and identities that prioritized PD. Specifically, the coaches used the following strategies: (a) built a strong support network for their athletes that was composed of themselves, their support staff, and their senior athletes, (b) emphasized and reinforced acceptance, effort, accountability, and respect, (c) provided increased responsibility to their athletes , and (d) allowed them to learn from their failures.…”

An Evaluation of Swimming Coaching Programs

“…For instance, coaches influence athletes through the direct teaching of life skills (e.g. teaching goal setting) [11].…”