High-performance Coaches Research Articles

Position Paper: Rationale for a Focused Attention on Mental Health of High-Performance Sports Coaches

High-performance (HP) coaching has been described as “a complex, social, and dynamic activity that is not easily represented as a set of tangible and predictable processes.” Coaches are not only responsible for extensive planning, monitoring, and leadership in a dynamic and complex environment but also have responsibility for supporting athlete development and safeguarding their athletes’ overall health, well-being, and psychological and physiological safety. However, HP coaching is often considered an unsustainable profession, due to the levels of stress and subsequent mental health challenges that are frequently part of the role. Therefore, this position paper will focus on the concerns, challenges, and resources needed to prevent and manage mental ill-being and support the mental well-being of sport coaching professionals in HP sport, and provide recommendations for individuals, systems, and organizations that work with HP sport coaches.

“Walking the Tightrope”: Reflections on Mobilizing Foucauldian Theory Within an Endurance Running Coach Development Intravention

This paper presents our efforts and subsequent reflections in attempting to make Foucauldian theory accessible and relevant to a group of high-performance endurance-running coaches within the context of a coach development intravention and Foucauldian inspired workshop series. Specifically, we reflect upon our efforts to introduce coaches to Foucauldian ideas and concepts such as the knowledge–power–practice triad and upon the tensions we experienced in doing so. These tensions were related to the power of the theory–practice divide to set expectations around what it means to be an effective coach developer and a high-performance coach but also in the main related to our intentions regarding a broader shift in the coaches’ thinking concerning the influence of a number of social forces in the formation of their practices. We contend that coaching scholars invested in mobilizing ways of knowing underpinned by a different logic (e.g., relationally informed ways of knowing) within coaching and coach development settings would benefit from a deeper understanding of the politics of sports coaching knowledge and practice and how relations of power–knowledge impact learning within pedagogical contexts. Such an awareness, we believe, would in turn support more targeted pedagogical frameworks, practices, and strategies specifically aimed at disrupting established relations of power–knowledge and related problematic binary understandings such as the theory–practice divide which stand in the way of more diverse and ethical knowledge production processes in sports coaching and coach development work.

Examining the legacy of the ‘old boys club’ in high performance coaching

ABSTRACT Sport is a breeding ground for exclusionary gendered discourses and this trend is evident within the coaching cultures of numerous national sports organisations in New Zealand. Drawing on an organisational case study of a New Zealand national sports organisation (NSO) data were collected through thirteen semi-structured interviews and observations with coaches and staff in the NSO. Engaging in a critical feminist approach, this paper explores the various ways in which women’s exclusion from high-performance coaching roles was maintained, reflecting critically on the extent to which hegemonic masculinity was reproduced within the organisation’s coaching history and culture. Specifically, we illustrate the ‘felt’ dimensions of gender exclusion, highlighting how women’s absence from coaching is not through choice but is reflective of the gendered power dynamics of coaching. Together, the analysis demonstrates the institutionalisation of hegemonic masculinity and the mechanisms through which this is maintained, solidified and undermined. This study, while focusing on a particular NSO, offers insights that extend to male-dominated sporting systems across New Zealand, bringing to light the challenges encountered by women coaches within high-performance sport.

The isometric and isokinetic knee extension and flexion muscle strength profile of elite soccer players

BackgroundThis study aimed to further complete normative data sets for the strength profile of the thigh in soccer players by performing isometric and isokinetic measurements in a large sample per player position.MethodsIn total, 364 soccer players were divided into subgroups according to their pitch position. All players performed isometric and isokinetic strength measurements during active competition period using an isokinetic dynamometer (System 3, Biodex®, ENRAF-NONIUS, New York, USA).ResultsIsokinetic strength of m. Quadriceps was significantly (p = 0.023) higher in strikers compared to central midfielders in both the dominant (+ 9%) and the non-dominant (+ 4%) leg. No further differences were found in isometric or isokinetic strength per playing positions.ConclusionsWe have shown that strength profiles do not differ between playing positions on the field. This is valuable information for elite soccer high performance coaches and medical staffs aiming to improve daily training efficiency and rehabilitation of their players.

Compassion matters in elite sports environments: Insights from high-performance coaches

It is an open question to which degree compassion—noticing, engaging with, and acting to alleviate suffering in self and others—is (considered) advantageous in elite sports. Addressing this question, we herein provide insights into high-performance coaches’ perceptions on the role of compassion in elite sports environments. Specifically, 12 coaches working at the highest level of their respective sport (in Denmark) partook in semi-structured interviews focusing on the utilization, implications, as well as barriers for implementing compassion in elite sports environments. Following a thematic analysis, three themes comprising various subthemes were identified and discussed. The first theme – Benefits of compassion – focuses on coaches’ perception of the use and implications of compassion and comprises four subthemes: Compassion is important when times are tough; Compassion stimulates human connection; Compassion fosters unity in competitive environments; and Compassion promotes performance. The second theme – Increasing compassionate competence – focuses on how a compassionate approach can flourish and comprises three subthemes: Reflection; Awareness and knowledge; and Keeping up with the times. The third theme – Barriers to compassion – focuses on barriers to implementing and enhancing compassion in elite sports environments and comprises four subthemes: Compassion is soft; Power dynamics can stand in the way; Requires prioritization; and Performance outcome orientation. We conclude that while compassion (beyond self-compassion) can be beneficial in elite sports, coaches still perceive barriers for successful implementation, and that research should further investigate the outcomes and consequences of compassion in the elite sport context.

Mindful self-reflection as a strategy to support sustainable high-performance coaching: A mixed method study

High-performance coaches (HPCs) encounter a wide range of demands and face challenges engaging in self-care and recovery activities to promote a sustainable coaching career. In this innovative mixed method study, we aimed to gain an understanding of HPCs’ experiences of a brief mindful self-reflection intervention. To address this aim, 18 HPCs completed an 8-week daily intervention and reported their ratings of mood and energy via daily SMS-diaries. Self-reported measures of self-compassion, mindfulness, and well-being were collected at pre-intervention, 2 weeks post-intervention, and 6 months post-intervention. Qualitative data consisted of focus group interviews that were conducted 2 weeks after the intervention ended and a written follow-up containing three questions 6 months after the intervention. To further explore the mechanisms throughout the intervention, participants were categorized into two groups, High Mood and Energy (HME) and Low Mood and Energy (LME), and we compared these groupings with qualitative data. Using reflexive thematic analysis, we subsequently developed two overarching themes from these data that characterized group differences, (viz. HME: “Self-aware and open to attend to self-care needs and well-being” and LME: “Reflecting resistance to the intervention and low self-awareness”). Taken together, we interpret these data to suggest this mindful self-reflection intervention has the potential to enhance HPCs’ self-compassion. This work provides knowledge that can help guide both coaches and organizations in their quest to promote sustainable coaching careers in the elite sport context and we offer recommendations for practitioners working with HPCs.

7 important upper body muscles for high performance tennis players

This article focuses specifically on the training of key, yet sometimes overlooked by amateur players, muscles and muscle groups that play a major role in both injury prevention and performance enhancement. We can learn from many high performance and professional tennis players and coaches who have adopted these important upper body exercises. The purpose of the selected muscles is to assist in stabilizing a specific joint and additionally allow these joints their proper range of motion. This information is important for players as well as coaches in helping to their players obtain optimal tennis performance. Although many muscles and movement patterns could be addressed, the specific focus of this article is on those often characterized as secondary muscles of the upper body.

Leading a Safe Sport Community of Practice for High Performance Coaches: A Role for Mental Performance Consultants

In support of safe sport (SS) in Canada, a community of practice (CoP) for high performance coaches and NSO personnel was created and facilitated by two mental performance consultants (MPCs) to ensure SS concepts are well understood and applied by coaches and NSO staff. Fifteen people joined this 4-month CoP. The value creation framework was used to shape and assess the changes/learning that occurred in the monthly, online meetings. The learning activities (presentations, discussions, individual and shared reflections) were driven by the participants’ needs and resulted in shared and co-created practices. Three value creation stories about selection, second-guessing, and self-care illustrate participants’ learning. Through this paper, a new role for MPCs is proposed.

Understanding Well-Being in High-Performance Coaches: A Constructivist Grounded Theory Approach

Objectives: The purpose of the study was to explore, in depth, well-being within the unique context of high-performance sports coaching. The aim was to capture the process of well-being while considering the contextual nuances and influences of high-performance coaching environments in a mid-range theory of coaches’ well-being. Design: Constructivist grounded theory served as a guiding approach for data collection and analysis. Method: Individual interviews (n = 20) were conducted with methodological rigour enhanced by originality, usefulness, resonance, and credibility. Aligned with the methodology, we utilised theoretical sampling to aid the development of individual categories. Results: Findings suggest that well-being is an integrating process between coaches’ personal values (identity) and culturally prescribed values (identity), with a degree of harmony as the overall goal. Conclusion: The mid-range theory presents a contextually bound process of coaches’ well-being. It provides a more practical insight into the area and highlights the importance of cultural considerations and competencies.

Managing Challenging Situations in the Coach–Athlete Dyad: Introducing the Grey Zone Model From the Coach Perspective

Challenging situations and interactions are necessary and unavoidable in sport. From deselection to injury, burnout, and mental health issues, coaches and athletes will face challenging situations throughout their sporting career. The aims of this research study were to (a) introduce a conceptual model of challenging situations and subsequently to (b) explore a range of challenging situations that occur in high-performance sport, and (c) discover how such challenging situations are managed and perceived by high-performance coaches. In this study, challenging situations in coach–athlete dyads are defined as organisational, performance, interpersonal, and personal stressors that can push or pull one or both the coach and athlete, and subsequently their relationship into a state of indeterminacy (i.e., the Grey Zone) that may cause stress, strain, conflict, or resolution and understanding depending on how the challenging situations are managed. A total of 11 current high-performance and World Class Performance coaches (M = 41.64 years old, SD = 10.69 years; female = 4, male = 7), took part in a semistructured interview aided by vignettes to explore and discover the process by which coaches deal with challenging situations. Using a pragmatism approach, a content analysis guided by the conceptual Grey Zone Model was utilised to analyse the obtained qualitative data. Results indicated that coaches regularly experience challenging situations and use a variety of techniques to manage them. The Grey Zone Model is proposed as a practical tool to help coaches, athletes, and other practitioners, such as sport psychology consultants and coach developers to analyse the various phases of challenging situations.

Exploring the Perceived Barriers of Effective Communication Within the Coach–Athlete Relationship: A Sample of Scandinavian Coaches and Athletes

Coaching is a process that guides development and is shaped by sound relationships between athletes and coaches. Interpersonal communication represents a mechanism for developing functional relationships. However, not all interactions between coaches and athletes are optimal, and limited research has attempted to understand the factors that impede the ability to engage in effective communication. This study aimed to contribute to the literature by exploring the barriers experienced by high-performance coaches and athletes that hinder interpersonal communication within the coach–athlete relationship. A qualitative design grounded in a pragmatic philosophical position was utilised, and 20 semistructured interviews with 12 coaches and eight athletes participating in elite team sports were carried out. Interviews were conducted either in person or digitally via an online platform and analysed through content analysis. Barriers were identified for either coaches, athletes, or both and categorised as follows: (a) intrapersonal (e.g., lack of skills and negative experiences), (b) interpersonal (e.g., lack of concern/interest and power imbalance), and (c) environmental factors (e.g., hierarchy and toxic culture). These results suggest efforts should be focused on equipping coaches and athletes with intra- and interpersonal skills and empowering them to co-create a safe and united culture for themselves and their sport.

Coaching Across Borders: Lessons From Finnish High-Performance Ice Hockey Coaches

Sport coaching has become globalized. Finnish ice hockey is an example of this globalization of a coaching workforce. Indeed, the success of Finnish ice hockey teams in the international arena has been fueling the demand for coaches and players from this country worldwide. Yet, despite the increasing trends of migration of the workforce in sports, there is limited research that is conducted on the experiences of foreign coaches. Thus, in this study, we aimed to expand our understanding of the work of high-performance coaches in the globalized sports context. A case study design was adopted. The participants were 14 Finnish high-performance head coaches with transnational career experiences across 11 nations. Qualitative data were collected via semistructured interviews. Reflexive thematic analysis guided how the authors made sense of these data. Three major themes were (a) preparation practices, (b) acculturation, and (c) emerging learning experiences. The findings provide helpful insights for (a) coach developers when preparing practitioners to work in different cultural settings, (b) club administrators to further inform their decisions when recruiting and working with foreign coaches, and (c) sports’ governing bodies to develop policies to support coaches’ acculturation in the new country.

An Ecological Investigation of Polish Olympic Coaches’ Career Pathways and Their Experiences of Career Transition to Olympic Coaching Roles

Most research on coaching adopts a Western, predominantly Anglo-Saxon, vantage point. This study sought to fill the gap in the literature by providing an Eastern European perspective on transition to high-performance coaching. Ten Polish Olympic coaches were interviewed to glean insights into their career pathways, cumulatively spanning the last three decades. First, using abductive analysis, three patterns of nonlinear career pathways were identified: teacher-track, club-coach track and athlete fast-track. Next, contextual and reflective thematic analyses were employed to examine the environmental constraints affecting role transitions. Consequently, drawing on Bronfenbrenner’s bioecological model, the Ecological Model for Coach Development was proposed to offer an alternative perspective on career transitions. The findings provide evidence for the situated and relational nature of career transitions as processes occurring in nested environmental contexts. We claim that advancing knowledge on transitions requires not only zooming into coaches’ lived experiences of transitioning in/out of coaching roles, but also zooming out on macrolevel societal transformation processes, historically rooted values and belief systems, as well as mesolevel institutional constraints that steer career pathways and shape experiences. The study’s ecological orientation has the potential to enhance coaching education and practice by accounting for contextual complexity and temporality.

Good organizational practices to encourage women high-performance coaches in sports

Women play a vital role in professional sport on and off the field. Globally, the dearth of women high-performance coaches in sport is a concern. For example, in Australia women represent 15% of high-performance coaches. One reason could be due to the lack of knowledge on good organizational practices that encourage women in this role and the overwhelming knowledge of practices focused on barriers for women high-performance coaches. The purpose of our research was to determine what good organizational practices exist to attract, develop, and retain women as high-performance coaches in Australia. Using a qualitative research design, semi-structured interviews were conducted with two study groups that comprised 16 women high-performance coaches and 13 senior managers from five National Sport Organizations (NSOs) in Australia. Data analysis was guided by practices that influenced the attraction, development, and retention of women high-performance coaches. Practically, findings revealed 12 good organizational practices and 31 associated recommendations to assist senior managers from NSOs in their quest to encourage women high-performance coaches in their sport. Theoretically, our research “reverses the lens” of the Ecological Intersectional Model (EIM) at the organizational level whereby the focus turns to good organizational practices rather than barriers for women high-performance coaches.

The expert eye? An inter-rater comparison of elite tennis serve kinematics and performance

ABSTRACT This study examined the reliability of expert tennis coaches/biomechanists to qualitatively assess selected features of the serve with the aid of two-dimensional (2D) video replays. Two expert high-performance coaches rated the serves of 150 male and 150 female players across three different age groups from two different camera viewing angles. Serve performance was rated across 13 variables that represented commonly investigated and coached (serve) mechanics using a 1–7 Likert rating scale. A total of 7800 ratings were performed. The reliability of the experts’ ratings was assessed using a Krippendorffs alpha. Strong agreement was shown across all age groups and genders when the experts rated the overall serve score (0.727–0.924), power or speed of the serve (0.720–0.907), rhythm (0.744–0.944), quality of the trunk action (0.775–1.000), leg drive (0.731–0.959) and the likelihood of back injury (0.703–0.934). They encountered greater difficulty in consistently rating shoulder internal rotation speed (0.688–0.717). In high-performance settings, the desire for highly precise measurement and large data sets powered by new technologies, is commonplace but this study revealed that tennis experts, through the use of 2D video, can reliably rate important mechanical features of the game’s most important shot, the serve.

Discover how deliberate discipline impacts high performance

ORLANDO, FLORIDA — If you want to perform at a high level, maximize your potential, and achieve your desired results for your athletics department, then Court Whitman has some questions for you. He's a Professional Certified Leadership and High Performance Coach with Inspiring High Performance LLC, U.S. Army Special Forces Green Beret veteran, consultant, podcast host, adventure guide, and volunteer youth sport coach, who spoke at the annual convention for the Collegiate Event and Facility Management Association.

High performance coach cognition in the wild: using applied cognitive task analysis for practical insights-cognitive challenges and curriculum knowledge.

Despite significant empirical work in the sport coaching domain, there remains a paucity of evidence to inform practice in high-performance sport coaching. As a result, there are gaps in our understanding regarding coaching expertise at different levels of athlete performance. A significantly underutilized approach in coaching research is Cognitive Task Analysis and it's knowledge elicitation tools. Addressing these concerns, here we utilize applied Cognitive Task Analysis and a semi-structured interview protocol to elicit the cognitive challenges and use of knowledge by a group of N = 7 high-performance endurance sport coaches from a single national governing body. Analysis suggested prominent and ongoing challenges in day-to-day practice which, in turn require significant adaptive skill. In addition, results show how coaches used knowledge flexibly and conditionally to meet the demands of their role. A novel finding being the identification of the use of curriculum knowledge to mentally project the needs of athletes. The findings suggest opportunities for utilizing Cognitive Task Analysis to investigate the cognitive challenges of sport coaching and enhance coach development practice.

Supporting The Mental Health Of Elite-Level Coaches Through Early Intervention

Current evidence indicates that elite-level coaches encounter a range of performance, organizational, and personal stressors that may influence or compromise mental health. With exposure to these stressors, supports need to be established to protect and preserve the mental health of elite-level coaches. Given the paucity of evidence available, this article proposes a number of considerations that should be taken into account when developing a mental health and rehabilitation framework for high-performance coaches. We argue that early intervention should be positioned at the core of this framework, to address the onset of symptoms prior to the emergence of a mental disorder or mental health crisis. Mental health screening and monitoring of coaches, the psychological safety of high-performance environments, the mental health literacy of coaches, and the tailored pathways to support are discussed. Beyond these strategies, it is proposed that rehabilitation and reintegration should be addressed to assist coaches who are currently experiencing mental ill health or have left their role due to mental health reasons. Although further research is needed to implement evidence-based strategies, it is recommended that a future mental health framework should incorporate the perspectives of coaches to ensure it is consistent with their needs and experiences.

Starting a Conversation about Vulnerability in Elite Sport

Psychological strengths are idealized in elite sport and contribute to the presence of stigma surrounding mental health issues and a high threshold for help-seeking behavior. Recently, scholars have argued that the concept of vulnerability has the potential to challenge the dominance of the performance narrative in sport. In this article, we provide practitioners with innovative poem and word cloud resources based on insights from high-performance coaches to enable conversations about vulnerability in sport. We hope practitioners will use these resources to stimulate reflection and dialogue about vulnerability, which may lower thresholds for help-seeking and foster sustainability in sport organizations.

Understanding the developmental experiences of high-performance coaches in Northern Ireland: A collective case study from an ecological perspective

ABSTRACT The purpose of the present study was to examine the developmental experiences of high-performance coaches in Northern Ireland as a collective case study from an ecological perspective. Eight high-performance coaches from Northern Ireland were recruited and participated in semi-structured interviews. Each participant coached athletes at either World Championships, European Championships, Summer Olympic Games, Commonwealth Games, and/or professional levels. An ecological perspective was adopted to explore the barriers and supports for coaches at individual, interpersonal, organisational, and sociocultural levels throughout their coach development journeys. Data were analysed through theme development, refinement, naming, and triangulation. Findings are represented through the main themes and subthemes of: individual (previous athletic experience, engagement in experiential learning), interpersonal (networks, mentoring, non-sporting mentors), organisational (formal learning activities, varying levels governing body support, previous limitations of the high-performance system), and sociocultural (Northern Ireland’s unique political and geographical standing, dual nationality opportunities, and denominational perceptions of sports).