The Co-Regulatory Coaching Interface Model: A Case Study of a Figure Skating Dyad

Abstract

Very little research has investigated co-regulated learning (CRL; Hadwin et al., 2011) in the context of sport coaching for skill acquisition. Although research indicates self-regulated learning (SRL) helps elite competitive athletes optimize their skill acquisition (McCardle et al., 2019), coaching literature has yet to examine how co-regulated learning experiences in joint work between a coach and athlete are associated with SRL competencies in an athlete. Thus, the objective of this instrumental case study was to describe the nature of joint work between an experienced female coach (aged 53, national level) and a male figure skater (aged 15, provincial level) in a naturalistic environment. Season-long data collection involved analysis of recorded dialogue at 16 practices and three interviews with each participant. Using inductive reflexive thematic analysis, we developed higher-order themes related to macro- and micro-levels of CRL, and implications of the coach’s progression on the development of SRL. The Co-regulatory Coaching Interface Model, representing micro CRL interactions, outlines contributions from each member and dialogue processes facilitating skill acquisition. SRL was both an expected contributor to, and a consequence of interface interactions. We discuss coach-athlete dyadic processes, what they mean for athletes’ self-practice time, and how the model contributes a new perspective on collaborative work between coaches and athletes that has not been emphasized in the coaching science on talent development.