construction of coaching philosophy in the transitional cultural context of women’s football in England. By exploring visions of the game from the perspective of those coaches’ who are currently operating in a women’s football academy, we aimed to offer a better understanding of the coaching philosophies of
Emily J. Sleeman and Noora J. Ronkainen
Kelly S. Witte
The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.
Andy Gillham, Gary Schofield, Michael Doscher, Dan Dalrymple and Joe Kenn
Traditional examinations of coaching philosophies consider the perspective of sport coaches (e.g., soccer, cricket, rugby). The focus on sport coaches’ coaching philosophy has advanced the study of coaching effectiveness while simultaneously omitting strength and conditioning coaches from the larger body of literature on coaching philosophy. The purpose of this paper is to reveal how award winning strength and conditioning coaches shape and use their coaching philosophy. The participants include four renowned strength and conditioning coaches, one at the high school, one at the college, and two at the professional level. A summary is provided at the end that examines commonalities (e.g., all the respondents expressed the need to have a specific coaching philosophy) and differences (e.g., how discipline factors into their coaching philosophy) across the respondents’ views and connects their viewpoints to the broader literature on sport coaching.
Zenzi Huysmans, Damien Clement, Robert Hilliard and Adam Hansell
al., 2017 ; Sackett & Gano-Overway, 2017 ). Within coach characteristics, philosophy and the coach-athlete relationship are part of the foundation for creating a caring PYD climate that facilitates the development of positive outcomes ( Holt et al., 2017 ). That is, the coaching philosophy needs to clearly
Daniel Gould, Scott Pierce, Ian Cowburn and Andrew Driska
This case study examined the coaching philosophy of J Robinson, one of the most respected and successful NCAA wrestling coaches in the United States, and the founder of J Robison Intensive Wrestling Camps. Research has that shown that his camps foster short and long term psychological development in its youth participants (Driska et al., in press; Pierce, et al., 2016). He has established a well-delineated system for developing psychological skills in young athletes. The researchers were therefore interested in understanding the link between his coaching philosophy and coaching behavior, and in identifying factors that have influenced the development of this coaching philosophy over his lifetime. Using a case study approach, in-depth interviews at several points in time with Robinson were conducted. These were supplemented with interviews with camp staff and observations of the camp and Robinson’s coaching. Results revealed that Robinson had a clearly defined philosophy, was very intentional in developing mental skills, and had clearly thought out rationales that guided his coaching actions. The coaching philosophy and approach to developing psychological skills in youth evolved over 35 years of implementing these camps and from Robinson’s own life experiences. Implications for studying coach development and delivering coaching education are provided.
Vladislav A. Bespomoshchnov and Jeffrey G. Caron
Anatoly Tarasov was the architect of the Russian ice hockey system—one of the most storied program’s in the history of International ice hockey. As a head coach, he led his team to 3 Olympic gold medals, 9 World Championships, and 18 National Championships. He was also the first European inducted into the Hockey Hall of Fame in Canada. Given all that he accomplished, it is surprising that relatively little is known about Tarasov outside of Russia. The purpose of this paper is to introduce coach Tarasov and, through an analysis of his own writings and what others have written about him, shed some light on his coaching methods that we believe comprise his coaching philosophy. As we will demonstrate, Tarasov’s coaching methods, which would have been viewed as unusual at the time—particularly by ice hockey coaches in North America—are now widely supported in the coaching science literature and practiced by some of the world’s most regarded coaches. Rooted in Tarasov’s coaching methods, we also provide a number of “best practices” for ice hockey coaches, which we believe might also be applicable to coaches working in other contexts.
Fernando Santos, Nuno Corte-Real, Leonor Regueiras, Leisha Strachan, Cláudia Dias and António Fonseca
Over the last decades positive development (PD) has served as a framework for several investigations within the sport science community. In fact, multiple researchers have analyzed youth coaches’ role in PD. However, there is recent interest in exploring high performance coaching due to the complexity of the coaching practice, the different developmental needs presented by players, and the relevance of PD within this particular environment. The purpose of this study was to understand the perspectives of Portuguese football coaches about the importance of PD in high performance coaching. The participants in the study were ten male Portuguese football coaches who trained athletes between the ages of 16 and 39 years of age. Findings showed that coaches viewed winning and on field performance as top priorities in their coaching philosophy, but recognized the importance of PD. Coaches also envisioned the determinant role youth coaches have in this domain. Coaches conceptualized PD as an overarching framework that could be used across the developmental spectrum to convey a range of PD outcomes in high performance contexts such as teamwork, respect for others and transfer to other life domains. Moving forward, coach education courses should help coaches develop strategies to foster PD.
Gary Byrne and Tania Cassidy
In 2012 Pat Lam was dismissed (‘sacked’) as head coach of the Auckland Blues, a professional rugby union team in New Zealand. Within months of his sacking Lam had become the head coach of Connacht Rugby; an improving, but midlower table, professional provincial team in the west of Ireland. The purpose of this ‘best practice’ article is twofold. First, to illustrate how Lam used his dismissal (‘sacking’) from the Auckland Blues as a pivotal opportunity to learn, and develop, as a coach. Specifically his imperative that there needed to be clarity and communication of his coaching philosophy, and his quest for alignment between coach and organisation and his ‘belief triad’ (culture, leadership, the game). Second, in an effort to be more than a catalogue of ‘best practice’ strategies, we use the theoretical concept of ‘interruption’ to explain how disruption, disintegration and arresting problematic coaching situations, such as being dismissed as a head coach, can be instrumental in the development of, and learning by, the coach. In outlining Lam’s ‘best practice’ we draw on primary and secondary data sources, which document his stories of redemption and supports Gould’s (2016) case for greater integration of quality coaching stories into sport coaching scholarship.
Steven C. Barnson
The purpose of this research was to: (a) describe the coaching process using language that is meaningful for practicing coaches; (b) explain how different coaches maneuver through the process of coaching; and (c) probe the paradoxical nature of the coaching process. Data gathered over a 6-month period with eight high school team sport coaches in the United States representing six different sport contexts, revealed three foundational paradoxes. Based on the results, coaching is best viewed as the convergence of three paradoxical forces: the paradox of authenticity, the paradox of purpose, and the pendulum paradox. The paper closes with the suggested definition of sports coaching: Coaching is the process of utilizing an intentional philosophic approach to simultaneously teach, motivate, and organize an athlete to attain higher levels of success over time.
Terilyn C. Shigeno, E. Earlynn Lauer, Leslee A. Fisher, Emily J. Johnson and Rebecca A. Zakrajsek
influence the moral behavior of their athletes. With insight from conversations with youth sport coaches as well as empirical and professional practice evidence, we introduce three practical strategies that coaches can employ to: (a) consider how morality fits into their coaching philosophy, (b) create