It is well established that coach learning and athlete outcomes can be enhanced through participation in Coach Development Programs (CDPs). Researchers advocate that the quality of CDPs can be improved by: (a) placing a greater emphasis on facilitating coaches’ interpersonal behaviours (Lefebvre, Evans, et al., 2016), (b) using appropriate and systematic evaluation frameworks to guide the evaluation of interpersonally-focused CDPs (Evans et al., 2015), and (c) incorporating behaviour change theories into the design and implementation of these CDPs (Allan et al., 2017). In doing so, the relevance of CDP content and the uptake of this content among coaching practitioners may be enhanced. Transformational leadership theory provides a valuable guiding framework for designing CDPs that aim to promote positive development in youth sport. Thus, the goal of the present paper is to outline the development of a novel, evidence-informed CDP: The Transformational Coaching Workshop and to provide practical strategies for the implementation of this workshop.
Jennifer Turnnidge and Jean Côté
Sarah Lawrason, Jennifer Turnnidge, Luc J. Martin, and Jean Côté
To maximize the effectiveness of coach development, educational programs should target coaches’ interpersonal behaviors, be informed by behavior-change techniques, and incorporate comprehensive evaluation procedures. Thus, informed by the full-range leadership model (see Bass and Riggio in 2006) and the Behaviour Change Wheel (see Michie et al. in 2011), Turnnidge and Côté in 2017 developed the Transformational Coaching Workshop (TCW). The purpose of this study was to evaluate the TCW’s effectiveness through observation before and after coaches’ workshop participation. Participants included 8 male head coaches of youth soccer teams. Systematic observation and coding using the Coach Leadership Assessment System were employed pre- and postworkshop to examine coaches’ leadership behaviors. Coaches made improvements in the types of leadership behaviors used and how they were conveyed. This study demonstrates that systematic observation can be implemented to explore real-world changes in behaviors. Future research should examine the impact of the TCW on athlete outcomes.
Anita Navin, Don Vinson, Alison Croad, Jennifer Turnnidge, and Jean Côté
This Participatory and Appreciative Action and Reflection (PAAR) investigation illustrates a leader’s first steps in a “values-to-action” journey. Drawing on the interface between transformational leadership and organizational culture, this study focused on the birth of the Severn Stars—a professional netball club in the United Kingdom. In particular, this PAAR investigation explored how the leader’s values were operationalized through the club’s inaugural year. Fourteen operational managers, coaches, and players were individually interviewed in order to gain an appreciative gaze and subsequently reframe their lived experience. Results demonstrated how transformational leadership was manifested through the pragmatic deployment of club values and how the organizational culture was, in part, characterized by individualized consideration, intellectual stimulation, idealized influence, and inspirational motivation. These behaviors and the organizational culture were shown to enhance prosocial relationships and social connections across the club, the influence of the Super Stars, and stakeholders’ perceptions of autonomy.
Paul Garner, Jennifer Turnnidge, Will Roberts, and Jean Côté
While recent work recognizes a need for coach education to place greater emphasis on interpersonal knowledge when developing coaching expertise, it is our position that coach educators (CEs) must follow a similar trajectory in embracing the interpersonal knowledge requisite of their role and move beyond a reliance on content and professional knowledge in order to shape their delivery. To better understand CEs’ behaviors, the authors observed four experienced CEs in Alpine skiing, using an adapted version of the Coach Leadership Assessment System during delivery of a coach education and assessment course. The authors also interviewed CEs to further elucidate the observational data. The findings suggest the benefit of transactional approaches to leadership during assessment when set against the backdrop of an environment driven by intentions consistent with transformational leadership. Furthermore, we call for a greater appreciation of context when imagining CEs’ behaviors that align with effective practice.