5 must-read research reviews on mindset & health by Science for Sport

SPECIAL EDITION 5 must-read research reviews on mindset & health

How to Read Me! This guide shows you how to read the Performance Digest

Page Number

Section

Link to Abstract Review Title

Study Details

Practical Takeaways from study

Related links to learn more about the topic

Reviewers comments on the study

The Science of

COACHING [Abstract]

Who’d want to be a coach? An analysis of coach burnout and the recovery process

INTRODUCTION

WHAT THEY FOUND

WHAT THIS MEANS

The current day coach (particularly those within a high-performance setting) plays many roles beyond providing technical input to help their athletes develop. It is therefore no surprise that there is an increasing trend of sport coaches developing stress-related illness and burnout, which has seen a large number of coaches leave the profession in recent times. It is therefore in the best interest of any sporting organisation to help coaches avoid and recover from these stressful situations.

The experiences of the coaches in the current study changed continuously.

The factors that contributed to burnout included:

 Coaches levels of emotional

 Working too much.

exhaustion and depersonalisation fluctuated over the 10 yr period.

 The majority of coaches reported

 Having several conflicting roles.

 Difficulty in managing external

pressures. lower emotional exhaustion scores at the second data collection point (3 yr).  Having a perceived lack of control. This was due to these coaches significantly changing their approach  The expectation to excel (i.e. performance culture). to their role (e.g. moving to a part-time role, moving to a lower division) or  Health problems due to stress. leaving the profession completely.

The aim of this study, therefore, was to analyse the relationship between burnout  Only one coach reported unchanged and recovery amongst eight professional scores between the 3 yr and 7 yr data soccer coaches (Swedish Premier League) collection point was the only one still over a 10 yr period. These coaches coaching at the elite level (at this time completed a series of questionnaires over period). this period along with a number of a semi By the end of the 10 yr period, none of structured interviews in order to gain the coaches were still coaching in the insight into each coach’s experience with Swedish Premier League. burnout and their recovery process.

Actions by the coaches to reduce/recover from burnout:

 Stop coaching.  Change from full-time to part-time.  Take part in other work (e.g. study, another job).

Practical Takeaways Regardless of the sport in which a person is involved in, taking some time to step away from your coaching role can reduce their levels of exhaustion, helping them to recover from possible burnout. An immediate change in circumstances (rather than seeing it through) is possibly the best way to begin the recovery process.

All coaches should look to gain the help of professionals (e.g. sport psychologists) in order to assist them with their recovery from burnout. With regards to the sport organisations, finding a solution and helping their coaching staff with regards to being overworked and placed into constant stressful situations is beneficial for all those involved both in the short- and longterm.

Will Vickery Will is a Lecturer of Sport Coaching at Deakin University, Australia.

The Science of

Which psychological attributes underpin elite sports coaches? Effective coaching is more than just the application of a coach’s knowledge and experience INTRODUCTION

WHAT THEY FOUND

Those involved in research of the coaching process highlight that coaching is not simply a structured interaction between coaches and athletes in an effort to achieve optimal performance outcomes. Instead, it is viewed as a complex social system with a variety of goals and objectives, with the relationship and the interactions of the coach and the athlete at the centre. For a coach to truly be effective, they must acknowledge the influence they can have on their athletes, not only by designing effective training sessions, but also by the social and behavioural interactions they have with their athletes.

After interviewing 12 elite coaches, a number of psychological attributes deemed to characterise their ability to be a successful coach were identified:

Most of the information available to coaches, or those involved in athlete development, has traditionally focused on the behavioural aspects of coaching practice from a quantitative and observational perspective, with far less focus on the underlying reasons behind these behaviours. In other words, we know what coaches do, but the following question still remains: why do they do the things they do? Because of this, the authors of this study set out to explore what psychological attributes underpin a coach’s ability to actually coach.

 Attitude (being tough, focusing on the positives)

 Confidence (communication, acting confident, confident in ability and knowledge)

 Resilience (handling setbacks, dealing with criticism)

 Focus (process or future focused)  Drive for personal development (open minded, an appetite for learning)

 Being athlete centred (encouraging independence, differentiation, adaptability)

 Emotional awareness (of self and/or others)

 Emotional understanding (influence of

 Emotional management (control, control in other, expression, encouraging emotional expression)

WHAT THIS MEANS As stated by the authors, the findings of this research shine further light on the premise that coaching is much more than the transmission of knowledge from coach to athlete, and it extends beyond just the teaching of skills and tactics. In order to be a successful coach, the coach must also understand the behaviours and social requirements of their athletes in addition to understanding what psychological characteristics they must possess themselves. Of particular interest, is the number of attributes associated with the emotional nature of coaching, suggesting that effective coaches are those with an ability to recognise, understand, and manage their own emotions, as well as those of their athletes.

emotions, athlete’s emotions, consequence of negative emotions)

Practical Takeaways This study suggests that being an effective coach means more than just having a head full of theoretical knowledge and/or developing your athletes’ physical prowess and skill level. Instead, the psychological attributes which each individual coach possesses, plays just as an important part in their athletes development and performance. From a personal development standpoint, coaches should therefore not only focus on their knowledge of the sport, for example, but also how their psychological attributes, particularly those associated with emotion (see ‘what they found’), can be used effectively to influence the development and performance of their athletes’.

Dr. Will Vickery Will is a Senior Lecturer of Sport Coaching at the University of Northumbria in Newcastle Upon Tyne, U.K.

[Abstract]

COACHING

Save time and stay up-to-date without breaking the bank! Gone are the days of frustration, pouring though Google for hours trying to find relevant research. You can access over 600+Â relevant, clear and concise research reviews spread across 40+ issues of The Performance Digest... For free.

$1544

FREE!

The Science of

What and how do coaches learn? Examining methods to develop coaches’ knowledge and behaviour

INTRODUCTION

WHAT THEY FOUND

WHAT THIS MEANS

Coach learning is incredibly important to support effective practice. However, little is known about what or when coaches learn, and particularly, how this learning has an impact on a coach’s practice (HERE). Many studies have attempted to understand the impact of coach learning by providing coaches with self-report tools (i.e. questionnaires to examine what has changed in their practice). Although, given that there is often a difference in the perceptions of a coach regarding their behviours and what they actually do within a practical setting, these studies lack an ability to fully understand the impact of coach learning.

Eight youth soccer coaches (seven male and one female, mean age = 27 yr) were selected to take part in the study. Five coaches took part in the NGB coach education course, while three coaches did not, and instead carried out their practice as normal. Coaches were observed in sessions and their behaviours were recorded by an independent observer. They were also asked to take part in recall interviews to watch segments of sessions back (on video) and explain which sources of knowledge they had used (e.g. knowledge of how athletes learn, tactical knowledge or technical knowledge) and where they had learned this from.

Coaches’ practice can be influenced by learning on coach education courses, but learning is also developed through a much broader range of experiences and interactions. Experiencing coaching as a player, talking informally with other coaches, and being critical on what works for which athlete and under which circumstances, can be vitally important to support effective coaching.

Therefore, the purpose of this study was to assess changes in coaches’ behaviour and knowledge between a group of coaches who took part in formal education (i.e. National Governing Body (NGB) courses), and a group who did not take part in formal education. Specifically, the study aimed to understand what changed in coach learning and how, through observing coaches’ practice and interviewing coaches.

Coaches in the coach education group, compared to the non-coach education group were found to:

 Use more tactical focused knowledge compared to technical focused knowledge.

Recall interviews (where coaches watch videorecorded segments of sessions back) can be an effective tool to show how coaches have learned and changed their practice. Watching videos in this way can also be an effective learning tool in itself to consider why practice was/was not effective and what might be changed in the future. Importantly, coaches often learn and develop knowledge on a topic, but then fail to apply this knowledge by changing their behaviour.

 Use more questioning to set challenges for players to make independent decisions.

 Develop a broader knowledge of why game-based approaches might be effective.

 Use more behaviours directed towards individual athletes, as opposed to the whole group.

Practical Takeaways In order to develop their practice through learning, coaches can attend coach education courses delivered by National Governing Bodies. Importantly, learning and knowledge developed on these courses can be supported and complimented by a much broader range of experiences. Among these, coaches can consider the benefits of video-recording sessions and watching footage back to reflect upon key interactions with players to consider why their practice was/was not effective and what can be done to enhance their practice.

For example, coaches could watch themselves providing feedback to an athlete in the gym who is attempting to perform a Romanian deadlift to consider why they (the coach) acted in this way, what influence they may have had on the player, and if anything, could have been done to more effectively engage with the player. Here, good coaches will not be afraid to challenge deep-rooted beliefs that they might have held for a long period of time about what they consider effective coaching to be.

Adam Nichol Adam is an Associate Lecturer/PhD Researcher at Northumbria University: Newcastle upon Tyne.

[Abstract]

COACHING

The Science of

COACHING [Abstract]

Developing athletes’ creativity What can sport coaches learn from jazz music?

INTRODUCTION

WHAT THEY FOUND

Traditional coaching approaches often limit opportunities for players to develop creativity. Given many sports involve constantly changing situations which often require creative solutions from players, there is a need to consider how a broader range of coaching practices may benefit the development of athlete creativity (HERE).

Seven female volleyball players were challenged by the coach to collaboratively develop creative outcomes by building on each other’s performances within game-based activities, modified games, or game scenarios. Video clips of creative plays were also shown to the athletes, and they continued to take part in more technical-based drills to enhance the number of skills which it would be possible for Recent research within the field of music has players to creatively build from. Researchers pointed to some useful strategies which may kept a reflective log and conducted group be helpful in developing innovation (HERE). This interviews with the players to understand their research has, for example, highlighted that experiences and assess the effectiveness of the musicians can develop creativity by being intervention. challenged to play a piece of music which follows on from a previous musician, borrowing The researchers found that athletes had from the previous notes played and then developed their creativity, mainly through: elaborating on them (working collaboratively).  Independently interacting with each other This study, aimed to test the effectiveness of (e.g. discussing plans for new collaborative creativity techniques borrowed performances in response to the from jazz music in developing the creativity of opposition, or evaluating plans which had youth volleyball players within a sport coaching been attempted). environment. Players took part in a collaborative, creativity-based intervention working with one coach who facilitated the intervention.

 Being encouraged by the coach to attempt

WHAT THIS MEANS Creativity is more likely to be developed where coaches create environments which allow players to feel comfortable in experimenting, making mistakes, and discussing or evaluating their creative plans. Indeed, creativity takes place within and is developed through interaction with others (e.g. teammates and in response to opposition performance/cues). Appropriate opportunities, therefore, need to be provided for athletes to interact with teammates and to perform against opposition players for them to be more likely to develop creative performance which is relevant to, and effective within a game. For instance, when the ball is returned from a serve in volleyball, players must be able to independently read the position of their peers, game conditions, and cues to create the best possible creative outcome. Practice must, therefore, allow an opportunity for this full process to happen. Similar to jazz music, then, opportunities to build upon and innovate based upon the performance of others is crucial.

different strategies, and then being afforded opportunities to try these within game-based environments

 Reading the performances of others and increasing tactical knowledge.

Practical Takeaways Coaches wishing to develop creativity with their athletes should carefully consider how they make athletes feel relating to creativity. Here, encouraging athletes to play in a new and innovative way (and not criticising/punishing failed attempts to try something new) is an important starting point. Specifically, team sports coaches could look to enforce a rule where players cannot attack by applying the same skills or tactics used in the previous attack (e.g. ruling out attacking the opposition down the right wing).

Coaches could also look to give athletes opportunities to independently discuss and evaluate new tactics (e.g. letting athletes take the lead in speaking during a timeout). Importantly though, coaches should not forget about the value of drill-based activities to provide players with the ‘foundation’ skills to build upon. Securing basic skills of the sport often allows athletes greater opportunities to build from in order to develop creativity.

Adam Nichol Adam is an Associate Lecturer/PhD Researcher at Northumbria University: Newcastle upon Tyne.

The Science of

Coaching youth vs. master athletes Same coach, different approaches? How the context a coach is working in can influence their behaviour INTRODUCTION

WHAT THEY FOUND

WHAT THIS MEANS

Research into the different coaching approaches which impact on the learning and development of athletes is becoming much more prevalent. Typically, there are two approaches to this, coaching based on a more ’traditional’ perspective (e.g. instructional, technically focused, coach-led) or a more ‘contemporary’ perspective (e.g. guided discovery, athlete independence). There is some indication though that the type of approach used by the coach depends on the athlete(s) that they are working with. For example, those working with masters athletes may use less instructive behaviour when compared to a coach working with young athletes. This is because the masters’ athletes typically have greater experience within a particular sport and, therefore, less time is required instructing the masters athletes on how to play or move. This information is limited though, and it is, therefore, not well understood if coaches do change their behaviours when working with different athletes. As such, this study looked to gain an understanding of the different behaviours for the purpose of learning and development used by a single canoe/kayak coach during training sessions specifically when coaching youth and masters athletes; from the perspective of the athletes.

A number of differences related to the development and learning of athletes appeared between the two groups, particularly regarding the communication between the coach and the athletes, how the athletes age and maturity level impacted the approach to training by the coach, and how the coaches expectations for training influenced athletes perceptions of learning. More specifically though:

This coach appeared to change their coaching style depending on the ability level of the athletes, particularly in the way they communicated and interacted with their athletes. When coaching the youth athletes, the coach appeared to follow a more ‘traditional’ coaching approach whereby a more oneway communication style, which was much more authoritative, was followed. This also included a greater reliance on more instructive behaviour limiting the chance for skill retention and transfer. By comparison, the same coach appeared to be more engaging with the maters athletes, specifically being involved in more two-way conversations and provided more opportunity for self-discovery. As the authors suggest, this type of environment may have allowed the masters athletes to become more intrinsically motivated compared to the youth athletes, allowing them to be more appreciative of the learning process.



Masters athletes noted a greater emphasis by the coach to be involved in more collaborative interactions (e.g. facilitated conversations with the coach, asked questions about what needed to improve). Youth athletes though suggested that the same coach was very directive and instructive which led to these athletes not asking many questions relating to their performance.



Youth athletes suggested that the coach provided less opportunity for self-directed learning during training with factors such as attendance and behaviour monitored continuously by the coach. Masters athletes though felt that their maturity levels (compared to the youth athletes) afforded them more selfdirected learning opportunities.



The youth athletes felt that the coach emphasised a competitive training environment to prepare them for future events, mainly with intra-team comparisons. Masters athletes on the other hand highlighted the how the coach encouraged peer support and social interaction during training to emphasise continued learning.

Practical Takeaways As athletes from different sports and activities, age groups, and ability levels all learn and develop differently, coaches need to be adaptable. Along with a well-developed training plan, the coach also needs to have a welldeveloped communication style and the ability to interact with different personalities in a variety of situations.

Dr. Will Vickery

Regardless of the age or ability, it is ultimately the athletes who take part during match-play, not the coach. In this case, coaches would be best served to allow younger athletes the opportunity to engage in self-discovery and have a greater input into the training session itself, much like the older athletes in the current study. This would not only allow for these younger athletes to further engage with the session and the coach, but also create more decision-making opportunities; a skill vital for long-term athlete development.

Will is a Senior Lecturer of Sport Coaching at the University of Northumbria in Newcastle Upon Tyne, U.K.

[Abstract]

COACHING

$1544

FREE!