An exploration of reciprocity between female athletes and their coach in elite junior swimming: a shared reality theory perspective

ABSTRACT

Based on the proposition that the relationship between a coach and athlete is at its best when both parties contribute to enhancing its quality, the present study sought to investigate if Shared Reality Theory could provide new insights on the topic. Specifically, the purpose of the present study was to explore: (a) how a shared reality is established, or fails to be established, over the course of the sporting partnership between athletes and their coach; and (b) how the presence of a shared reality (or not) in the coach-athlete relationship is related to the experienced quality of the relationship between athletes and their coach, as recorded over time. Narrative inquiry, embedded within a longitudinal qualitative approach, was adopted. Six female elite junior swimmers and their head coach completing three interviews each over a 9-month period. Data were analysed using narrative thematic analysis, leading to the development of two narratives: A prevention-oriented narrative and a promotion-oriented narrative. Overall, the findings suggests that athletes who experience a shared reality with their coach are more motivated and report a higher sense of psychological well-being. To establish the experience of a shared reality, reciprocal and honest communication motivated by trust in the other is needed. Due to power imbalance, it is deemed important for coaches to be supportive and trustworthy to encourage athletes to communicate with them, so the coach and his/her athletes can work together in a synergistic manner.

KEYWORDS:

• Coach-athlete relationship
• longitudinal qualitative research
• narrative thematic analysis
• reciprocity
• shared reality theory

Acknowledgments

We would like to acknowledge our deep debt of gratitude to Daniel Rydland Bjåen, Danielle Charlotte Fredriksen, Gerald Echterhoff, and Pierre-Nicolas Lemyre who contributed greatly to the entire research process.

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Bård Erlend Solstad

Bård Erlend Solstad is an Associate Professor in the Department of Sport Science and Physical Education at the University of Agder, Kristiansand, Norway. He is also affiliated with the Norwegian Research Centre for Children and Youth Sports, Oslo, Norway. His academic work centres around research on motivation and sports coaching in children and youth sports. He is also working as a sport psychology consultant with young athletes in Norway.

Morten Granerud (M.Sc.) graduated from the Norwegian School of Sport Sciences in June 2020. It concluded five years study of sport and exercise psychology. The following article is a part of his master thesis.

Heidi Marian Haraldsen is an Associate Professor in the Teacher Education at Oslo National Academy of Arts. She is also a research fellow at the Norwegian Research Centre for Children and Youth Sports, Oslo, Norway. Her research topics centres around motivational processes, perfectionism, talent development, and coaching within both sport and performing arts settings.

Henrik Gustafsson is an Associate Professor at Karlstad University, Sweden and the Norwegian School of Sport Science, Norway. His research focuses mainly on burnout and stress in athletes and mindfulness and acceptance-based interventions in sports. Henrik is also working as a performance psychology consultant with the Swedish Olympic Committee.

Camilla J. Knight is an Associate Professor in the School of Sport and Exercise Sciences at Swansea University and the Youth Sport Lead for the Welsh Institute of Performance Science. Her academic work is focused upon enhancing children’s experiences in sport, with a particular emphasis upon the involvement of parents.