Developing high-quality athlete–coach (A–C) relationships improves both athlete performance and well-being. However, content relating to the A–C relationship has been underrepresented within coach education. The study evaluates how coaches completing the English Football Association’s Union of European Football Associations A and B licenses develop knowledge of the A–C relationship. It does so by drawing on the perspectives of those who design and deliver the courses. Semistructured interviews were completed with nine experienced Football Association coach developers alongside a document analysis of seven key course documents. Data were analysed through an inductive thematic analysis and five themes were generated: (a) coach developers understand that the A–C relationship is built on trust, care, and hard and soft interpersonal approaches; (b) the triad of knowledge impacts on the A–C relationship, not just interpersonal knowledge; (c) the A–C relationship is not meaningfully addressed in the formalised course content; (d) in situ visits provide an effective medium to develop knowledge of the A–C relationship; and (e) the assessment framework does not align with the formalised course content. Findings demonstrate, despite a diversification in content, the A–C relationship is introduced in a superficial manner. Future research should clarify the knowledge coaches require to develop high-quality A–C relationships within a high-performance footballing context.
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Developing Coaches’ Knowledge of the Athlete–Coach Relationship Through Formal Coach Education: The Perceptions of Football Association Coach Developers
Andrew Newland, Colum Cronin, Gillian Cook, and Amy Whitehead
What Do High-Performance Football Coaches Need to Know About the Coach–Athlete Relationship? Implications for Formal Coach Education
Andrew Newland, Colum Cronin, Gillian Cook, and Amy Whitehead
A high-quality coach–athlete (C–A) relationship improves athlete well-being and performance but has been underrepresented in formal coach education. Eleven football coaches, working in some of the highest profile positions in England, were interviewed. We investigate to what extent their formal coach education experiences influenced their understanding of the C–A relationship. We explore their perceptions of the knowledge, relating to the C–A relationship, that could be included in formal coach education courses. Semistructured interviews were conducted with 11 coaches. Inductive reflexive thematic analysis generated the following five themes: (a) an incongruence between the importance of the C–A relationship and its prominence in coach education, (b) interpersonal competencies and a progressive approach to the C–A relationship, (c) understand the unique needs of high-performance athletes, and (d) build a culture conducive to high-quality C–A relationships. Findings demonstrate the C–A relationship is underrepresented in the main English FA Coaching Pathway and provides insights into the knowledge that could be incorporated into courses to meet the needs of coaches. Future research should explore the athlete’s perspective, relating to the knowledge coaches require to develop high-quality C–A relationships within high-performance football settings.