Can Learning Self-Regulatory Competencies Through a Guided Intervention Improve Coaches’ Burnout Symptoms and Well-Being?

in Journal of Clinical Sport Psychology

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Kylie McNeill University of Ottawa

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Natalie Durand-Bush University of Ottawa

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Pierre-Nicolas Lemyre Norwegian School of Sport Sciences

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DOI:
https://doi.org/10.1123/jcsp.2018-0019
Keywords:
burnout; coaches; self-regulation; sport psychology intervention; well-being
First Published Online:
18 Oct 2019
In Print:
Volume 14: Issue 2
Page Range:
149–169
Restricted access

While coaches are considered at risk of experiencing burnout, there is an absence of intervention studies addressing this syndrome. The purpose of this qualitative study was to conduct a self-regulation intervention with five Canadian developmental (n = 2) and elite (n = 3) sport coaches (three men, two women) experiencing moderate to high levels of burnout and examine the perceived impact of this intervention on their self-regulation capacity and experiences of burnout and well-being. The content analysis of the coaches’ outtake interviews and five bi-weekly journals revealed that all five of them learned to self-regulate more effectively by developing various competencies (e.g., strategic planning for their well-being, self-monitoring) and strategies (e.g., task delegation, facilitative self-talk). Four of the coaches also perceived improvements in their symptoms of burnout and well-being. Sport psychology interventions individualized for coaches are a promising means for helping them manage burnout and enhance their overall functioning.

McNeill and Durand-Bush are with the School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada. Lemyre is with the Department of Coaching and Psychology, Norwegian School of Sport Sciences, Oslo, Norway.

Address author correspondence to Kylie McNeill at kyliemcneill@gmail.com.
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Journal of Clinical Sport Psychology

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