Learning to be a player-centred coach: perspectives from the sideline

Background & PurposeWhile being player-centred is advocated as a core aspect of high quality coaching programmes (Gilbert, 2017), there has been a limited research focus on how coaches implement such an approach. In this... [ view full abstract ]

Background & Purpose

While being player-centred is advocated as a core aspect of high quality coaching programmes (Gilbert, 2017), there has been a limited research focus on how coaches implement such an approach. In this study, the coach-researchers engaged in a collaborative self-study of their own coaching practices, as they tried to implement player-centred coaching principles with a team during the course of a university Gaelic football season.

Methods

Collaborative self-study provides researchers with a means to discuss, critique and improve current practice through engagement in reflection and dialogue (Petrarca and Bullock, 2014). Data were generated using coaches’ weekly training plans and reflections, and recorded critical friend conversations. Players’ perspectives were elicited through qualitative questionnaires and focus group interviews conducted at three points during the season. The data were analyzed thematically (Braun and Clarke, 2013).

Results

Coaches’ and players’ previous experiences impacted on their perceptions of, and engagement with, a player-centred approach. The coaches were required to integrate pedagogical strategies such as problem-solving and discussion, as they sought to facilitate player experiences that were learner-focused and empowering. Maintaining a clear player-centred focus was challenging in the context of a competitive team environment, but positive outcomes were observed when players were involved in decision-making and planning.

Conclusions & Implications

This research provides insights into the approaches taken by two coaches as they collaborated to create a player-centred coaching environment. These insights inform their design of a guiding framework that highlights the importance of a positive culture, shared goals, affirmative pedagogies and mutual learning.

BRAUN, V. & CLARKE, V. 2013. Successful Qualitative Research, London, Sage.

GILBERT, W. 2017. Coaching Better Every Season, Champaign, Human Kinetics.

PETRARCA, D. & BULLOCK, S. M. 2014. Tensions between theory and practice: interrogating our pedagogy through collaborative self-study. Professional Development in Education, 40, 265-281.