Athlete-centred coaching in team environment for young
athletes
Janis Zarins & Joona Savolainen
Bachelor Thesis
Degree Programme in Sports and
Leisure Management
April 2016
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Athlete-Centred Coaching: Empowering Athletes and Teams, Study Guides, Projects, Research of Philosophy
The concept of athlete-centred coaching, its benefits, and challenges in a team environment. The author discusses the importance of mutual respect, continuous growth, and self-awareness in athlete-centred coaching. The document also presents a model for implementing athlete-centred coaching and its impact on athlete development.
What you will learn
- What are the key components of athlete-centred coaching?
- How can goal setting be used in athlete-centred coaching?
- What are the benefits of athlete-centred coaching?
- How does athlete-centred coaching differ from coach-centred coaching?
- What are the challenges of implementing athlete-centred coaching?
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Athlete-centred coaching in team environment for young
athletes
Janis Zarins & Joona Savolainen Bachelor Thesis Degree Programme in Sports and Leisure Management April 2016
Abstract Date of presentation Degree programme Authors Janis Zarins and Joona Savolainen Group DP Title of thesis Athlete-centred coaching in team environment for young athletes Number of pages and appendices 58 + Supervisor Markus Arvaja Nowadays, in sports world there is a lot of talk about athlete-centred coaching and individual athlete development, and coaches try to use these approaches more often. Rarely you hear these approaches being used together, not to mention in an ice- hockey scene. There are still many ice-hockey coaches that use coach centred coaching style which focusses on success of a trainer and often results with development of improper behaviours among players and drop-out of sports. The first objective of this case study is to research how to improve athlete engagement, enjoyment and development during participation in sports. The second objective is to develop an environment where athlete empowerment would be encouraged, and implement it in a team. The third objective is to present the development, implementation and assessment of tools for growth of self-image and goal-setting in team environment. The objectives were met in this case study, done through one ice hockey season. An athlete centered environment was created during the process of this case study in two age groups. This proved to be effective in encouraging players to try new skills and creativity during practices and games which improved athlete engagement and enjoyment. The self-evaluation, goal-setting and goal achievement assessment tools proved to be effective, and some of the players showed high increase in their self-directedness and motivation which was seen through the team practices, games and during self- imposed training on their free time. The project provided benefit to, both, players and coaches. It was an interesting journey through one ice hockey season that opened new perspectives to development of the team and the players. Keywords Athlete centred, Empowered athletes, Motivation, Individual development, Team environment, Self-image
- 1 Introduction
- 2 Athlete centred coaching.....................................................................................................
- 2.1 Coach centred coaching style
- 2.2 Athlete centred coaching style
- 2.3 Obstacles of athlete centred coaching
- 2.4 Benefits of athlete-centred coaching
- 2.5 Empowered athletes
- 2.6 Why children participate in sport
- 3 Creating athlete centred coaching environment
- 3.1 Athlete centred philosophy
- Team goals
- The practices
- Game-day........................................................................................................
- Communication with players
- Communication with parents
- Administering consequences........................................................................
- 3.2 Key components of athlete centred coaching
- Teaching games for understanding
- Questioning
- Team culture
- 3.1 Athlete centred philosophy
- 4 Developing healthy motivational climate
- 4.1 Achievement goal theory..........................................................................................
- Mastery oriented climate...............................................................................
- Performance oriented climate
- Effects of mastery oriented climate
- Effects of performance oriented climate
- 4.2 Self-determination theory
- 4.3 TARGET
- Tasks................................................................................................................
- Authority
- Recognition
- Grouping
- Evaluation.......................................................................................................
- Time
- Adapting TARGET
- 4.4 Self-awareness
- Self-regulation theory
- 4.5 Goal setting
- Goal types
- Research on goal setting
- 4.1 Achievement goal theory..........................................................................................
- 5 Athlete centred coaching in Dornbirn Bulldogs
- 5.1 Creating athlete-centred coaching environment in Dornbirn Bulldogs
- Setting of team goals, rules and consequences
- Motivational climate
- The practice and competition
- Communication
- 5.2 Developing and implementing tools for individual athlete development
- Developing self-evaluation sheet
- Developing S.M.A.R.T-goal setting sheet
- Implementation and observations of the tools
- 5.3 Results
- Athlete centred team environment
- The tools for individual athlete development
- 5.1 Creating athlete-centred coaching environment in Dornbirn Bulldogs
- 6 Discussion
- References
- Appendices...............................................................................................................................
1 Introduction
Why does a player engage in an activity such as a practice or a game of hockey? How can the engagement of an athlete in a sports activity be increased? How to increase the fun factor and improve development of athletes as individuals and as a group? The motivation for this thesis has come from seeking answers to these questions, making it the first objective of this thesis. Many studies and researches have explored these questions, nevertheless, many sports organisations and coaches still emphasize on personal success and winning, rather than fun and development of young athletes. Too often the choice and control is taken away from the athletes encouraging them to become robotic in their actions and thinking. This disempowering form of coach control actually contradicts to why many athletes participate in sport. (Kidman, Thorpe & Hadfield 2005, 13-14.) On the other hand, in athlete centred coaching, an atmosphere is created where continuous player growth is ensured with every practice and game. In this process, the emphasis is placed on empowering an athlete. In other words, through training, empowered athletes and teams gain some control over what happens in their sporting life and general lifestyle. If athletes truly learn and take ownership of the direction of the team or competition, enjoyment and success is more likely. (Kidman, Thorpe & Hadfield 2005, 14, 16.) Therefore, the second objective of this project is researching what is athlete centred coaching, what it consists of and how to implement it in a team environment. Some of the difficulties that lay within the athlete centred coaching approach are that players are not used to it. Never having experienced anything but traditional, coach- centred approach to leadership, athletes may be confused and even resist coaches who promote thinking and creativity by asking questions. If not handled correctly, as a consequence to the process of questioning, coaches may appear not to be sure or confident in tasks concerning the sport. (Kidman 2005 ,41.)
2 Athlete centred coaching
2.1 Coach centred coaching style In the professional era, the performance objectives of many coaches depend on winning. For coaches like these, the pressure in this must-win environment becomes so great that coaches may exploit their power by taking the choice and control away from the athlete in an attempt to ensure their athletes are winning. When a coach takes total control and athletes have basically no say in the decision-making, the approach is called coach centred coaching. This disempowering form of coach control actually contradicts to why many athletes participate in sport. (Kidman, Thorpe & Hadfield 2 005, 13-14.) This coaching style includes a prescriptive method where the choice and control is taken away from the athlete. This coach-centred approach drills specific knowledge in athletes limiting them to a form of learning that emphasises memorising rather than understanding or solving problems. This limited approach encourages athletes to be robotic in their actions and thinking. In such environment, the players do not feel like they have an active role in contributing to or being a part of their learning. (Kidman, Thorpe & Hadfield 2005, 13-14.) A coach-centred coach is a person who coaches for himself, uses the power given to him to dominate and considers athletes, whether consciously or unconsciously, only as means to an end in achieving their own goals and dreams (Kidman, Thorpe & Hadfield 2005, 13-14). 2.2 Athlete centred coaching style Oppositely to the coach centred coaching, if athletes truly learn and take ownership of the direction of the team or competition, success is more likely. From the athlete’s perspective, the meaning of success is rarely winning. (Kidman, Thorpe & Hadfield 2005, 14). Lynn Kidman, (2005, 38) compliments this by mentioning that when it comes to success, striving to win is more important than winning itself.
“A basic tenet of the athlete-centred sports model is the enhancement of the holistic health and well-being of the athlete through the pursuit of excellence in sport” (Miller & Kerr 2002, 147). This can be achieved through the following eight characteristics of athlete-centred coaching: Mutual respect amongst athletes, coaches, and other members of the sporting community. Understanding that sport is an important part, but not the entirety of the athlete’s life experience. Recognition of the athletes as a whole and developing people, who need support in all aspects of their health (i.e., physical, psychological, social). Athletes are empowered by being active, informed participants in their program design and policy development (i.e., goal setting, training). Clearly defining, agreeing upon and following the athletes’ and coaches’ rights and responsibilities. Development of athletes’ leadership, teamwork and decision making skills. Furthering of athletes’ self-knowledge, self-esteem, and moral integrity. The building and maintenance of a partnership style coach-athlete relationship. (Clarke, Smith, & Thibault 1994; Kidman 2005, 38; Miller & Kerr 2002, 140-153.) In athlete centred coaching, an atmosphere is created where continuous player growth is ensured with every practice and game (Mitchell 2013). At a general level, athlete centred approach describes a process by which people gain control over the decisions affecting their lives. When a coach considers athletes first and gives them choice and control, the athletes become empowered. In other words, through training, empowered athletes and teams gain some control over what happens in their sporting live and general lifestyle. This is possible because through athlete centred leadership the power is shared with the players. (Kidman, Thorpe & Hadfield 2005, 16.)
Table 1: Practices that characterize coach-centred and athlete-centred coaches (Kidman & Davis 2006.) Coach-Centred Coach Athlete-Centred Coach Provides an environment of dependency. Expects the team to conform to his/her ways of doing. Speaks to rather than listens to the athletes. Tells athletes only what he/she thinks they need to know to suit his/her needs. Has a “winning at all costs” attitude, which promotes unfair or illegal practices. Treats the team as one, rather than as individuals. Makes the decisions for the athletes or team. Asks closed and redundant, or few questions. Criticises mistakes. Uses threats or punishment to coerce athletes into following coach’s expectations of behaviour. Promotes fear of failure. Provides a safe and confirming environment. Listens to athletes and takes them seriously. Reinforces values and morals through facilitation of team’s goals and the coach’s own actions (role model). Values all athlete’s contributions equally, but accepts each athlete as a unique individual. Gives athlete responsibility to encourage accountability for their actions. Assists athletes in establishing team and individual goals and values; goals should be multiple (outcome goals should NOT be the only ones). Asks questions of his/her players; encourages problem solving and critical thinking. Provides information to players about their performance and other matters related to the team. Answers questions, encourages players to ask questions and seek knowledge.
Table 2: A comparison of characteristics of athletes who are coached by athlete- centred and coach-centred coaches (Kidman & Davis 2006.) Coach-centred Athletes often: Athlete-centred Athletes often: Have their goals set for them. Feel as if they do not have a say in any direction. Lack enthusiasm. Are treated as a means to an end. Compete “robotically”. Display anger and stubbornness. Listen to the coach’s way. Have a disrespectful attitude. Are defensive when challenged. Get easily frustrated. Feel that there is no respect or trust from the coach. Are encouraged to be individuals and therefore show uncooperativeness. Lack confidence and competence to make informed decisions. Set their own goals and have an intrinsic desire to reach them. Enjoy their sport. Show enthusiasm. Develop self-efficacy and confidence in their ability and are enabled to control results produced by their skill and effort. Understand that they contribute and take responsibility for their learning and direction. Are accountable for their actions. Feel that they are important because of coach’s actions in understanding the athletes (e.g. listening, empathy). Understand that there is a mutual trust and respect. Are more coachable because they have freedom and choice. Are highly committed to achieving levels of excellence. Are willing to engage totally in what they believe. 2.5 Empowered athletes Jones (2011, in Kidman 2005, 23) points out that before implementing athlete-centred coaching approach, coaches must understand the process that athletes go through to become empowered. None of the aspects of this process come automatically. For
they participate with awareness of their own performance. At this stage, they begin to become part of the learning process. The coach’s role is to encourage and support the athlete’s ideas and sense of self-expression. (Kidman 2005, 24.) Finally, in stage 4 athletes contribute to their own learning by processing their own thinking and gaining an understanding that enhances their ability to solve problems and make decisions. They contribute to the vision and goals of the team and of themselves. The coach’s role here is to encourage the growth of this individual. (Kidman 2005, 24.) In summary, empowered athletes: Set their own goals and have an intrinsic desire to reach them. Enjoy their sport. Show enthusiasm. Develop self-efficacy and confidence in their ability. Understand that they contribute to and take responsibility for their learning and direction. Are accountable for their actions. (Kidman 2015, 24.) 2.6 Why children participate in sport According to Cheffers (1994, 6), understanding of why people move, what happens when they move and how they move, contributes to the structuring of successful coaching processes. Every athlete has their own thoughts about their participation in sports, including different reasons for participating, desires, interests, involvement and commitments. Sports offers an environment for where athletes can gain a sense of competence, achievement and recognition. (Kidman 2005, 41.)
Many surveys and investigations have been made to unravel the reason why children participate in sports and become members of a team. According to Cox (2002, 108), these are the most common answers: To have fun and enjoy the sport. To learn new skills and to improve on existing sports skills. To become physically fit and healthy. To enjoy the excitement of challenge and competition. To enjoy team atmosphere with friends and make new friends. (Cox 2002, 108.) Jason Devos (27.09.2014) in his article “Change in Canadian soccer means new leadership required” writes about a survey that the Ontario Soccer Association had done not too long ago at Grassroots level. This was done as an answer to London United soccer club president who suggested that, amongst other things, kids are leaving soccer because there is no trophy for them to win. The objective of this survey was to sit down with the players and find out why they play the game, why it is important to them, and what role they want adults to have in their soccer experience. During this questionnaire, two questions were asked to the kids which are presented below in forms of figures 1 and 2 along with the results of the survey. “It is really important to me that I” (Figure 1), illustrates the response that the kids gave to a question of what is important to them in soccer and clearly shows that playing well, learning new skills, playing fairly, being with friends and having fun are more important to kids that winning.
Figure 2: The adults should… On the vertical axis demonstrated is the number of the kids and on the horizontal axis in a declining fashion demonstrated are what the roles of the adults should be in youth soccer in the opinion of the kids themselves. (Jason Devos 27.09.2014.)
3 Creating athlete centred coaching environment
Participation in sports is claimed to provide specific education that enhances the attainments in all the domains of learning (i.e. physical, cognitive, psychological and social). Furthermore, sport has been considered a means by which children can learn values and discipline as well as develop morally and socially (Kidman 2005, 36). Coakly (2009), however, mentions that there is a lack of research to conclusively show that participation in organized sports programmes leads to appropriate values, attitudes and morals or other characteristics traditionally associated with involvement in sports (Kidman 2005, 36). Fullwider (2006), Shields and Bredemeier (2001), Stoll and Beller (2000) point out that, in fact, significant sources indicate that participation in sports leads to acquiring of inappropriate values and attitudes (Kidman 2005, 36). Thus, involvement in sports alone does not, as a direct consequence, lead to development of positive social values. Rather, coaches and other significant adults contribute in both positive and negative ways to the building of character and moral development. Therefore, in youth sports, it appears that a number of social influences produce a clash of values between the adults’ expectation of success and the expectations of the children. Since coaches and other adults have such high influence on the sports experience of the kid, they have the responsibility to consider which expectations are their own and which belong to children. (Kidman 2005, 36.) 3.1 Athlete centred philosophy Diefenbach and Lauer (2009) suggested that coaches should develop a coaching philosophy that embraces goals commonly related to youth sport, which, in turn, include the personal and social values and the life skills that can be learned by participation in the sport: character, morals, teamwork, resilience, sportsmanship, fair play, time management, and the value of hard work. Hammermeister (2010) adds that to ensure a coaching philosophy is athlete-centred it is required that these objectives are not compromised for the purpose of increasing the chances of winning. (McGladery, Murray & Hannon 2010, 4.)
Game-day According to Woodman & Hardy (2001), competitions can be a source of anxiety for athletes, but having structured processes for game day can help with this and make the day more enjoyable for players as well as team staff (McGladery, Murray & Hannon 2010, 6). Wrisberg (2007) suggests that, during games, focusing on task performance goals instead of outcome goals will enable athletes to evaluate improvements in their own ability, as opposed to the outcomes they achieved or how they did relative to other athletes or opponents. (McGladery, Murray & Hannon 2010, 6.) Communication with players To create a truly athlete centred environment, it is important to have an effective communication between athletes and team staff. Martens (2004) has mentioned that effective communication is necessary not only for athletes to improve their skills, but also to develop a positive relationship with the coach. (McGladery, Murray & Hannon 2010, 6.) Establishing interpersonal relationships between players and coaches has been found to assist in creating a learning environment that is comfortable for both parties, and subsequently be more productive. Engaging in one on one, player to coach, interactions during every practice will help achieve this goal. (McGladery, Murray & Hannon 2010, 6.) In addition to the information mentioned above, individual weekly meetings with players should be scheduled during which they would be encouraged to share concerns, problems and ideas to the coach. This has the potential to be an effective forum for communicating strategies intended to help the player increase opportunities for playing time and development. (McGladery, Murray & Hannon 2010, 6.) Communication with players is critical in developing and maintaining quality coach-
player relationships, without which many teaching-learning opportunities would be lost. Equally as important, relationships forged with players can last a lifetime. (McGladery, Murray & Hannon 2010, 6.) Different communication techniques can be applied to make sure the information is absorbed better and retained for a longer period of time. One of the most widely used ones is the “sandwich method” and describes a process during which feedback of performance is relayed to the player. The feedback beginning with a praise to make the person more receptive and open up to the conversation, followed by corrective feedback to improve the desired actions and ended with a positive comment to increase the motivation of the player. (Betof 2009, 121.) Communication with parents According to McGladery, Murray and Hannon (2010, 6), parents can be the most valuable resource a youth sports coach have, however, coaches often try to refrain from talking with parents. Being available and communicating with parents from the beginning can help the coach avoid later conflict with parents. Although many coaches avoid phone calls from parents, an athlete centred coaching philosophy suggests that a coach is willing to work with parents for the benefit of an athlete. An “open-door policy” is said to reinforce the notion that, for the purpose of helping an athlete achieve his goals and objectives associated with participation, a collaborative effort is encouraged. (McGladery, Murray & Hannon 2010, 6.) The subjects the coach deems eligible for discussion with parents should be communicated during the preseason meeting conducted with all parents (e.g. perhaps the coach believes discussions regarding playing time should occur between player and coach only while discussions involving academic performance should involve parents). The coaching philosophy and players’ expectations should also be shared and discussed at this meeting. (McGladery, Murray & Hannon 2010, 6.)