Celebrating 10 Years of Sport Coaching Research Publications: Past Context and Future Directions
Practical Advances in Sport Coaching Research in International Sport Coaching Journal
Coach Developer Special Issue: Global Perspectives in Coach Education for the Coach Developer
Bettina Callary and Brian Gearity
Coaching Masters Athletes in Colombia
Catalina Belalcazar and Bettina Callary
The purpose of this article is to describe the evolution and influence of Masters Player-Coaches (MPCs) in the Asociación de Futbolistas Adultos Mayores del Tolima (in English: Masters Athletes’ Football Association of Tolima in Colombia, South America), a football league for men aged 60–70+ years. Historical forces shape a cultural backdrop that pervades football (soccer) and coaching and provides an understanding of how MPCs perceive themselves. After exploring the evolution and influence of the league, the authors uncover a peer-coaching approach in Asociación de Futbolistas Adultos Mayores del Tolima, described by the MPCs as Compañero Orientador. The authors link the importance of formally acknowledging the MPCs with their influence in fighting ageism, community building, and promoting lifelong sport. Further, MPCs provide high-quality Masters sport experiences, and their recognition supports a formal sporting structure in applying for local government grants to support the growing Masters context in Colombia.
Voices From the Field: Q&A With Coach Developers Around the World
Bettina Callary and Brian Gearity
As the editors of the special issue for coach developers, we have rounded out the research-based articles within this issue by seeking the perspectives of practitioners worldwide on what it means to be a coach developer in their respective countries. We ask three simple questions that are answered directly by active coach developers. Their answers bring to light the reality of coach developers’ experiences and their interests in the advancement of the field within the near future. In this short article, practitioners from countries in Africa, South America, Europe, Asia, and Oceania provide valuable input in understanding this burgeoning field.
Athletes’ Perceptions of Developing Relationships Through Adult-Oriented Coaching in Online Contexts
Kimberley Eagles and Bettina Callary
Online coaching has grown in popularity, in which the coach and athlete work together using Internet-based platforms, without meeting in person. Kettlebell lifting has been using the online format for some time. The majority of Kettlebell lifters are Masters Athletes (MAs), over the age of 35 years, and competing in registered events around the world. Adult-oriented psychosocial coaching approaches that prioritize relationship development have proven to be successful when coaching MAs. While the coach–athlete relationship has been extensively examined, it is not known how the coach–athlete relationship is created and maintained in an online-only environment. The purpose of this study is to explore the perceptions of MAs’ relationships with their online coaches. Five kettlebell lifters were interviewed to explore their experiences of having online coaches. Using interpretative phenomenological analysis, the lifters’ individual experiences within the online coaching environment were examined. Three higher order themes suggest (a) initial relationship building involves the coach selection by the MA, as well as developing closeness and complementary behaviors; (b) progressing in the relationship through communication; and (c) coach programming that is adaptable and negotiated. The coach–athlete relationship for mature adults in an online-only platform can be fostered through adult-oriented approaches.
A Case Study of Using an Adult-Oriented Coaching Survey and Debrief Session to Facilitate Coaches’ Learning in Masters Sport
Bettina Callary, Catalina Belalcazar, Scott Rathwell, and Bradley W. Young
The Adult-Oriented Sport Coaching Survey (AOSCS) can be used by coaches to reflect on how they coach competitive adult sports participants. There are coach (AOSCS-C) and athlete (AOSCS-A) versions. The purpose of this case study is to portray how coaches reflect on scores from the AOSCS with a coach developer. Nine coaches (White; ages 23–72; five men and four women; six sports) and their respective athletes were invited to complete the AOSCS twice during a season. Coaches were given their survey scores and undertook a debriefing interview with a coach developer. We reflected on four key topics in this dedicated professional development session: coach impressions on receiving an AOSCS personal scorecard, leveraging comparisons between coach and athlete scores, leveraging comparisons in scores over time, and misunderstandings/inadequacies of numerical scores. We reflect on meaningful interventions for coach development in adult sport.
An Individualized Coach Development Program for Older Adult Player-Coaches in a Masters Football League in Colombia
Catalina Belalcazar, Tarcisio Hernández Nariño, and Bettina Callary
Coaches contribute toward helping older adults achieve quality sport experiences, but there are few resources grounded in adult-oriented psychosocial approaches from which they can learn. The purpose of this Participatory Action Research study was to facilitate a personalized professional development program for a Colombian football (soccer) league of older adult men using an evidence-based self-assessment tool for Masters coaches. Data were collected from 23 coaches, who were also players in the league, via interviews, workshops, and observations. Data were analyzed via reflective thematic analysis that aimed to understand coaches’ perceptions of how they learned through the workshops and how they implemented what they learned into their coaching. Findings indicate that personalized professional development enabled better structured leadership in the league, creating Quality Masters Sport Experiences.
Insights into the Importance of Relational Coaching for Masters Sport
Bettina Callary, Chelsea Currie, and Bradley W. Young
Research into the Masters (or adult) sport context has revealed important socially mediated participatory motives for Masters athletes, including a strong connection between their learning in sport and the relationships they have with their coaches. The purpose of this insights article was to identify and describe links between relevant relational perspectives in sport coaching and dominant themes extracted from research pertaining to the psychosocial aspects of coaching adults. Three theoretical perspectives are purposively explored: interdependence theory, humanistic coaching, and andragogy. We considered how these parallel bodies of literature ascribe to the particularities of coaching adults to provide insight on how to frame effective coaching approaches and coach–athlete interrelations for this unique athletic sample. We make the case for ongoing research using an andragogical model of coaching in Masters sport in understanding how coaching Masters athletes is a complex and nuanced phenomenon.
Alignment of Masters Swim Coaches’ Approaches With the Andragogy in Practice Model
Bettina Callary, Scott Rathwell, and Bradley W. Young
Coaches working with Masters Athletes (MAs) are tasked with facilitating learning and enhancing performance and quality of experience specifically for an adult cohort. In education, the Andragogy in Practice Model (APM) characterizes adult learners and provides teachers with principles for how to best facilitate learning (Knowles, Holton III, & Swanson, 2012). The purpose of the current study was to explore how coaches describe approaches with their MAs to discover how they align with andragogical principles. Eleven coaches were interviewed regarding their approaches in working with Masters swimmers. Data were thematically analyzed according to the six APM principles. The results revealed the bidirectional pattern of communication between the coaches and MAs, the coaches’ awareness of the athletes’ matured self-concept and prior experiences, the personalized goal oriented approach, the various approaches coaches used to motivate, and strategies that the coaches used to prepare MAs for training. The findings suggest that coaches who reported approaches in keeping with andragogical principles more effectively accommodated their MAs’ interests. When their approaches countered the principles, there appeared to be a disconnect between the coaches’ approaches and the MAs’ preferences. Together, these results provide evidence of the importance of coaches’ understanding of adult learning principles when coaching MAs.