"What do coaches do" and "how do they relate": their effects on athletes' psychological needs and functioning

Basic psychological need satisfaction of collegiate athletes: the unique and interactive effects of team identification and LMX quality

Purpose

The present study sought to understand the relationships between team identification, leader-member exchange (LMX) quality, and the basic psychological need satisfaction of collegiate athletes, as well as the moderating role of coach-athlete LMX quality.

Methods

Self-reported data from 319 collegiate athletes were analyzed using SPSS version 29. The relationships between the study variables were tested by moderation analysis using PROCESS macro model 1.

Results

Regression analyses showed team identification to be positively related to the satisfaction of the needs for competence and relatedness, while LMX quality was positively related to the satisfaction of the needs for competence and autonomy. Furthermore, moderation analyses showed that LMX quality positively moderated the relationship between team identification and the satisfaction of the needs for competence and relatedness.

Conclusion

The results of this study highlight the important role that team identification and LMX quality play in the satisfaction of the basic psychological needs of collegiate athletes. The implications of these results for the optimal functioning of collegiate athletes are discussed.

General lifestyle factors explain young athletes' mental health more than perceived coach autonomy support: a cross-sectional study on basketball players and gymnasts aged 10-22

Objectives

This study described differences in lifestyle factors (sleeping problems/fatigue, pressure/activation), perceived coach autonomy support and indicators of mental health (well-being and poor general mental health) across various age groups (children ≤12 years, youths 13-15 years, junior to senior ≥16 years) and sports (basketball and gymnastics). Second, the relationships between lifestyle factors and mental health indicators were explored, hypothesising that the relationships would be mediated by perceived coach autonomy support.

Methods

A cross-sectional study design was implemented by using an online survey which assessed lifestyle and environmental factors as well as mental health indicators. Participants were recruited through sports clubs in basketball and gymnastics. A total of 209 athletes (77 basketball players and 132 gymnasts) in the age range of 10-22 (median=13) years volunteered to complete the survey.

Results

Separate two-way analyses of variance showed significant main effects for age group on sleeping problems/fatigue, sleep quantity, pressure/activation, well-being and poor general mental health, with higher scores reported for older age groups of athletes. Path analysis displayed sleeping problems/fatigue and pressure/activation to significantly affect decreased well-being and poor general mental health; however, the relationships were not mediated by perceived coach autonomy support.

Conclusion

Lifestyle factors play a prominent role in mental health outcomes. Researchers studying athlete mental health should consider both general lifestyle and sports-related factors, considering developmental phases in the young athlete's sporting context and overall life.

A Holistic Analysis of Team Dynamics Using Relational Coordination as the Measure regarding Student Athlete Total Load: A Cross-Sectional Study

BACKGROUND

Despite its small population, Norway wins a disproportionately large number of medals in international competitions. Therefore, it has been thought that the Norwegian sports model and sports school programs are influential in developing young Norwegian athletes to achieve such results. Today, more than 110 Norwegian private and public schools offer the elite sports program in Norway. Most student athletes attending those schools combine their high school education with elite sports, where they attend training sessions at both school and clubs. The number of people involved with the student athlete on a daily basis (i.e., other student athletes, club coaches, school coaches, schoolteachers, parents, and health personnel) indicate the importance of optimal communication and coordination. However, to the authors' knowledge, no previous studies have explored communication and coordination among this population group. Therefore, the primary objective of this study was to use a holistic analysis of team dynamics using the Relational Coordination Survey as a measure to explore the relational coordination within and between student athletes, club coaches, and school coaches. A secondary objective of this study was to explore student athletes', club coaches', and school coaches' relational coordination with schoolteachers, parents, and health personnel. In addition, the study aimed to explore differences in student athletes' relational coordination with their significant others according to sport, school, performance level, sex, and school year.

METHODS

The quality of relational coordination was measured by a cross-sectional questionnaire of student athletes (n = 345), club coaches (n = 42), and school coaches (n = 25) concerning training load and life load. Multiple one-way analyses of variance were used to assess differences between groups.

RESULTS

The results show that student athletes, club coaches, and school coaches perceived moderate to weak relational coordination with parents, schoolteachers, and health personnel. Student athletes' relational coordination score with parents was the only strong score observed. Furthermore, the results reveal notable differences in student athletes' relational coordination with the roles according to their characteristics.

CONCLUSIONS

The findings suggest a potential for enhancing relationships and communication within and between the significant roles involved with student athletes. The results further indicate that those involved with the student athlete should consider a holistic approach to enhance communication and coordination, including physical, psychological, and other life factors, for optimal student athlete management and development. More resources are necessary to facilitate effective communication and coordination regarding the student athlete's total load.

Creating the conditions for psychological safety and its impact on quality coach-athlete relationships

In this study, we investigated the notion that giving voice to athletes is an important aspect to creating a psychologically safe environment which can then feed into maintaining good quality coach-athlete relationships where every athlete feels heard, valued, and connected. 379 athletes completed a multi-section questionnaire that assessed their (a) capacity to be open and manage conflict with their coaches, (b) perceptions of psychological safety within their team or group, and (c) perceptions of the coach-athlete relationship quality. Structural equation modelling revealed that openness and conflict management positively predicted psychological safety which, in turn, positively predicted coach-athlete relationship quality. Psychological safety was found to explain the association between athletes' communication (i.e., capacity to be open, honest and transparent as well as manage interpersonal conflict effectively) and coach-athlete relationship quality regardless of athletes' gender. These findings highlighted that if athletes have the capacity to have candid discussions and can navigate conflict with their coaches, then it is possible to feel psychologically safe and thus able to engage in risky interpersonal interactions (e.g., raise concerns, admit mistakes) within their group context without fear of intimidation and humiliation. Furthermore, it was revealed that such a psychologically safe group environment fostered athletes' trust and respect, as well as commitment and cooperation with their coach. The discussion provides links to theory, research and practice.

How relationship-maintenance strategies influence athlete burnout: Mediating roles of coach-athlete relationship and basic psychological needs satisfaction

Introduction

Athlete burnout has many potential negative effects on athletes' sporting performance and careers. Maintaining and promoting the coach-athlete relationship to meet athletes' basic psychological needs is one way to reduce burnout. Existing studies of the correlation between coach-athlete relationships and athlete burnout have mainly focused on the coaches' leadership style, with little attention given to relationship-maintenance strategies and the mechanism of athlete burnout from the athletes' perspective.

Methods

Using an online survey of 256 adolescent athletes, we explore the relationship between relationship-maintenance strategies and athlete burnout, including the potential mediating effects of the coach-athlete relationship and basic psychological needs satisfaction.

Results

(1) Athletes' relationship-maintenance strategies negatively predicted athlete burnout. (2) Besides the direct effect, we found evidence to support three mediation paths: (a) the coach-athlete relationship, (b) basic psychological needs satisfaction, and (c) both as serial mediators.

Discussion

These findings enhance understanding of the mechanism of athlete burnout, demonstrating the influence of factors beyond the coach's role. The study also provides a theoretical basis for practical intervention by coaches, athletes, and sports organizations to reduce athlete burnout by focusing on athletes' perspectives.

"Women easily feel that they have lost a year if they don't ski faster": Finnish ski coaches' discursive constructions of gendered dual career pathways

OBJECTIVES

Earlier qualitative researchers studying athletes' dual careers (DCs) have shown that sociocultural discourses on gender are ingrained in DC policies and practices, creating gender inequalities and hierarchies. In this study, we aimed to extend this body of research by examining how Finnish elite youth ski coaches discursively construct athletes' education and gender in their talk and coaching practices. Similarly, we examined how coaches' beliefs about athletes' holistic development are interlinked with broader sociocultural discourses on gender.

DESIGN

Qualitative study.

METHODS

We conducted semi-structured interviews with 10 Finnish ski coaches (seven male, three female) aged 25-62 years (M = 38.5), and then analyzed the data using reflexive thematic analysis, interpreted through a feminist poststructuralist lens.

FINDINGS

Coaches' discursive practices regarding education depended on their athletes' ages. For athletes in secondary education, the coaches predominantly drew on DC discourses that emphasized the compatibility of sports and education, but for athletes transitioning to senior-level sports, they drew on dominant performance discourses, believing that athletes at the senior level should prioritize their sports. Moreover, coaches discursively constructed athletic development as especially important for female athletes, who were perceived as less capable of excelling in sports and therefore needing to invest in multiple careers.

CONCLUSIONS

By drawing on gender stereotypes and binary understandings of gender, the coaches discursively reproduced gender hierarchies and unequal power relations in sports. These gendered discourses influence athletes' DC aspirations and the gendering of DC pathways.

Analysis of the Relationship between Satisfaction with the Coach and the Effect of Comparative Social Feedback in Elite Female Handball Players

This research aims at studying the effect of comparative feedback on psychological variables (competence valuation, perceived competence, autonomous motivation, amotivation, subjective well-being) and performance (throwing speed and accuracy). A total of 73 handball players from the highest Spanish handball (Iberdrola League) category participated in this study. After previously rating satisfaction with their head coach, they were indiscriminately assigned to one of three different experimental conditions measuring feedback, positive, negative, and none. There were significant differences in competence valuation, perceived competence, autonomous motivation, and throwing speed in the three feedback groups, more concretely, low satisfaction with the head coach. Positive effects were found when there was low satisfaction with the coach and positive feedback on the competence valuation, autonomous motivation, and throwing speed compared to negative or no feedback. These results have important implications for optimizing coaches’ behaviors in relation to athlete well-being and performance.

Challenge is in the eye of the beholder: Exploring young athlete's experience of challenges on the talent pathway

The journey of young athletes on the talent pathway in sport has been identified as non-linear. Central to this has been the influence of challenging experiences, yet little is known on the experiences of currently young athletes during the challenge, particularly in the early years of the talent pathway. The purpose of this study was to explore the experiences of young athletes as they negotiated their self-identified most difficult challenge. Eight participants were purposefully sampled based on their involvement in the early years of a talent pathway and their status as currently young athletes. Individual semi-structured interviews were conducted at two time points separated by five months. Data was analysed via thematic analysis. Participants identified the bespoke nature and impact of their most difficult challenge, a range of psychobehavioural skills and diverse social support to engage with and embrace their most difficult challenge and the influence of their most difficult challenge on the preparation for future challenges. Talent pathway stakeholders should be cognisant of the preparation, individualisation and reflection processes required to optimise talent development via challenges. Specifically, young athletes should be supported in skilfully deploying psychobehavioural skills, assisted by key personnel who purposefully aid in navigating the most difficult challenges.

The Role of Perceived Justice on Satisfaction with the Coach: Gender Differences in a Longitudinal Study

The aim of this study was to determine the interaction between the factors of perceived justice with regard to players’ satisfaction with the coach’s behavior, and also to determine the evolution of these interactions across a season in elite male and female soccer. A longitudinal design was carried out, with three measurement points (i.e., at the beginning, in the middle, and at the end of a season). Participants were 439 professional soccer players (males = 227, females = 212), aged between 18 and 33 years (M = 23.81, SD = 4.53). Results showed gender differences in the factors that predict satisfaction with the coach. Women grant more importance to relational and motivational aspects. It was also confirmed that there are important variations across the season in both genders. These results can help to better understand which behaviors are more appropriate for coaches depending on gender and time of the season.

The Dynamic Mechanism on Team Effectiveness in Youth Football: A Chain Mediation

This study aims to deepen our understanding of the relevant research on coach–athlete relationship theory, moral leadership, and team effectiveness theory, and thus explore how to maximize team performance. As such, this study adopts an input-process-output model to explore the effect of coach–athlete relationships on team effectiveness in youth football teams. Participants in this anonymous survey included 312 young athletes, aged 13–19, from professional football schools who filled in questionnaires to provide data on the coach’s moral leadership, team effectiveness, coach–athlete relationships, and trust in the coach. The results indicate that coach–athlete relationships have a significant predictive effect on the moral leadership of coaches, which in turn, has a significant positive correlation with athletes’ trust in coaches; however, coach–athlete relationships have no direct positive correlation with team effectiveness. The coaches’ moral leadership and athletes’ trust in coaches have a chain mediation effect in the impact of coach–athlete relationships on team effectiveness. This study validates the assertion that coach–athlete relationships have a substantial effect on coach leadership. It also refines the coach–athlete relationship theory, provides evidence on the dynamic mechanism in which coach–athlete relationships affect team effectiveness, and enriches team effectiveness theory.

Perception of Coach According to the Role of Starter or Substitute in the Final Stage of the Season

This paper examines the athletes’ perception of their coaches according to the role of starter or substitute in the final phase of the season. The variables analyzed were: leadership style, perceived justice, competence, and support for basic psychological needs. A longitudinal study was developed, evaluating the participants at two different stages: the end of the season and seven weeks before. A total of 112 football and handball players participated in this study, 78 completing the questionnaire at the two waves. The final sample comprised 51 starters (80.39% males) and 27 substitutes (70.37% males) who evaluated their coaches’ leadership, competence, and support of the players’ psychological needs. The interaction moment of measurement (seven weeks before the end of the season vs. end of the season) * group (starters vs. substitutes) was statistically significant for the variables authentic leadership, perceived justice, and the basic psychological need of competence. Post hoc analyses revealed a significant decline in the perception of authentic leadership from coaches, perceived justice, and support of the psychological need of competence at the end of the season only in those in a starter position, with no change observed in the substitutes group. The findings show that the perceptions of coaches among starting players deteriorates significantly in the final phase of the season, while those among substitutes remain unaffected.

Mental Well-Being or Ill-Being through Coaching in Adult Grassroots Sport: A Systematic Mapping Review

There is convincing evidence on the effects of sport and exercise on mental health and well-being. Less evidence is provided about how to achieve these benefits in the context of grassroots sport coaching. We systematically reviewed the scientific literature of three databases to narratively synthesize the current knowledge about which coaching-related factors influence well-being or ill-being, and how to promote mental health in adult athletes through sport coaches. The review includes 52 studies with different methodological and theoretical approaches and mental health outcomes. The wide range of themes were mapped and synthesized within two clusters, i.e., coaching behavior, antecedents, and context; and coach–athlete relationship and social support. The results highlight the importance of the promotion of empowering environments, autonomy-supportive coaching behavior, and coach–athlete relationship quality that relate to the satisfaction of basic psychological needs. The review also calls for a critical perspective, in the sense that the coaching context and working environment may not be empowering and supportive to the well-being of coaches and consequently to the athletes, and that coaches who want to provide autonomy-supportive environments may face various obstacles. Finally, the review synthesizes recommendations for the training of coaches, as one piece of a holistic mental health promotion.

Gratitude, Coach–Athlete Relationships, and Burnout in Collegiate Student-Athletes

This study investigated whether gratitude predicted burnout directly and indirectly through coach–athlete relationships. National Collegiate Athletic Association (NCAA) Divisions I (n = 305), II (n = 202), and III (n = 89) student-athletes (N = 596, 76.5% women) completed a survey regarding athlete burnout, coach–athlete relationships, trait gratitude, and state gratitude (sport and general). Structural equation modeling revealed that gratitude predicted athletes’ burnout. Sport state gratitude was the most accurate negative predictor of burnout. In addition, indirect associations between sport state gratitude and burnout emerged through coach–athlete relationships, suggesting that sport state gratitude was positively associated with coach–athlete relationships, which in turn, negatively predicted burnout. Coach–athlete relationships were positively predicted by sport state gratitude. These findings suggest that grateful student-athletes may experience less burnout, and athletes who have strong coach–athlete relationships may experience more gratitude.

Assessing Burnout in Subgroups of Athletes Based on Gratitude and Perceived Coach-Athlete Relationship

The purpose of this study was to examine distinct groups of athletes based on their gratitude and coach-athlete relationships (CAR) and to compare the groups on three dimensions of athlete burnout: sense of reduced accomplishment, emotional and physical exhaustion, and sport devaluation. Types of gratitude measured included general trait gratitude, general state gratitude, and sport state gratitude. Cluster analysis with 576 intercollegiate athletes showed four distinct groups: "ungrateful in life and sport, and disconnected from the coach" (Group 1), "highly grateful in life and sport, and well-connected with the coach" (Group 2), "generally less grateful in life, but connected with the coach" (Group 3), and "generally grateful in life, but disconnected from the coach" (Group 4). Group 1 reported the highest levels of burnout. In contrast, Group 2 reported the lowest levels of burnout. Athletes in Groups 3 and 4 (which were similar on sport state gratitude, but differed on other indicators) reported moderate levels of burnout, but Group 4 athletes were more burned out than Group 3 athletes. Specifically, both groups reported similar levels of devaluation; yet, Group 4 scored higher on reduced sense of accomplishment and emotional/physical exhaustion than Group 3. Examination of group composition revealed that male athletes were overrepresented in Group 2 and underrepresented in Group 4, and Group 1 athletes tended to identify as non-religious. Taken together, findings point to the protective role that gratitude and a positive CAR may play in athlete burnout prevention.

A Content Analysis of Mental Health Literacy Education for Sport Coaches

Sport coaches can play an influential role in athletes’ mental health help seeking through purposeful communication, destigmatization of mental health concerns, and supportive relationships. To positively engage in these behaviors, coaches require mental health knowledge (or literacy), positive attitudes about that knowledge, and self-efficacy to use that knowledge. Guided by a multidimensional health literacy framework, we conducted a content analysis of web content and scholarly literature to identify health education programming for coaches that addressed athlete mental health. A purposive sample of Olympic National Governing Bodies, collegiate athletic associations, high school sport associations, youth sport governing bodies, and the scholarly literature were analyzed. We found inconsistent programming regarding a range of mental health disorders, behaviors critical to mental health promotion, and critical components of mental health literacy. Implications and next steps for mental health literacy support for coaches are discussed.

Impact of the talent development environment on the wellbeing and burnout of Caribbean youth track and field athletes

This study examined the perceived talent development environment (TDE) of youth track and field athletes within the Caribbean region and explores the relationship with their subjective wellbeing and burnout levels. A sample of 400 Caribbean youth track and field athletes (male = 198, and female = 202; age 13-20 years) participated in this cross-sectional study. Athletes responded to a survey which included the Talent Development Environment Questionnaire (TDEQ-5), the World Health Organization Wellbeing Index (WHO-5) and the Athlete Burnout Questionnaire (ABQ). Structural equation modelling showed that a positive and supportive TDE was associated with better athlete wellbeing and lower athlete burnout. Moreover, gender and hours of training moderated relationships of athletes' perceptions of their development environment with wellbeing and burnout levels respectively. Furthermore, there was a positive association between the support network and athlete wellbeing, while holistic quality preparation was negatively associated with athlete burnout. Development environments perceived as supportive and geared towards a holistic athlete-centred approach were associated with better athlete wellbeing and lower burnout.

The Coach-Athlete Relationship in Strength and Conditioning: High Performance Athletes' Perceptions

The primary purpose of this study was to investigate high performance athlete perceptions of strength and conditioning coaches, specifically, (1) their character traits, (2) the effective behaviours that display these traits, and (3) how these relationships were fostered. Using the 3+1 C's model of coach-athlete relationships as a framework (Jowett, 2007), 12 semi-structured interviews were conducted with high performance athletes (six female; six male) representing a variety of sports (i.e., freestyle wrestling, triathlon, field hockey, cycling, rowing, rugby union, netball, table tennis, and ice hockey). Participants ranged in age from 18 to 53 years (M = 29, SD = 9). Interviews took between 19-47 min and were transcribed verbatim. The transcripts equated to a total of 188 pages of data that were analyzed, coded, and further grouped into higher-order themes and general dimensions. The findings revealed 14 higher-order themes categorized under the 3+1 C's general dimensions of closeness, commitment, complementarity, and co-orientation.

The characteristics of coaches that verbally and physically abuse young baseball players using a self-reported questionnaire

BACKGROUND

Because the relationship between coaches and athletes is unequal, verbal and physical abuse remains a common problem among sports coaches. We aimed to elucidate the characteristics of baseball coaches who verbally/physically abuse young baseball players.

METHODS

A cross-sectional study was conducted on youth sports team coaches in Miyagi prefecture, Japan (n = 380), using a self-reported questionnaire. Multivariate logistic regression models were used for the analyses, evaluating the following variables: sex, age, educational level, smoking habits, years of coaching, level of baseball-playing experience, personal experience with verbal/physical abuse by former coaches, satisfaction with athletes' attitudes, number of athletes on the team, team competition level, awareness of the recommendations of the Japanese Society of Clinical Sports Medicine, limitations in the total pitch count, difficulty in coaching in other positions, number of games per year, and acceptance of former verbal/physical abuse.

RESULTS

The prevalence of verbal/physical abuse toward young athletes was 74.5% (n = 283) and 6.6% (n = 25), respectively. Verbal abuse was significantly associated with personal experience of verbal abuse by former coaches (odds ratio [OR]: 2.00, 95% confidence interval [95% CI]: 1.04-3.85), and acceptance of verbal/physical abuse (OR: 2.61, 95% CI: 1.34-5.10). Physical abuse was significantly associated with greater than 10 years of coaching experience (OR: 7.16, 95% CI: 1.36-37.78), personal experience with physical abuse by former coaches (OR: 4.25, 95% CI: 1.23-14.70), and acceptance of verbal/physical abuse (OR: 3.85, 95% CI: 1.51-9.84).

CONCLUSIONS

Coaches' experiences with verbal/physical abuse by former coaches negatively affected young athletes. Breaking this cycle is necessary to keep athletes active and interested in playing baseball.

LEVEL OF EVIDENCE

Level III.

The Characteristics of Coaches that Verbally or Physically Abuse Young Athletes

Verbal or physical abuse from coaches has a negative impact on young athletes. To prevent abuse against young athletes, it is important to know the characteristics of abusive coaches. This study aimed to elucidate the characteristics of coaches who commit verbal or physical abuse in youth sports teams. A cross-sectional study was conducted with coaches of youth sport teams in Miyagi prefecture, Japan (n = 1,283), using a self-reported questionnaire (response rate was 24.0%). Multivariate logistic regression models were used for analyses. The prevalence of verbal and physical abuse towards young athletes was 64.7% (n = 830) and 6.2% (n = 79), respectively. Verbal abuse was significantly associated with lower educational attainment (odds ratio (OR): 1.32, 95% confidence interval (95% CI): 1.03-1.69), experiences of verbal abuse by own coaches (OR: 1.85, 95% CI: 1.37-2.50), acceptability for verbal or physical abuse (OR: 2.53, 95% CI: 1.82-3.52), and dissatisfaction with athletes' attitude (OR: 1.62, 95% CI: 1.26-2.07). Physical abuse was significantly associated with experiences of physical abuse by respondents' coaches (OR: 2.71, 95% CI: 1.50-4.92), acceptability for verbal or physical abuse (OR: 3.89, 95% CI: 2.39-6.33), and longer experience of coaching in years (OR: 2.45, 95% CI: 1.20-4.98). The results of this study show that coaches who commit verbal or physical abuse had typically experienced abuse from their former coaches, and adopted a similar style. Breaking the negative cycle of verbal and physical abuse is necessary to eliminate the abuse of young athletes.

Coaching effectiveness: the coach-athlete relationship at its heart

Coaching has been often viewed as a context within which coaches operate to largely bring about changes in athlete's performance and wellbeing. One key factor to successful outcomes in coaching is the quality of the relationship between coaches and athletes. In this article, I propose that the coach-athlete relationship is at the heart of coaching. Moreover, the aim is to describe and explain how the quality of the relationship coaches and athletes develop and maintain over the course of their sporting partnership alongside coaches and athletes' knowledge and outcomes, form a system that is capable of defining coaching effectiveness and success.

Controlling coaching and athlete thriving in elite adolescent netballers: The buffering effect of athletes' mental toughness

OBJECTIVES

The purposes of this study were to examine the association between controlling coach behaviours and athlete experiences of thriving and test the buffering effect of mental toughness on this relation.

DESIGN

A cross-sectional survey.

METHODS

In total, 232 female netballers aged 11 to 17 years (14.97+1.52) with between 1 and 15 years of experience in their sport (7.50+2.28) completed measures of controlling coach interpersonal style, mental toughness and thriving.

RESULTS

Latent moderated structural models indicated that (i) controlling coach behaviours were inversely related with experiences of vitality and learning; (ii) mental toughness was positively associated with psychological experiences of both dimensions of thriving; and (iii) mental toughness moderated the effect of coach's controlling interpersonal style on learning but not vitality experiences, such that the effect was weaker for individuals who reported higher levels of mental toughness.

CONCLUSIONS

This study extends past work and theory to show that mental toughness may enable athletes to counteract the potentially deleterious effect of controlling coach interpersonal styles.

Talent development of high performance coaches in team sports in Ireland

BACKGROUND

Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches' educational backgrounds in team sports in Ireland.

METHODS

Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n = 19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years' experience coaching their sport and were coaching more than 4 hours per week.

RESULTS/DISCUSSION

Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles.

CONCLUSIONS

Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.