Recreational and developmental youth coach learning

ABSTRACT

Background: Within the field of coach development, previous research has ascertained that elite coaches learn through a variety of formal, non-formal, and informal sources. Little is known, however, about how coaches from different coaching contexts such as recreational and developmental learn to coach.

Purpose: The purpose of this study was to investigate how coaches from youth recreational and developmental coach contexts access and appreciate various coach learning sources, and whether there were any differences between these two contexts.

Data collection and analysis: Basketball and soccer coaches (N = 758) from the two different contexts (recreational and developmental) were recruited through their respective sport organizations to participate in an online questionnaire about their coach learning. Specifically, they were asked about which learning sources they consulted and how helpful they found each source to be. The two groups were compared using chi-square and odd ratios, independent t-tests, and factorial ANOVA analyses.

Findings: Findings suggest that developmental coaches access a greater number of learning sources than do recreational coaches; however, for most sources both groups of coaches report the same level of helpfulness. Together, these findings suggest that the specific coaching context (recreational versus developmental) is an important consideration when examining coach learning.

KEYWORDS:

• Coach development
• coach learning
• youth sport
• lifelong learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Meredith Rocchi is a Post-Doctoral Fellow at McGill University, Canada. She is studying interpersonal communication from a Self-Determination Theory perspective, where her primary research focuses on coaches, caregivers, and peers. Through this, she is examining environmental factors that influence motivational processes and their subsequent interpersonal behaviours.

Additional information

Funding

This work was supported by Social Sciences and Humanities Research Council of Canada [grant number 752-2013-2196].