Researchers have argued that coaches are performers in their own right and that their psychological needs should be considered (Giges, Petitpas, & Vernacchia, 2004; Gould, Greenleaf, Guinan, & Chung, 2002). The purpose of this research was to examine high performance women coaches’ perceptions of their sport organizations’ social context, with specific attention to psychological need support. Self-Determination Theory (Deci & Ryan, 1985; Ryan & Deci, 2002) was employed to frame the examination of the coaches’ experiences. Eight high performance women coaches from two sport organizations participated in semistructured interviews. All reported autonomy and competence development opportunities. Organizational relatedness was critical to the experience of a supportive environment. The findings provide insight into the “world of coaching” from the coaches’ perspective.
Justine B. Allen and Sally Shaw
The purpose of this article is to review the challenges that women coaches must overcome and to discuss coach education strategies for facilitating the development of women coaches. Changes in representation of women in positions of leadership in sport have created a social context in which the experience of female coaches is referenced from a predominantly male perspective. As such, recurring issues elicited by attendees at the USOC/NCAA sponsored Women in Coaching Conferences are discussed. Coach education strategies are addressed in three main areas: (a) the continuation of women and sport programs, (b) restructuring the work environment to recognize and value relational work skills, and (c) relational mentoring models to navigate career and life transitions and advocate for change.
Don Vinson, Polly Christian, Vanessa Jones, Craig Williams and Derek M. Peters
Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semistructured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.
DIGEST VOLUME 5, Issue #3
Digest contains a listing of pertinent, recent coaching and coach education articles and updates from other sources. Surviving Rather Than Thriving: Understanding the Experiences of Women Coaches Using a Theory of GenderedSocial Well-Being Norman, L., & Rankin-Wright A.J. (2018). International
Renate M. Leithäuser
This summer appears to be a particular busy one! It seems that one top sporting event follows another. Active sportsmen/women, coaches and support staff, and the interested spectators and viewers all need good stamina. The FIFA Football World Cup 2018 is a highlight—a tournament with an expected
Fraser Carson, Julia Walsh, Luana C. Main and Peter Kremer
previously worked as a consulting sport and performance psychologist for a number of professional sports organizations. References Allen , J.B. , & Shaw , S. ( 2009 ). Women coaches’ perceptions of their sport organisations’ social environment: Supporting coaches’ psychological needs? The Sport
Kylie McNeill, Natalie Durand-Bush and Pierre-Nicolas Lemyre
, Durand-Bush, & Young, 2016 ). While a qualitative study of developmental and high performance women coaches revealed that self-regulation strategies were employed to prevent and cope with stress ( Durand-Bush, Collins, & McNeill, 2012 ), the association between self-regulation capacity and indices of
Christoph Szedlak, Matthew J. Smith, Bettina Callary and Melissa C. Day
education (i.e., Foulon & Ginis, 2013 ), and business (i.e., Peek, Peek, & Horras, 1994 ), more recently there has been an emerging use of vignettes in sporting contexts. Callary, Werthner, and Trudel ( 2012 ) used vignettes to demonstrate how women coaches learn from their sport experiences, whereas
Diane M. Culver, Penny Werthner and Pierre Trudel
traditional educational settings (4, 5, 6). Fourth, women coaches are under-represented (2, 4, 5, 6). Fifth, coaches’ general education varies, although most have a university degree, often in sport (2, 4, 5). Sixth, generally speaking, coaches’ perceptions of their sport specific coach education programme
Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach and Lee-Ann Sharp
in professional-development and educational structures for coaches may be particularly pertinent to extending the opportunity for collaboration between the fields of coaching and sport psychology. References Allen , J.B. , & Shaw , S. ( 2009 ). Women coaches’ perceptions of their sport