Feedback for coaches: Who coaches the coach?

Nash, Christine; Sproule, John; Horton, Peter

doi:10.1177/1747954116684390

Cited by 24 publications

(26 citation statements)

References 52 publications

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“…This can be considered a strength of the work because it provides insight to the specific ways in which more and less experienced coaches' networks differ. Given the importance of mentors and learning from more experienced peers during coach development (Nash, Sproule, & Horton, 2017), the current work adds value by offering those with less developed networks some strategic foci for maturation of their social support resources. For example, coaches who want to develop their networks might look to build relationships that can offer emotional support when managing frustrations (i.e., support that is more common among experienced coaches) and should work to maintain relationships that offer informational support for tactical knowledge development.…”

Section: Situations In Which Coaches Use Social Supportmentioning

confidence: 99%

Understanding social networks and social support resources with sports coaches

Norris

Didymus

Kaiseler

2020

Psychology of Sport and Exercise

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Objectives: Research on social support with sports coaches is limited, yet the benefits of social support within other occupations have been widely reported. This study explored sports coaches' social network structures, the social support resources available to coaches, and the situations in which coaches use social support.Design: Cross-sectional.Method: Data were collected with male (n=6) and female (n=7) British coaches (Mage=34.20, SD=13.37; Mexperience=13.20, SD=10.41) using semi-structured interviews and interviewee-aided sociograms. Interview data and sociograms were analyzed using abductive thematic analysis and social network analysis to create ego-network diagrams. The ego-network diagrams were created to provide information on the locality and influence of coaches' social network members. Results:The ego-network diagrams highlight that the structure of coaches' social networks encompasses support from peers, friends, family, and miscellaneous (e.g., media). The diagrams also demonstrate that support from friends tended to be perceived as most influential. The coaches called on their network for appraisal (e.g., affirmation), emotional (e.g., venting), informational (e.g., training), and or instrumental support (e.g., cooking dinner) for a variety of situations, such as training (e.g., drill ideas) and issues with athletes (e.g., venting about a misbehaving player). Conclusion:Given the pertinence of coaches' social networks and resources for performance and psychological well-being, coach education programs should include a focus on the importance of building relationships. Longitudinal research methods are warranted to, for example, explore the dynamic functions of coaches' social support. This will develop a more comprehensive base from which interventions can be developed.

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Section: Situations In Which Coaches Use Social Supportmentioning

confidence: 99%

Understanding social networks and social support resources with sports coaches

Norris

Didymus

Kaiseler

2020

Psychology of Sport and Exercise

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“…One example has to do with a discussion regarding athlete physiological variables, training stimuli, and training plans. A recent examination of how sport coaches get feedback on their own performance showed coaches receive feedback in a rather haphazard, abstract, and in some cases fairly random fashion (Nash, Sproule, & Horton, 2017). That means when the SCC approaches the sport coach with concerns over athlete training or physical preparation for competition, this feedback may be met with resistance from the sport coach for no other reason than the sport coach is simply unaccustomed to receiving any feedback.…”

Section: Working With Sport Coaches 3 a Roundtable With Collegiate Lementioning

confidence: 99%

A Roundtable With College Strength and Conditioning Coaches: Working With Sport Coaches

Gillham¹,

Doscher

Krumpos

et al. 2019

International Sport Coaching Journal

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Strength and conditioning coaches are routinely considered key members of the team working to prepare athletes for sport competitions. This has led to substantial confusion over the roles of strength and conditioning coaches and their working relationship with sport coaches. For example, when detailing their job tasks strength and conditioning coaches have described ineffective and stressful relationships with the sport coaches they work with (Duehring & Ebben, 2010; Laskowski & Ebben, 2016). The purpose of this paper was to solicit information from collegiate level strength and conditioning coaches specific to their working relationship with sport coaches. Fulltime strength and conditioning coaches representing all National Collegiate Athletic Association divisions responded to a series of 10 questions. The respondents provided a variety of examples detailing their experiences working with sport coaches and provided advice for both strength and conditioning and sport coaches to improve the working relationship for the betterment of the athletes.

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“…you may well be in a BS environment. Indeed, high-performing, experienced coaches often surround themselves with a network of critical friends that offer constructive feedback and alternative opinions compared to novice coaches who are more likely to accept information from non-reliable sources (Nash, Sproule, & Horton, 2017). Simply, avoid operating within insular networks that serve as an echo-chamber for certain viewpoints and instead surround yourself with divergent opinions that will challenge your understanding.…”

Section: Look For Attempts To Offer a Balanced Presentation Presentamentioning

confidence: 99%

“Opinion and Fact, Perspective and Truth”: Seeking Truthfulness and Integrity in Coaching and Coach Education

Stoszkowski

MacNamara

Collins

et al. 2021

International Sport Coaching Journal

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Recent developments have seen a growth in coaching, with an associated boom in interest on how it may be optimised. Clearly, the authors applaud this evolution. This growth has been parallelled by an explosion in the availability of information, driven through Internet access and the phenomenon of social media. Unfortunately, however, this juxtaposition of interest and availability has not been matched by the application or exercise of effective quality control. While much of what is available is well intentioned, a tendency for poor quality and possibly less positively targeted “bullshit” has also arisen. In this insights paper, the authors have considered some of the reasons why and argued that an emphasis on the development of critical and analytical thinking, as well as a scepticism towards the sources of information, would be a positive step against coach susceptibility to bullshit. In doing so, and to encourage more critical consumption of the “knowledge” available, the authors presented a checklist to help coaches assess the veracity of claims and sift through the noise of the coaching landscape.

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Feedback for coaches: Who coaches the coach?

Cited by 24 publications

References 52 publications

Understanding social networks and social support resources with sports coaches

Understanding social networks and social support resources with sports coaches

A Roundtable With College Strength and Conditioning Coaches: Working With Sport Coaches

“Opinion and Fact, Perspective and Truth”: Seeking Truthfulness and Integrity in Coaching and Coach Education

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