Volunteer Coaches Research Articles

Efficiency of Coach Training in Turkey and Its Assessment Specific to Shooting Sport

The primary aim of this study is to assess the efficiency of the coach training system in Turkey, with a specific focus on shooting coaches, and to gather the views of working, retired and volunteer coaches working in this field regarding this training. The research follows a correlational survey model and targets shooting coaches, encompassing both air and firearms disciplines, who possess coaching certificates and were actively engaged in coaching roles in Turkey during the year 2023, whether voluntarily or on a tenured or non-tenured basis. The research sample comprises 307 coaches, selected through simple random sampling from the larger population. Data for the study were collected through questionnaires. To this end, the researcher developed a questionnaire consisting of two parts, drawing on the existing literature and expert opinions. Quantitative methods, facilitated by the SPSS 25 program, were employed for data analysis. Results indicate that the overall sentiments of coaches in Turkey regarding the adequacy of coaching education in terms of content, duration, and facilities, as well as its impact on athletes’ skills and performance, and the coaches’ personal development through education, tended to be negative. Conversely, there were very strong (0.900.05).

Examining coach psychophysiological stress responses during Association Football matches: A preliminary study

The aim of this preliminary study was to examine the psychophysiological stress responses of football coaches during competition and in response to ‘in-game’ critical incidents. Participants were 10 male football coaches (mean = 35.3 ± 8.14 age), five professional and five volunteer coaches. Psychophysiological stress responses, characterised by heart rate, respiratory rate, and salivary alpha amylase activity, were collected at non-competition and across two competitions for all coaches. Individual generalized estimating equations were conducted to model the extent to which psychophysiological indices of stress interacted with time (non-competition, pre-game, in-game) and expertise (professionals, volunteers). Results indicated that both heart rate and salivary alpha amylase activity, but not respiratory rate, were significantly higher (p < 0.05) in competition compared to non-competition. Volunteer coaches also had significantly higher (p < 0.05) levels of salivary alpha amylase activity than their professional counterparts. For the second part of the study examining critical incidents, paired samples t-tests revealed no significant difference for psychophysiological stress responses following a critical incident. The results suggest that coaching practice may evoke a modest psychophysiological stress response with volunteer coaches displaying a higher stress response compared to professional coaches. Applied implications and future recommendations are offered.

Volunteer Peer Support for Chronic Pain Self-Management: A Qualitative Study of Benefits and Barriers.

Pain self-management is a key ingredient in chronic pain management. Peer support has been shown to be effective in helping patients self-manage other chronic conditions and may be a promising approach to implementing pain self-management programs more broadly without placing additional demands on clinicians. The Evaluation of a Peer Coach-Led Intervention to Improve Pain Symptoms (ECLIPSE) trial tested peer-supported chronic pain self-management. Although peers may be paid staff or volunteers, the ECLIPSE intervention was delivered by volunteer peer coaches, to test a low-resource model that could be easily implemented if effective. Trial results showed no statistically significant differences between intervention and control participants on key outcomes, and intervention adherence was low. To understand participants' experiences with peer coaching to help explain trial results. Semi-structured qualitative interviews with participants and peer coaches. Veterans with chronic musculoskeletal pain. Benefits to intervention participation included connecting with fellow veterans, receiving encouragement and hope, and improving pain self-management. Peer coaches described benefits unique to their role: facilitating their own pain self-management, having a "positive distraction," and a sense of "giving back." Barriers included difficulties reaching participants; resistance to focusing on the curriculum, including prioritizing socializing and being unwilling to set pain management goals; and phone delivery, which impeded communication and rapport-building. Participants described benefitting from the ECLIPSE intervention. Challenges, mostly related to engagement, were also described and may help explain trial results. The low-resource nature of the intervention may have exacerbated these difficulties. Volunteer coaches typically receive less training than paid peers and may have been less prepared to handle challenges; moreover, as volunteers, peer coaches likely had competing demands that left less time for coaching. Future research should seek to identify whom to target for peer-led versus other types of interventions to maximize benefit and use of resources.

Understanding the career experiences and reflections of Special Olympics Canada’s National Team Program coaches

ABSTRACT The most prominent competition for athletes with intellectual disabilities is the Special Olympics; however, there is surprisingly little research focusing on what it means to be an effective Special Olympics coach. The purpose of this study was to explore the career experiences and reflections of Special Olympics Canada’s National Team Program coaches. Thirteen Special Olympic coaches participated in individual semi-structured interviews. Guided by narrative inquiry, we analysed our data with a thematic narrative analysis; and using creative non-fiction, presented our findings in three composite vignettes. The first vignette illustrates Coach Sarah as head coach of the Canadian national team managing the complexities and stressors of athlete travel, medications, emotions, and behaviours. The second vignette is from Coach Jennifer who balances the demands of being a volunteer coach and parent of a child with an intellectual disability, and reflects on the creativity and patience required to coach in this setting. The final vignette is from Coach Michael, who reflects on how to improve coach learning and development for upcoming coaches in the Special Olympics, including providing formal mentorship and improving coach education for this setting. Using narrative inquiry as a theoretical and methodological framework, we were able to support the use of creative non-fiction as a learning tool for disability sport coaches. With accessibility in mind, these vignettes are readily available to be translated into coach education to provide Special Olympics coaches with common coaching experiences that can prepare and inform coaches of athletes with intellectual disabilities.

The affective pedagogies of horse-human interventions: a more-than-human perspective on equine assisted learning with marginalised young people

ABSTRACT This article offers a more-than-human perspective on an equine assisted learning programme undertaken by marginalised young people attending a flexi-school in Australia. In contrast with therapist led equine programmes, our research examined horse assisted activities as a site of embodied learning. Paying attention to the affective dimension of horse-human relationality we explored how student and teacher narratives articulated learning in terms of affective pedagogies (being moved to learn differently). We discuss the theory-method tensions that arose through our shift from a mixed methods humanist design to a more-than-human analysis. Questioning the limitations of traditional humanist theories of attachment and individualised agency, we trace the agentic capacities afforded by the horse-human learning assemblage involving horses, volunteer coaches, young people, teachers, yards, grooming tools, etc. Our article contributes to explorations of more-than-human learning at the intersection of embodied movement, therapeutic interventions and informal education.

“There’s No One-Size-Fits-All Approach”: Challenges and Strategies Coaching Preschooler Sport in Canada

Coaches are seminal figures within sport, playing a key role in youths’ development, particularly when their approach and practices suit the age and context in which they are coaching. However, little is known about coaches’ experiences within early years (<6) sport. This case study examined coaches’ experiences in early years sport, revealing challenges-faced and strategies drawn-upon for effective coaching. Semistructured interviews with 10 coaches (Mage = 37.8; 7 male) leading multisport, soccer, dance, rugby, hockey, and t-ball programming to children 2–5 years contributed insights. Key challenges included children’s resistance to participate and varied ability levels; however, these were mitigated by creative best practices focused on age-appropriate delivery (e.g., use of stories/imagination, “classroom” management). Notably, effective strategies were often offered by coaches from private and club-based programs, whereas community-based volunteer coaches received less age-specific training and resources and had more turnover. Broader societal-level challenges related to parental expectations and pressures were also discussed. Findings highlight early years sport as a unique context in which interpersonal and intrapersonal coaching knowledge appear most critical. Identified best practices may support early years sport coaches in their day-to-day roles while highlighting the importance of preparing all early years sport coaches to deliver effective age-appropriate programming.

COMMUNITY COLLABORATOR AND OLDER ADULT EXPERIENCES WITH INTERVENTIONS DELIVERED BY OLDER ADULTS

Abstract This symposium will include researchers, collaborators from healthcare and social service organizations, and older adults serving as volunteer coaches or peer educators; speakers will describe their experiences conducting two randomized controlled trials involving behavioral interventions for older adults delivered by older adults. The first trial is a NIMH-funded three-site RCT for community-dwelling older adults with symptoms of depression, in which participants receive behavioral activation delivered by a masters-level clinician or a streamlined version (“Do More, Feel Better”) delivered by an older adult volunteer. This trial involves close collaboration with senior centers and an Area Agency on Aging (AAA). The second trial is a PCORI-funded RCT to reduce health disparities for Black/African-American and Hispanic/Latino older adults after medical hospitalization, in which participants receive the evidence-based Care Transitions Intervention (CTI), CTI plus a peer educator intervention, or usual care. This trial involves close collaboration with three regional hospital systems and an AAA. First, research investigators will describe the background, rationale, and methodology of each trial. Second, two representatives from the collaborating organizations (one from each trial) will present about their experiences collaborating on these trials – benefits of collaborating, challenges and strategies for overcoming challenges, and recommendations for other researchers engaged in similar community-based research. Third, two representatives from the older adult volunteers and peer educators (one from each trial) will present about their experiences collaborating on these trials – benefits of collaborating, challenges and strategies for overcoming challenges, and recommendations for other researchers engaged in similar community-based research.

RANDOMIZED CONTROLLED TRIAL OF LAY-DELIVERED INTERVENTION FOR DEPRESSED OLDER ADULTS

Abstract The first speaker will describe the background, aims, methods, and progress of an ongoing NIMH collaborative R01, three-site RCT. Across three sites (University of Washington, Cornell Weill Medicine, and University of South Florida), 288 depressed older adults will be enrolled, randomized to receive 9 sessions of BA from clinicians (e.g., social worker or mental health counselor) or 9 sessions of DMFB from a trained older adult volunteer coach, and assessed on primary outcomes (Behavioral Activation for Depression Scale [BADS], Hamilton Rating Scale for Depression [Ham-D]) and other outcomes at baseline, 3-, 6-, 9-, 24-, and 36-weeks. Clinician BA training and certification involves two 2-hour training workshops including didactics, demonstration, and role play; followed by delivering the intervention with one “certification” client reviewed and approved by external raters. Coach DMFB training and certification follow a similar process, except that training is longer (4 2-hour workshops) with more didactics, demonstrations, and role plays. After training, clinicians and coaches participate in regular weekly supervision, and all client sessions are audio-recorded, with at least one session per client randomly selected for independent review. This trial involves close collaboration with representative of a county lead aging service agency, numerous senior centers and organizations, and an Area Agency on Aging (AAA) for recruitment, outreach events, engagement of clinicians and volunteer coaches, and study dissemination. Across sites, 24 clinicians and 23 volunteers have been trained and certified, and 124 participants have been enrolled (as of February 15, 2023).

OLDER ADULT VOLUNTEER AND PEER EDUCATOR EXPERIENCES COLLABORATING ON INTERVENTION RESEARCH

Abstract The final two speakers will present on their experiences, benefits, and challenges of collaborating on both trials described previously as an older adult volunteer coach or peer educator. One speaker is a DMFB Coach trained and certified in the DMFB intervention for depressed older adults, who delivered the intervention to five English-speaking older adults and is in the process of delivering the intervention to five Spanish-speaking older adults. One speaker is a Peer Educator for the hospital trial, trained and certified in a peer educator intervention for older adults after hospitalization, to support their transition and self-management at home. Each speaker will discuss their experiences delivering their respective interventions, including an overview of the training, certification, and supervision processes, as well as benefits and challenges. Benefits include the satisfaction of helping others, connecting with other coaches and peer educators, and learning technical skills and the intervention. Challenges have included technical issues related to virtual delivery, which are being overcome through technical assistance from the study teams; balancing the expectations of the program with other personal responsibilities, which are managed through discussion with supervisors and the study team being as flexible as possible, such as with scheduling; and occasional challenges with clients, which are addressed through regular and ad hoc supervision. The speakers will end with recommendations for other study teams that plan to work with older adults delivering behavioral interventions.

To Pay or Not to Pay? The Effects of Monetary Compensation on Volunteers in Sports Clubs

Previous research has shown that monetary compensation can crowd out intrinsic motivation for various activities. However, the existing evidence regarding voluntary work is limited and has produced inconclusive findings in the past. This study aims to address this research gap by investigating how monetary compensation affects the supply of voluntary work in the context of volunteer coaches in sports clubs in Germany. A propensity score matching approach is employed to consider a potential selection bias. The results show no evidence for a crowding-out phenomenon and instead indicate positive effects on the supplied hours and numerous items measuring the retention and recruitment of volunteers. The findings are robust when analyzing the sample based on whether the motivation leans more toward intrinsic or extrinsic.

Somewhere Between a Stopwatch and a Recording Device: Ethnographic Reflections From the Pool

As has recently been highlighted, despite the prevalence of methodological “confessional tales” in ethnography generally, the challenges of undertaking ethnographic research specifically in institutional sports settings remain underexplored. Drawing on data from a 3-year ethnographic study of competitive swimming in the United Kingdom (UK), here we explore some of the practical challenges of balancing different elements of the researcher’s role when undertaking ethnographic “insider” research in familiar settings. In particular, we consider the difficulties of balancing the role of a doctoral researcher and the chosen research role of a volunteer coach with a competitive swimming program. Employing the anthropological concept of liminality, we also analyze the lived challenges of leaving a highly familiar field and entering a state of liminality, where the researcher was caught on the threshold betwixt and between a return to full-time employment in the former “known” role of coach, and a move forward to embrace a new “unknown” role as a full-time member of academic staff.

Coaches’ Perspectives about the Reasons behind Dropping Out of Sports in Wrestlers

It has been known that amateur or professional athletes quit competing because of personal and socio-economic reasons such as lack of financial, technical, or family support, and lack of motivation for a future career. Especially, it has been common in Turkish wrestling that many elite wrestlers quit competing at an early age. This research aims to determine the reasons why wrestlers quit the sport, according to coaches. A qualitative research method was used to conduct the study. The research population included 293 volunteer coaches who were active in sports clubs in fifty-one different cities in Turkey. Participating coaches consist of different experience levels, from beginner coaches to elite-level national head coaches. While descriptive statistics was used to determine the characteristics of the participants, the data was done through content analysis. The research data were obtained with four open-ended questions that were asked of the coaches. After the interview, the opinions of the coaches were written down based on the answers given to the questions. In this study, an example of the question, “Did any of your athletes quit wrestling?” was asked of 293 wrestling coaches. When the coaches were asked, “If your answer is yes, why do you think your athletes quit wrestling?” 173 (59.04%) out of 293 coaches stated that they quit wrestling due to future anxiety, 70 (23.89%) family, 30 (10.23%) disability, 17(5.80%) the coach, and 3(1.02%) friends. According to coaches, the main reason that wrestlers drop out of the sport is the concern about the future.

Patients’ and volunteer coaches’ experiences with an informal social network intervention in forensic psychiatric care: a qualitative analysis

Background:Improving supportive social networks in forensic psychiatric patients is deemed important due to the protective effects of such networks on both mental health problems and criminal recidivism. Informal interventions targeted at social network enhancement by community volunteers showed positive effects in various patient and offender populations. However, these interventions have not specifically been studied in forensic psychiatric populations. Therefore, forensic psychiatric outpatients’ and volunteer coaches’ experiences with an informal social network intervention were explored in this study.Methods:This qualitative study was based on semi-structured interviews conducted alongside an RCT. Forensic outpatients allocated to the additive informal social network intervention, and volunteer coaches, were interviewed 12 months after baseline assessment. Interviews were audio-recorded and transcribed verbatim. Reflexive thematic analysis was used to identify and report patterns in the data.Results:We included 22 patients and 14 coaches in the study. The analysis of interviews revealed five main themes reflecting patients’ and coaches’ experiences: (1) dealing with patient receptivity, (2) developing social bonds, (3) receiving social support, (4) achieving meaningful change, and (5) using a personalized approach. Patient receptivity, including willingness, attitudes, and timing, was a common reported barrier affecting patients’ engagement in the intervention. Both patients’ and coaches’ experiences confirmed that the intervention can be meaningful in developing new social bonds between them, in which patients received social support. Despite, experiences of meaningful and sustainable changes in patients’ social situations were not clearly demonstrated. Coaches’ experiences revealed broadened worldviews and an enhanced sense of fulfillment and purpose. Finally, a personalized, relationship-oriented rather than goal-oriented approach was feasible and preferable.Conclusion:This qualitative study showed positive experiences of both forensic psychiatric outpatients and volunteer coaches with an informal social network intervention in addition to forensic psychiatric care. Notwithstanding the limitations, the study suggests that these additive interventions provide an opportunity for forensic outpatients to experience new positive social interactions with individuals in the community, which can initiate personal development. Barriers and facilitators to engagement are discussed to improve further development and implementation of the intervention.Trial registration:This study is registered at the Netherlands Trial Register (NTR7163, registration date: 16/04/2018).

Mediators of physical activity maintenance during a 12-month randomized controlled trial among breast Cancer survivors.

To explore the theoretical constructs that functioned as mediators of interventions for moderate-to-vigorous physical activity (MVPA) maintenance among breast cancer survivors. 161 survivors were randomized into 3 groups: Reach Plus, Reach Plus Message or Reach Plus Phone. All participants received a 3-month theory-based intervention delivered by volunteer coaches. During months 4-9, all participants monitored their MVPA and received feedback reports. Additionally, Reach Plus Message received weekly text/email messages and Reach Plus Phone received monthly calls from their coaches. Assessments of weekly MVPA minutes and theoretical constructs (self-efficacy, social support, physical activity [PA] enjoyment and PA barriers) were obtained at baseline, 3, 6, 9 and 12-months. Using a multiple mediator analysis with a product of coefficients approach, we examined mechanisms associated with between-group differences over time in weekly MVPA minutes. Self-efficacy mediated effects of Reach Plus Message vs. Reach Plus at 6 (ab = 16.99) and 9M (ab = 27.45); social support mediated effects at 6 (ab = 4.86), 9 (ab = 14.30) and 12M (ab = 6.18). Self-efficacy mediated effects of Reach Plus Phone vs. Reach Plus at 6 (ab = 18.76), 9 (ab = 28.93) and 12M (ab = 18.18). Social support mediated effects of Reach Plus Phone vs. Reach Plus Message at 6 (ab=-5.50) and 9M (ab=-13.20); PA enjoyment mediated effects at 12M (ab=-3.63). PA maintenance efforts should focus on strengthening breast cancer survivors' self-efficacy and obtaining social support.The trial was registered at ClinicalTrials.Gov: NCT02694640 (Feb. 26, 2016).

Coaches’ Experience of the “Gaelic4Teens” Program in Ireland

This paper examines Irish volunteer coaches’ experiences of the content and delivery of the “Gaelic4Teens” coach education initiative, and further seeks to evaluate if participants coaching behavior changed as a result. The Gaelic4Teens program aims to help coaches better understand the female teenage participant through enhancing the coach–athlete relationship, which in turn, seeks to help retain young females in the sport. Qualitative data were gathered over a 16-week period from August to November 2020 and comprised of pre and post online focus groups with eight (three females and five males) volunteer coaches; one from each of the eight rural community sport settings (n = 8) in Ireland. Findings revealed that the coach education program had a meaningful impact on coaches’ abilities to competently work with female adolescents. Specifically, the Gaelic4Teens program is effective as a blended learning coach education program that encouraged a coaching environment that empowered the female athletes. Further analysis, with additional stakeholder input, is warranted to ascertain its long-term effectiveness.

Increasing access to mental health supports for healthcare workers during the COVID-19 pandemic and beyond through a novel coaching program.

The COVID-19 pandemic led to heightened anxiety, distress, and burnout among healthcare workers and faculty in academic medicine. Penn Medicine launched Coping First Aid (CFA) in March 2020 in response to the pandemic. Informed by Psychological First Aid principles and therapeutic micro skills, CFA was designed as a tele-mental healthcare service for health system employees and their families delivered by trained lay volunteer coaches under the supervision of licensed mental health clinicians. We present an overview of the model, feasibility and utilization data, and preliminary implementation and effectiveness outcomes based on cross sectional coach (n = 22) and client (n = 57) self-report surveys with a subset of program users in the first year. A total of 44 individuals completed training and were certified to coach. Over the first 24 months of the program, 513 sessions occurred with 273 clients (119 sessions were no-shows or canceled). Follow-up appointments were recommended in 52.6% (n = 270) of sessions and 21.2% (n = 109) of clients were referred for professional mental health care. Client survey respondents reported CFA was helpful; 60% were very or extremely satisfied, and 74% indicated they would recommend the program. Our preliminary findings suggest that CFA was feasible to implement and most clients found the service beneficial. CFA provides a model for rapidly developing and scaling mental health supports during and beyond the pandemic.

Disseminating education to solid organ transplant recipients to promote engagement in physical activity.

To evaluate the dissemination of education through a workshop to promote engagement in physical activity (PA) among solid organ transplant (SOT) recipients. The in-person workshop consisted of expert-led lectures on topics related to physical activity (day 1) and sports and fitness training with volunteer coaches (day 2). There were separate streams for children/adolescents and adults. RE-AIM (Reach, Efficacy, Adoption, Implementation, and Maintenance) framework was used to evaluate the impact of the workshop. Presenters and participants completed evaluations of the workshop using a 5-point Likert scale. A subgroup of adults completed a self-reported PA questionnaire at baseline and 4-weeks after the workshop. 103 individuals (71 SOT recipients, 32 caregivers) attended the workshop (ages 4 to 71+ years). Sessions were highly rated (median = 5) for both quality and content on both days. There was no significant change (p = 0.16) in PA. However, 56% of SOT recipients reported changing their level of PA. An educational-workshop with hands-on training was an efficient and well-received method for disseminating awareness about the benefits of PA in SOT recipients. Dissemination of evidence-based knowledge through a novel educational-workshop in a real-world setting has the potential to inform the decisions about PA behavior among SOT recipients.

Facilitators and Constraints: Toward an Understanding of Fathers’ Involvement in Their Children’s Youth Programs

A challenge for park and recreation youth programming is adequate adult support for programming facilitation. Many recreation programs, whether municipal or private organizations, struggle to attract and retain volunteer coaches, particularly fathers. In recognition of this challenge, we aimed to learn more about this challenge by comparing fathers’ and practitioners’ experiences with youth programming. In particular, we wanted to learn more about the constraints and facilitators to fathers’ engagement in youth programming leadership. Working and fathering both require time that can be in conflict with one another when it comes to father involvement. However, McGill (2014) suggests that work does not have a negative relationship with time for leisure even though at times work may be seen as a barrier to leisure. While fathers do not report diminished time for leisure, they do report a negative relationship between work and physical care for children (McGill, 2014). Fathers, whether employed or not, who feel that they play a significant role in their children’s development, are likely to preserve time in their day for engagement with their children. Those that feel they play a key role and have a responsibility to be involved in child development are likely to reduce their personal leisure time to be more engaged in their children’s leisure time (McGill, 2014). The concepts of constraints (Jackson, 1991) and facilitators (Raymore, 2002) were employed in this project. As a result, the purpose of this study was to better understand what facilitators and constraints are experienced by fathers when it comes to their engagement in youth programs of their children. More specifically, the objectives of the study were to explore: a) what facilitates fathers' involvement in their children’s youth programs, as perceived by fathers and youth program professionals; b) what constrains fathers’ involvement in youth programs, as perceived by fathers and youth program professionals. Our results suggest that a more concerted effort to recruit, train, and support fathers as volunteer program leaders is needed to address the concern about limited participation among fathers in their children’s leisure and recreation programs.

Human resource development for community development: lessons from a sport‐for‐development program in rural India

This article aims to contribute to the application of human resources systems and practices in a sport‐for‐development program for community development. Using a qualitative research approach, this study collected a series of data over a period of 24 months in a rural community setting in India. This article reveals that inputs such as soccer peer‐coaching knowledge and opportunities for training not only develop coaching and playing skills and abilities but also can create a socially cohesive space to foster individual, group and community capacity building for improved sport‐for‐development program outcomes. Using social movement theory, this article illustrates that soccer peer‐coaching knowledge can be an enabler in recruiting, training and incentivising participants and volunteer coaches for social action. This article provides a practical and theoretical understanding of using knowledge, skills and abilities to mobilise individuals and assist in the delivery of a sustainable sport‐for‐development program in a community setting.

Wrestling With Jello: “Good Dads” and the Reproduction of Male Dominance in Children’s Baseball

Despite being formally all-gender, children’s baseball in Canada and the United States remains highly male dominated. We draw on the autoethnographic fieldwork of Travers as a queer/trans volunteer coach to demonstrate the social processes that reproduce male domination among coaches in children’s baseball. We employ the theoretical lens of doing/redoing/undoing gender to demonstrate the enactment of a hybrid form of masculinity we term “Good Dad Masculinity.” Good Dad Masculinity reproduces male domination in children’s baseball as a de facto highly gendered organization wherein girls, women, and nonnormatively gendered people of all ages are peripherally included, at best. As Good Dad Masculinity reproduces male domination while appearing to embody and endorse gender egalitarianism, resistance to it is akin to wrestling with jello.