'It's All About Getting Respect': The Coaching Behaviors of an Expert English Soccer Coach

Potrac, Paul; Jones, Robyn L.; Armour, Kathleen

doi:10.1080/1357332022000018869

Cited by 226 publications

(192 citation statements)

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“…Similarly, results from the Potrac et al (2002) study reveal that to be completely successful, an elite football (soccer) coach needs to be easily approachable and able to relate to his athletes not only as footballers but more importantly, as people, to gain their conˆdence, trust and loyalty. Instigating these actions demonstrates that eŠective coaches care about team members and attempt to make athletes feel comfortable in the team environment.…”

Section: Discussionmentioning

confidence: 99%

Coach-athlete Relationships: A Qualitative Study of Professional Sport Teams in Australia

Bennie

O’Connor

2012

Int. J. Sport Health Sci.

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This paper examines perceptions of eŠective coaching and coach-athlete relationships within professional team sports in Australia. Theˆndings are based on interviews with six male professional coaches and 25 players from cricket, rugby league, and rugby union. Qualitative data analysis reveals that relationships within professional sport settings are based on mutual respect, trust and honesty. The results also indicate that professional coaches and players describe two diŠerent types of coach-athlete relationships-the close,`family' oriented relationship or thè professional', arms-length relationship-both of which are considered equally eŠective as long as the coaches and athletes share the same attitude towards the relationship. Theseˆndings have implications for eŠective coaching and how coaches interact to develop relationships with their athletes. They demonstrate that if coaches are to be perceived as eŠective, it is crucial to consider individual athlete preferences with respect to the type of relationship formed. This highlights the need for specialised coach training in people management as the professional coaching role increasingly requires attention to personal development in conjunction with the technical, tactical and physical training of their athletes.

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Section: Discussionmentioning

confidence: 99%

Coach-athlete Relationships: A Qualitative Study of Professional Sport Teams in Australia

Bennie

O’Connor

2012

Int. J. Sport Health Sci.

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“…For example, Gilbert and colleagues found that successful high school and elite sport coaches accumulated, on average, over 4600 hours as athletes. Similar to coaches in other studies (Hardin, 2000;Sage, 1989;Potrac et al, 2002), several participants felt their athletic experiences were important in helping them develop basic knowledge, such as rules of the game and the technical skills to demonstrate. For example, Hardin found that expert high school coaches drew heavily on their athletic experience to demonstrate drills which were important for gaining player respect.…”

Section: Sources Of Knowledge Acquisitionmentioning

confidence: 66%

Sources of knowledge acquisition: perspectives of the high school teacher/coach

Wilson

Bloom

Harvey

2010

Physical Education & Sport Pedagogy

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“…In contrast, a social constructivist view of coaching considers it to be messy, complex, unpredictable and non-linear (Potrac, Jones, & Armour, 2002). Athlete-centered coaching (ACC) is reflective of this move away from a unidimensional, behavioristic notion of coaching to one that is multi-dimensional, holistic and empowering for athletes.…”

Section: Introductionmentioning

confidence: 99%

One youth soccer coach’s maiden implementation of the Tactical Games Model

Harvey

Atkinson

2017

AGORA EFyD

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This paper utilizes a collaborative action research design to investigate one youth soccer coach’s maiden implementation of the Tactical Games Model (TGM). Consequently, this study aims to add to the paucity of research regarding coaches use of Game-Centered Approaches (GCAs), in particular the TGM. The study took place over eight, one-hour coaching sessions, which were conducted with a U12 competitive (travel) soccer team. The coach, Ian, was a licensed soccer coach and an undergraduate physical education student who had previously been exposed to the TGM in his university coursework. Data were collected through observation of model benchmarks in three of the TGM sessions (2, 4 and 6), the completion of Post-Session Teaching Reflective Analyses (PTRA; Dyson, 1994) and three semi-structured interviews. Model benchmark data were analyzed descriptively while PTRA and interview data were analyzed using the Lexminacer text mining software to generate themes and concepts. Findings showed that model benchmark fidelity improved as the coach became more familiar with TGM in his coaching setting. The main concepts generated from the Leximancer analysis were: ‘players’, ‘session’, ‘time’, ‘games’, and ‘physical’, which suggests a major shift in coaching practice occurred in alignment with Light’s (2013) four features of game-centered pedagogy. This current study makes two main contributions. First, it adds further contextual evidence of the benefits and challenges of incorporating TGM into other neophyte youth sports coaches’ practice. Second, it serves as a methodological template for further investigations into the micropedagogies of youth sport coaches’ practice when using GCAs such as the TGM.

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'It's All About Getting Respect': The Coaching Behaviors of an Expert English Soccer Coach

Cited by 226 publications

References 0 publications

Coach-athlete Relationships: A Qualitative Study of Professional Sport Teams in Australia

Coach-athlete Relationships: A Qualitative Study of Professional Sport Teams in Australia

Sources of knowledge acquisition: perspectives of the high school teacher/coach

One youth soccer coach’s maiden implementation of the Tactical Games Model

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