Coaching the Millennial Athlete: Modifications and Strategies

Background/Purpose: Howe and Strauss (1993) proposed that the Millennial generation of students were different from any other generation in their thought processes as well as their use of technology. Monaco and Martin (2007) provided some suggestions for teachers to use with this generation, including collaborative learning, clear definitions and paths to success in class, and developing well-defined grade appeals policies.  While these strategies may work in the classroom, it should not be assumed that college coaches would view these techniques as totally appropriate or effective in any coaching situation.  The purpose of this phase of a larger study was to learn from coaches techniques and strategies that were effective in working with college athletes.

Method: Ten experienced Division I college coaches (ranging from 7.5-35 years experience) were interviewed with both male and female coaches represented.  Further, sampling took care to interview coaches of both male and female teams, individual and team sports, and coaches from revenue and non-revenue sports.  Interviews were transcribed verbatim.  Three researchers familiar with analyzing qualitative data coded the comments from the coaches and identified common themes.

Analysis/Results: Primary themes emerged revealed how coaches have modified their methods in recruiting, communicating with both players and their parents, and taking steps to better understand the millennial athlete.  Further, coaches recognized that even though many athletes may display these negative behaviors, not all of them will.  They emphasized the importance of recognizing individuals who do not portray these behaviors and believe highlighting positive peer models can combat other more negative models.   Another way of combating these negative behaviors was to teach life skills to their athletes and continuously demonstrate that the skills athletes were learning in sport could be transferred long after their time in their sport was finished.

Conclusions:

Even though the coaches believe many of their techniques evolved in response to the millennial generation, coaches’ personal philosophies seemed to be constant and unflappable.  The coaches used these philosophies when dealing with problem athletes and the stable nature brought credibility to their methods.  Lastly, many of the coaches explained that the structure of sport in the college environment provided a natural way to combat many of the negative aspects associated with the millennial athlete.  Athletes are forced to earn their spot, and continuously demonstrate their willingness to work for sport opportunities.  These contingencies force athletes to avoid the negative behaviors coaches often see in their players.