Background/Purpose: The cycling coach (CC) profession has grown rapidly in the US in the past decade. Research indicates that a coach plays a vital role in an athlete's personal growth, performance, and overall well-being (Werthner & Trudel, 2006). Current cycling coach education consists of workshops and self-directed courses with online exams centered primarily on scientific content and administration (USA Cycling.org). The purpose of this study was to examine the perceptions of expert coaches regarding the status of cycling coach education in the U.S. Specific research questions included: 1) What knowledge should a CC possess? 2) What form should coach education take? and 3) How should CCs' expertise be assessed?.
Method: Participants in this phenomenological study were nine current expert cycling coaches. Data sources included individual interviews and corresponding artifacts. Responses to interview questions were analyzed using open and axial coding (Corbin & Strauss, 2008). Trustworthiness was established through peer debriefing and multiple forms of member checks.
Analysis/Results: Data were analyzed with direct reference to the research questions: knowledge, format of knowledge delivery, and assessment. When examining CC knowledge three aspects were identified: scientific foundations, content, and pedagogy. Formats included technical/practical training, mentorship, and formal coaching “schools.” Assessment reflected traditional methods of evaluation.
Conclusions: Coaches' perceptions of the cycling coach profession revealed a desire to increase the education and credibility of CC. There was a general consensus that the current certification for CCs does not adequately prepare coaches to utilize appropriate pedagogical practices. CCs appreciated the opportunity to communicate their views.
See more of: Research Consortium