The relationship between a coach and an athlete lies at the heart of the athletic experience. This relationship can profoundly impact how a student-athlete experiences their sport, as well as their overall development as a young adult. Despite this, research focused on effective coaching practices remains an under-studied area of inquiry, particularly at the high school level. The purpose of this research was to better understand coaching behaviors that lead to quality coach-athlete relationships and how positive relationships manifest themselves at the individual and team levels.
Method:
This qualitative study examined 24 high school Varsity head coaches and assistant coaches in the Pacific Northwest. Surveys, semi-structured interviews, and on-site observations were utilized to solicit coach opinions and perceptions on how relationships with athletes are built and elevated. Components of the International Sports Coaching Framework and Bronfenbrenner’s Ecological Systems Theory were adapted to create a conceptual framework in which this study was grounded.
Analysis/Results:
Findings suggest that a strong coaching philosophy and baseline of sport knowledge underlie the relationship building process between high school coaches and their athletes. Demonstration of care and passion, effective communication, as well as consistent and transparent behavior emerged as primary themes for relationship building. Findings also identify the creation of leadership and ownership opportunities for athletes as a cornerstone of effective coaching. Individual behaviors resulting from quality coach-athlete dyads are discussed, including the constructs of commitment, hard work, collaboration, risk taking, and leadership development. Positive culture, the primary finding tied to team outcomes, is discussed as it relates to the high school athletic context. Lastly, findings tied to the barriers of relationship building are summarized, in addition to ways in which this study can inform future research centered around quality coaching practices in the high school environment and broader athletic context.
Conclusions:
This work is most significant in that it contributes to a relatively understudied area of athletics research, focusing on the relationship between coach and athlete as a unit of analysis. Because coaches often receive little to no formal training related to specific behaviors central to effective coaching, this study provides valuable information for athletic directors, school administrators, and coaches who seek a tool that defines such behaviors.