Developing a ‘letter to my younger self’ to learn from the experiences of expert coaches

ABSTRACT

This study is focused on how novice sport science practitioners can learn from the hindsight of more experienced practitioners, and how such information can be effectively disseminated. Initially, 13 expert, elite-level, strength and conditioning coaches wrote a reflective letter to their ‘younger selves’ offering advice in terms of things they had learnt throughout their coaching career. Thematically analysed, five themes were generated: willingness to learn and develop, appreciating the contribution of others, understanding and behaving in line with values, embracing uncertainty and difficult challenges and creating and maintaining a work–life balance. Framed around these themes, the authors employed creative writing techniques to develop a composite letter with quotes extracted that best represented each theme, and woven together to create a final, coherent letter. To systematically examine the efficacy of using such a letter as a scaffolding learning strategy to advise early career practitioners, the letter was presented to 25 participants who were all on MSc Strength and Conditioning courses. Five focus groups were conducted to examine the participants’ perceptions of the letter. Thematically analysed, the findings highlight that the letter resonated with them and encouraged reflection in a number of specific ways (e.g. challenged their current approach to their coaching role, developed confidence to deal with challenges). We propose that the composite letter can be used as a pedagogic tool to stimulate reflection for new practitioners concerning their development, and offer motivation (to work hard in their own development) in the early stages of their career.

KEYWORDS:

• Creative analytical practice
• coach development
• hindsight
• scaffold learning
• composite vignette development

Acknowledgments

We would like to thank the experienced and novice coaches who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

C Szedlak

Dr Christoph Szedlak is the Lead S&C coach and an academic at the University of Southampton, UK. His primary research interest focuses on utilising constructivist learning theory and qualitative methods within coach development.

M. J. Smith

Dr Matt Smith is a senior lecturer in sport and exercise psychology at the University of Winchester. His research interests primarily involve examining leadership and group dynamics in different contexts, with a particular focus on qualitative methods.

B. Callary

Dr Bettina Callary is an associate professor in sport and physical activity leadership at Cape Breton University in Nova Scotia, Canada. Her research focuses on coach education, learning and development, psychosocial adult-oriented coaching practices and qualitative research methods. She is an alpine ski coach and coach developer.