Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach

Abstract

The purpose of the study was to gain an in-depth understanding of the characteristics head coaches looked for when hiring their head assistant coach, the main roles and responsibilities assigned to assistants, and the techniques and behaviors used to develop them. Data were obtained through interviews with six accomplished Canadian University head football coaches. Results indicated head coaches hired loyal assistants who possessed extensive football knowledge that complimented their own skill sets. Once hired, head coaches had their assistant coaches help them with recruiting, managing a major team unit, and developing athletes. They helped advance their assistants' careers through personal mentorships which included exposure to external sources of knowledge such as football camps and coaching conferences. These results represent one of the first empirical accounts of head coaches' perceptions on hiring and developing head assistant coaches.

Intercollegiate coaches’ experiences and strategies for coaching first-year athletes*

“…These results are similar to Rathwell, Bloom, and Loughead (2014) that found Canadian university coaches reported recruiting highly skilled athletes as one of the most important tasks for building a successful CIS football program. While the coaches in the current study also aimed to recruit skilled athletes, they also selected athletes who possessed personal attributes that they felt would help them cope with the challenges and stressors of being a firstyear student-athlete, and would fit in well with their current team.…”

“…Aligned with this, many intercollegiate athletes gradually shift their focus from athletics to academic and personal achievements as they approach graduation and prepare for life after retirement from athletics (Miller & Kerr, 2002;Lally, 2007 (Duchesne et al, 2011;Rathwell, Bloom, & Loughead, 2014;Vallée & Bloom, 2005).…”

A Roundtable With College Strength and Conditioning Coaches: Working With Sport Coaches

“…Questions eight and nine targeted advice for other SCC in the case of newly hired sport coaches (i.e., question eight) and for novice SCC in working with sport coaches (i.e., question nine). Finally, the last question was based on Rathwell, Bloom, and Loughead's (2014) comment that research on assistant coaches is relatively sparse. Whether SCC are considered WORKING WITH SPORT COACHES 8 assistant coaches on the sport coach staff or not, there are assistant-level strength and conditioning coaches within the staff making inquiring about the different levels of SCC worthwhile.…”

Exploring the Context of Coached Masters Swim Programs: A Narrative Approach

“…For instance, when committee members act as both leaders (e.g., hire and direct coach) and followers (e.g., follow direction in practice) to coaches, dynamics may ensue that may not always be optimal. Alternatively, they might be considered helpful leaders if the coach assents to such extended roles for board members/swimmers, especially if they provide different types of knowledge and fill complementary roles to the coaches, akin to what assistant coaches might do (e.g., Rathwell et al, 2014). The closer standing that committee members/swimmers have with their peers may mean that they are a resource, which if tapped properly, could increase leadership possibilities and provide swimmers with additional benefits that supplement those derived from the coach.…”

“…Research in youth/young adult sport suggests that coaches influence athletes' experiences of the team environment and their development of sport and life skills (e.g., Danish, Forneris, & Wallace, 2005;Rathwell, Bloom, & Loughead, 2014). In addition, the importance of considering the psychosocial conditions embedded within a specific sport environment is illustrated by prominent coaching models.…”