A Collaboration Model for Knowledge Transfer from Sport Science to High Performance Canadian Interuniversity Coaches

Abstract

This study examined the extent to which improved collaboration between sport scientists and coaches of high performance athletes might improve knowledge transfer in sport. The research includes a review of the extant literature on collaboration to develop a model of successful collaborative practice. The model is then empirically tested to determine whether such a model can improve our knowledge of the mechanisms for effective knowledge transfer in sport. To accomplish our purpose, we interviewed 38 high performance coaches employed in a variety of university settings and from a variety of sports to determine the factors that inhibit and facilitate, knowledge transfer. The model was used to guide the data analysis. The results showed that 14 of the coaches interviewed were involved in collaborative relationships with sport scientists and the factors in the model did help to explain why some coaches collaborate while other coaches may not. Factors such as different types of motivation, the personal characteristics of the coach and the structural characteristics within which the coach operates seemed to influence the extent of the collaboration between the sport scientist and the coach and ultimately the effective transfer of sport science knowledge. Sport organizations can apply these findings to improve the effectiveness of knowledge transfer to coaches of high performance athletes. Journal of Coaching Education A Collaboration Model for Knowledge Transfer from Sport Science to High Performance Canadian Interuniversity CoachesSport scientists create important knowledge for coach education and athlete development but concern has been expressed (Williams & Kendall, 2007) over whether this knowledge is being transferred to the coaches that most need it; the coaches of high performance athletes. Consequently, there is increasing research interest concerning knowledge transfer processes in high performance sport. Knowledge transfer traditionally refers to the extent to which research or evidence-based knowledge (Bzdel, Wither & Graham, 2004) is effectively applied in practice.The main question underpinning knowledge transfer research is how to get the research (or evidence) effectively into the hands of the practitioner.It is well established that the perceived inaccessibility of research or science by coaches is a barrier to knowledge transfer in sport (Cushion, Armour & Jones, 2003; Reade, Rodgers & Spriggs, 2008; Reade, Rodgers & Hall, 2008). Gilbert and Trudel (2004) reported the difficulty for coaches to "access and realize the potential of coaching research" and for "coach educators to integrate the full scope of coaching research into the development of coach training programs" (p. 398). Relatedly, coaching science has been criticized for its lack of impact on coaching practice (Abraham & Collins, 1998). However, in the context of a national sport institute, Williams and Kendall (2007) found that coaches and researchers did share common perspectives of the types of knowledge needed, suggesting that a...

The Transferability of Sport Coaching Research: A Critical Commentary

“…It does not seem unreasonable to hazard a guess that coaches with higher levels of certification and those in the high-performance domain are more likely to reflect on and challenge their practice, and therefore, be open to new knowledge. Reade and Rodgers (2009) propose that a collaborative approach with sport scientists will increase the likelihood of knowledge transfer to coaches. Williams and Kendall (2007) found that research did not meet the needs of coaches, partly because of not using "lay" language and the need for more appropriate dissemination.…”