Overview

The module will extensively examine the coach/athlete relationship in terms of closeness (I like my coach/athlete), commitment (I am committed to the coach/athlete relationship), complementarity (I feel responsive to my coach/athlete behaviors), and co-orientated views (are both parties in agreement with what they think of each other). Addressing between and within person discrepancies will play a very large role throughout this module. Further, for your case study it is expected that you will seek out an athlete and a coach who are not working well with each other. It is important that you identify and approach such a dyad early as you will have to interview them, observe them and collect some quantitative data. Other factors that might threaten the coach athlete relationship such as transitions and coaching efficacy will also be explored.

Assessment Strategy

Threshold -50%>Reasonable grasp of research principles in effective coaching and an understanding in applying theoretically driven interventions for different performers in different situations. Basic evidence and principles will be applied to the case study.

Good -60%>Display good knowledge and understanding of research principles in effective coaching, showing good capacity to address and formulate applied interventions. Some evidence of knowledge of the research covered will be displayed.

Excellent -70%>Provide a deep knowledge and understanding of research in effective coaching and has an excellent capacity to address and formulate suitable theoretically driven interventions. The student will display a very good and in depth use of the triangulation of methods used in formulating their intervention.

Learning Outcomes

• Be able to critically analyze and interpret data from a triangulation of methods (qualitative, quantitative, and observational) and propose an effective interventions to repair ineffective coach/athlete relationships.

• Develop a critical understanding of within person discrepancies (e.g., where am I and where would I like to be) and between person discrepancies (i.e., where am I and where would the coach like me to be [and vice versa]).

• Display a critical understanding of the complexity of the coach/athlete relationship.