“Put Me in Coach… I'm Better Than You Think I Am!” Coaches' Perceptions of Their Expectations in Youth Sport

Wilson, Marcia A.; Cushion, Christopher J.; Stephens, D. E.

doi:10.1260/174795406777641311

Cited by 5 publications

(3 citation statements)

References 24 publications

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“…Regarding skiing, one of the participants suggested that FIS points are able to eradicate RAEs although, in a recent study, RAEs were found in skiing for both males and females (Baker, Janning, Wong, Cobley & Schorer, 2014). In addition, this research supports previous work which highlights that increased opportunities and attention is often given to relatively older athletes because they are better performers (Musch & Grondin, 2001;Wilson, Cushion, & Stephens, 2006). For example, in a recent study with hockey players attending a selection camp, it was found that the players selected for the final team were taller, heavier and the majority of them were born between January to June (Sherar, Baxter-Jones, Faulkner, & Russell, 2007), despite the fact that the coaches were aware that their future potential in terms of physical development were the same.…”

Section: Discussionsupporting

confidence: 76%

Relative age effect: implications for effective practice

Andronikos

Elumaro

Westbury

et al. 2015

Journal of Sports Sciences

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Physical and psychological differences related to birthdate amongst athletes of the same selection year have been characterised as the "relative age effects" (RAEs). RAEs have been identified in a variety of sports, both at youth and adult level, and are linked with dropout of athletes and a reduction of the talent pool. This study examined the existence, mechanisms and possible solutions to RAEs using qualitative methodology. Seven experts in the field of talent identification and development were interviewed. Inductive analysis of the data showed that, while there was mixed evidence for the existence of RAEs across sports, the eradication of RAEs was attributed to controllable features of the development environment. The factors reported included the structure of "categories" used to group athletes within the sport (e.g. age, weight, size, skills), recognition and prioritisation of long-term development over "short term win focus." Education of relevant parties (e.g. coaches, scouts, clubs) about RAEs and the nature of "talent" within a long-term context was suggested, along with careful consideration of the structure of the development environment (e.g. delayed selection, provision for late developers, focus on skills not results, use of challenge). Implications for research and practice are discussed.

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Section: Discussionsupporting

confidence: 76%

Relative age effect: implications for effective practice

Andronikos

Elumaro

Westbury

et al. 2015

Journal of Sports Sciences

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“…This, in turn, leads to increased attention and more stimulating support from coaches (Mush and Grondin, 2001). In contrast, those who do not excel receive less attention and less support, both in relation to training and to competitions (Wilson et al, 2006). Consequently, this leads to a loss of motivation, as well as impeded self-efficacy (Thompson et al, 2004).…”

Section: 22mentioning

confidence: 99%

Norwegian Children’s Rights in Sport and Coaches’ Understanding of Talent

Ellingsen

Danielsen

2017

The International Journal of Children’s Rights

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Little research has focused on and tried to understand the link between children's participation in sports and their human rights. In Norway, children's leisure athletics and sports participation are regulated through rules of sport (crs), voted in the Executive Board of the Norwegian Olympic and Paraolympic Committee and Confederation of Sports ("Idrettstinget"). The crs represent formal legislation rooted in the un Convention on the Rights of the Child, binding for all Norwegian sport coaches in their work with children until the age of 13. This qualitative study investigates coaches' views of talent and talent development, and examines their views in the children's rights perspective. The study is based on interviews with eight professional coaches in football (soccer), gymnastics, swimming and skiing. In important areas the coaches' views are consistent with children's rights; however, there are also coaches who speak out in violation of the rights.

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“…Harvey et al 2013;Claxton 1988;Wandzilak et al 1988), competition score line (e.g., Calpe-Gómez, Guzmán and Grijalbo 2013), whether the athlete is characterised by high or low expectations (e.g. Wilson, Cushion, and Stephens 2006;Solomon et al 1998), the skill level of the athlete (e.g. Lacy and Darst 1985;Markland and Martinek 1988), and the aims of the coaching session (e.g.…”

Section: Introductionmentioning

confidence: 99%

An exploration of the relationship between educational background and the coaching behaviours and practice activities of professional youth soccer coaches

Stonebridge

Cushion

2018

Physical Education and Sport Pedagogy

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Background and Purpose Despite the proliferation in recent years of higher education establishments offering tertiary-level study in the field of sports coaching, there is a lack of research into the impact of such courses on coaching practice. The behaviours employed and activities used by coaches during practice sessions is an area where one might expect to see such impact, indeed certain studies have tentatively noted the educational qualifications of coaches and suggested that this may play a role in the application of behaviours more aligned with playerlearning. The purpose of this study was therefore to compare youth soccer coaches with and without tertiary-level qualifications, examining their coaching behaviours and practice activities. Method The participants were ten male professional youth soccer coaches aged 24-55 with an average of 13 years coaching experience. Five of the coaches had completed undergraduate degree courses related to sport coaching. All of the coaches worked with players aged under 9 to under 16 in the youth academy of an English professional soccer club. Systematic observation of coach behaviour and practice activities was carried out using the Coach Analysis and Intervention System (Cushion et al. 2012), while follow-up interviews were used to elicit the coaches" perceptions of, and rationale for, their behaviour. Findings The observation data showed that graduate coaches used significantly more divergent questioning than non-graduate coaches, while the interview data revealed a general trend for graduate coaches to show greater self-awareness of behaviours and changes in behaviour between practice types. Graduate coaches also provided more comprehensive rationales, for example, seeing silence as a means of facilitating player decision making as well as for observation. In contrast to previous research, sessions featured a higher proportion of playing form than training form activities and at over twenty percent of session duration, the "other" practice state was a prominent feature of contact time with players. While some coaches saw "other" as wasted time, graduate coaches identified this as an opportunity for group discussion and social interaction. The study adds to existing data about coach behaviours and practice activities, providing evidence that education background may indeed influence coaching practice.

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“Put Me in Coach… I'm Better Than You Think I Am!” Coaches' Perceptions of Their Expectations in Youth Sport

Cited by 5 publications

References 24 publications

Relative age effect: implications for effective practice

Relative age effect: implications for effective practice

Norwegian Children’s Rights in Sport and Coaches’ Understanding of Talent

An exploration of the relationship between educational background and the coaching behaviours and practice activities of professional youth soccer coaches

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