Introduction to the Feature Series on Quality Sport Coaching: The Role of the National Standards for Sport Coaches

Sports are a popular activity within the United States. It is estimated that 69% of all youth (6–12) participate at least one day in an individual or team sport youth-sport program (Aspen Institute, 2018). Further, approximately 8 million student-athletes participate in high school sports (National Federation of State High School Associations, 2018) and another 460,000 student-athletes compete within National Collegiate Athletic Association sports (2019). Given the large number of sport participants and the broad appeal of sports, there is an opportunity within sport to have a positive impact on the development and well-being of millions of people within the United States.

The sport coach plays an integral role in this development. In fact, the sport coach can determine whether an athlete’s sport experience sets the stage for continued physical activity participation as well as physical and psychological development (Bergeron et al., 2015; Gould et al., 2014; Holt, 2016). For example, researchers have found that when coaches participate in targeted educational interventions they have improved coaching skills and efficacy (e.g., Malete & Feltz, 2000; Newin et al., 2008; Sullivan & Gee, 2008) and their athletes have more positive psychological outcomes (e.g., Duda et al., 2018; Smith et al., 2007) as well as a stronger commitment to the sport (e.g., Barnett et al., 1992) compared to untrained coaches. Therefore, it is evident that athletes, at all levels, would benefit from being coached by trained professionals. As such, coach educators and coach developers encourage coaches to seek out formal (e.g., courses, degree programs) and informal (e.g., reading, conversations with experts) opportunities to improve their coaching practice.

The question facing coaches and coach educators/developers is what knowledge and skills coaches should possess to be effective in their coaching contexts. Côté and Gilbert (2009) noted that effective coaching requires the “the consistent application of integrated professional, interpersonal and intrapersonal knowledge to improve athletes’ competence, confidence, connection and character in specific coaching contexts” (p. 319). The International Sport Coaching Framework (ISCF; International Council for Coaching Excellence, the Association of Summer Olympic Federations, and Leeds Metropolitan University, 2013) used this definition to identify six primary functions of sport coaches. Additionally, the recently revised National Standards for Sport Coaches (NSSC; SHAPE America – Society of Health and Physical Educators, 2019) used Côté and Gilbert’s definition, the ISCF, and the latest research in coaching and exercise science to outline the key competencies necessary for coaches to create quality sport experiences for their athletes. The revised NSSC identified 42 standards (https://www.shapeamerica.org/standards/coaching/) categorized into seven core responsibilities (see Gano-Overway et al., 2020a, 2020b). The seven core responsibilities in the revised NSSC identify the main duties of coaches (see Table 1) while the underlying standards identify coach competencies. These competencies are broadly defined so as to capture coach knowledge, skills, and attitudes relative to each core responsibility.

Table 1. Revised National Standards for Sport Coaches: Core Responsibilities and Sample of Associated Competencies (adapted from SHAPE America, 2019)

Core Responsibility	Sample Knowledge, Skills, and Attitudes Addressed Within Core Responsibility
Set vision, goals, and standards for sport program	Knowledge (professional, intrapersonal*): Develop knowledge on how to construct a coach philosophy and program vision and reflect on one’s own philosophy and vision Skill (interpersonal*): Enact the philosophy and program vision each day Attitude (professional, intrapersonal*): Value how holistic development (i.e., athlete centered philosophy) leads to sustainable program success
Engage in and support ethical practices	Knowledge (Professional, Intrapersonal*): Reflect upon and learn ethics and ethical decision-making systems to identify fit for coaching practice Skill (Intrapersonal, Professional*): Model and teach ethical behavior to athletes and abide by code of conduct within the sport organization Attitude (intrapersonal, professional*): Appreciate how athletes and sport benefit from instituting ethical systems into coaching contexts
Build relationships	Knowledge (interpersonal, professional*): Develop knowledge of effective communication, cultural competence, and good leadership Skills (interpersonal*): Implement communication skills and sociocultural competencies to develop stronger relationships with athletes Attitude (interpersonal, intrapersonal*): Realize how lack of communication, misinterpretations, or poor communication/leadership skills can erode relationships
Develop a safe sport environment	Knowledge (professional*): Know training principles that safely develop athletes and conditions that can predispose an athlete to injury Skill (professional*): Respond to emergencies and injuries within scope of practice Attitude (professional, intrapersonal*): Grasp how a safe sport environment involves maintaining the physical, psychological, and emotional safety of athletes
Create a positive and inclusive sport environment	Knowledge (interpersonal, Professional*): Acquire knowledge of the features of a positive sport environment and underlying theoretical frameworks Skill (interpersonal, professional*): Apply features of a positive sport environment based on theory and enact inclusive sport practices Attitude (professional, intrapersonal*): Appreciate the importance of sport for all athletes
Conduct practices and prepare for competition	Knowledge (professional*): Develop the technical, tactical, conditioning, and psychosocial knowledge to coach the sport Skill (professional*): Conduct practices aligned with teaching and coaching principles supported by evidence-based practice Attitude (professional, interpersonal*): Welcome opportunities to improve ability to plan, teach, assess, and adapt within coaching practice
Strive for continuous improvement	Knowledge (intrapersonal, professional*): Learn the components of reflective practice and how they can inform coaching Skill (professional*): Implement reflective practice or communities of practice into coaching practice Attitude (intrapersonal*): See the importance of work–life harmony and self-care for coaching effectiveness

* Represents what type of coaches’ knowledge the sample knowledge, skill, or attitude may fall within Côté and Gilbert’s (2009) definition of coach effectiveness

While the NSSC provide curricular guidance for developing formal coach education and coach development programs, there is also a need for all coaches to engage in long-term professional development that is informed by the NSSC. The purpose of this Strategies feature series is to provide coaches examples of how they could integrate the NSSC within coaching practice. The series begins with Neelis and colleagues (this issue) describing the importance of developing the profession of sport coaching, how the profession has evolved over time, and the importance of personal professional development in moving the profession forward. The remaining articles in the series provide opportunities for personal professional development for coaches across the youth-sport (Driska, this issue), interscholastic (Baghurst & Benham, this issue), intercollegiate (Van Mullem, this issue), and high-performance (Moreno, this issue) coaching contexts. The intent of each article is to use vignettes, coach stories, and practical examples to help coaches see how they could align their own coaching practice with the NSSC as well as provide resources for coaches wanting to further develop their coaching.

Additional information

Notes on contributors

Lori Gano-Overway

Lori Gano-Overway [email protected] is program director and adviser in the Department of Kinesiology at James Madison University in Harrisonburg, VA.