The Coaching chain: Reflections of disabled athletes and coaches A report for sports coach UK Prepared by the Research Institute for Sport, Physical Activity and Leisure Leeds Metropolitan University Contact: Dr. Hayley Fitzgerald, Leeds Metropolitan University, Headingley Campus, Leeds, LS6 3QS Phone: 0113 812 7570 Fax: 0113 812 3170 Email: H.Fitzgerald@leedsmet.ac.uk May 17th, 2013
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Introduction: disabled people participating in sport and sports coaching
There are an estimated 650 million disabled people worldwide, approximately 10% of the population (Purdam et al., 2008). In recent times, the life chances and opportunities for many disabled people have changed, particularly in the areas of education, health and employment. To a large extent, the political action instigated by disability activists and human rights advocates has heightened awareness of the inequalities and oppression that disabled people experience in social life. Internationally within a sporting context, there is growing recognition that disabled people have a „right‟ to sport. The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006) explicitly expresses this right as do a number of international sporting organisations (International Council for Sport Science and Physical Education, 2003; International Disability in Sport Working Group, 2007). Recent major strategies driven by the Home Nations Sports Councils have also focused on raising levels of participation and increasing performance in sport among all people, including those with a disability. Moreover, studies suggest that actively engaging in sport improves physical health and psychological wellbeing and has positive social dimensions, and it should be acknowledged that some of the benefits to participation specifically support the quality of life of disabled people (Cervantes and Porretta, 2010). Over the past ten years, the number and scale of research projects that focus on patterns of participation, experiences and attitudes to sport by disabled people has steadily increased (see for example: Department of Culture, Arts and Leisure, 2008a and 2008b; EFDS, 2010; Rankin, 2012; Simeonsson et al., 2001; Sport England, 2001; Sport England, 2002). Key findings from this body of research are summarised below:
Qualitative research that explores the experiences of young disabled people in PE and sport is limited. Those small-scale qualitative studies that exist reveal that young disabled people have both positive and negative experiences of PE and school sport. A number of factors influence these experiences, including the attitudes PE teachers, support staff and classmates have to disability, and the knowledge and confidence of PE teachers to adapt lessons to disabled pupils.
Sports participation survey data show that disabled adults participate less in sport and have a reduced breadth of experiences within sport.
Data relating to the sub-groups of and disability type, gender and ethnicity illustrate inequalities in participation, particularly among people with an „ambulation‟ disability and among women and Asian people with disabilities.
Inequalities in sports participation among disabled people are also evident in other dimensions of sport; disabled people are under-represented in sports volunteering, sports coaching, sports club membership and UK Governing Body (NGB) representation.
The following report adds to this body of research knowledge by specifically focusing the latter point relating to sports coaching experiences. 2.0
Research aims and objectives
This report focuses on disabled athletes located in different segments of the participant development model (sports coach UK, 2009a) and aims to explore their experiences of sport and coaching. To that end we:
examined experiences of participation in sport (including „mainstream‟ and disability sport)
tracked changes in sports participation over time
explored aspirations for sports participation and sports coaching
examined challenges to participation in sport (including participation and coaching)
explored the key factors and circumstances that facilitate participation in sport (including participation and coaching).
Telephone or face-to-face interviews were undertaken with disabled athletes. The general approach of the interviews was to produce a narrative account of athlete‟s sporting activities and coaching experiences. All interviews were recorded and transcribed to facilitate analysis. A profile of each respondent is outlined in Table 1.
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Table 1: Profile of respondents Name
Age
Impairmen t Learning disability
Sport Athletics Swimming
Participant Development Model ** Performance development (sustaining performance)
Current/pa st PDM Current
Neil
31
Andy
32
Learning disability
Athletics Swimming
Performance development (sustaining performance)
Current
Sam
30
Learning disability
Athletics
Performance development (sustained performance)
Current
Graham
36
Boccia
24
Mark
50
Participation (developing participation) Participation (developing participation) Participation (developing participation) High performance
Current
AnneMarie Brittney
Learning disability Learning disability Learning disability Physical disability
Ross
19
Physical disability
Current
Steve
26
Physical disability
Athletics
Performance development (Talent development -late specialisation) Performance development (sustained performance)
Joy
35
Physical disability
Athletics
High performance
Past
John
28
Football
High performance
Current
Vicki
22
Physical disability Physical disability
Swimming
Performance development (sustained performance)
Current
26
Athletics Swimming Wheelchair tennis Table tennis Athletics
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Current Past Past
Current
Sporting achievement Representing GB at the Special Olympics Representing GB at the Special Olympics Representing GB at the Special Olympics Representing Gateway Club Representing Gateway Club Representing Gateway Club Representing GB at the Paralympics
Experience of coaching Assisting with coaching (disability sport) None
Competing in the 2012 Olympic stadium Representing England at world championships Representing GB at the Paralympics
Assisting with coaching (disability sport) Assisting with coaching (disability sport) Coach education and coaching mainstream and disability sport None
Representing England Represented club
None None None None Coach education and coaching disability sport
None
David
21
Mary
25
Visual impairment Visual impairment
Football Swimming
Participation (developing participation) Performance development (sustaining performance)
Current
Club level
None
Current
Represented region
None
** For further information about the Participant Development Model see: sports coach UK (2009a) The Participant Development Model User Guide (July 2009). Sports coach UK: Leeds.
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Contexts of participation
The athletes have different experiences regarding the contexts they participate in sport. Interestingly, all of the athletes with learning disabilities had generally experienced dedicated disability sport within a special school setting and beyond this continued to engage in sport within a dedicated disability sport environment. These athletes recognized they were participating with other learning disabled people. As Anne-Marie suggested: “The training I do is with other learning disabled people so its for people like me. I get on with people there.” (Anne-Marie). Similarly, Andy indicated: “This is a learning disability club and it is everyone with a learning disability. We all do some together” (Andy). For the other athletes, experiences of sport featured inclusive and dedicated disability sport settings. For many of these athletes school was a setting that offered opportunities to participate with non-disabled people. Indeed, a number of the athletes talked about how school stimulated their initial interest in sport. As Joy reflects, she was able to engage in sport with her friends. “I went t to a mainstream school, which isn‟t big news these days but bearing in mind I‟m 35 and we‟re talking about, it was not so common place for disabled people to go to mainstream schools ….. so I was always quite active in terms of wanting to get involved, certainly at secondary schools. I mean I played netball, hockey and played tennis. Not to like a very good standard because obviously I couldn‟t complete on an equal footing”. (Joy)
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For Joy it was important to participate with her friends, however, she recognizes the prospect of participating equally was less likely. Ross also talked positively about the inclusiveness of PE and the key role PE teachers played in directing him into wider disability sport opportunities. “I was the first disabled person at school to take an interest in sport so to start with I was teaching them what a disabled person was like in sport. So, the teachers were really supportive, they did understand and if they didn‟t we went from there. I think school sport really helped me. They made me feel like I could succeed and it was good to be with my friends. …. My school put me in for county competitions and from that I qualified for the DSE nationals”. (Ross) From this account, it is clear there was a willingness on behalf of the teachers to positively work with Ross. Steve also recognized the role PE teachers played in supporting participation in sport. “PE played a massive role actually, fortunately the Head of PE at my school was my form tutor, so I got to know him quite well and where I got the idea of doing the London mini marathon. At that time I had a heavy wheelchair which wasn‟t really ideal for sport and I was always engaged in PE and loved PE and I never really found problems in terms of playing sport, I would just find a way of doing it. The school raised some money for me to get a sports chair and put an article in the local paper and in doing that my local disability sports club got in touch with me. And from there that‟s where it all happened really”. (Steve) Within a community sport context, the interviews reveal experiences within mainstream and dedicated disability sport settings. As already indicated the learning disabled athletes all trained and participated in dedicated disability sport. Other athletes also opted for this kind of community sport experience. For example, Steve‟s preference is to train with other disabled athletes: “It‟s a disability club, so I
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train with disabled athletes. We can get the technical support we need, we need specialist coaches, so I find this is best for me” (Steve). David also believes his visually impaired football club offers the best opportunities to develop skills and improve. “I train and play at a VI club. This is the best place for me. I‟m training and playing for the version of football I play. So the coaches and players are working for the same sport. Sighted football is different and I wouldn‟t get as much out of that training, I don‟t think.” (David) Another athlete, John, regularly experienced two different contexts of participation and felt this enabled him to take advantage of the expertise and different training experiences in both settings. “I go to a disability sport football training and then I‟m also at a local able-bodied club. For me this works, I get to play more, I get to play with very different people, I get challenged, I get different coach support. So, this works for me. The local club used to be a bit hit and miss but we‟ve got a regular coach now and he‟s got used to me. He was pretty nervous about having to coach me I could tell. I can understand but like I‟d say to him, just get on with the session and I‟ll figure what to do myself. Now he‟s watched me a lot now, so now he‟s more confidence.” (John) Similarly, Ross trained at a mainstream club with other disabled athletes but welcomed the option to also train with non-disabled people: “I train with a few other disabled athletes at a mainstream club. How the club is set up I could train with anyone. At the moment its with other disabled athletes” (Ross). According to Vicki and Mary they have always trained with a mainstream club, with non-disabled people. Their decision to attend a club was related to ease of access. As Vicki describes, “I found this swimming club first and it's mainstream. At the time it was the easiest for me to get to. So that's why I picked it. I didn‟t think of anything else, like well, how are they going to cope with me. I just thought I want to swim” (Vicki). Although each of the fourteen athletes participate in sport they also highlighted a number of challenges to participation, these are discussed next.
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Challenges to participating in sport
Whilst all the athletes recognized a variety of challenges to participation in sport it is important to note that these were acknowledged within an era in which many positive developments have taken place. The comments made by Steve, Mark and Ross are similar to those made by other athletes: “In disability sport, the way it is now with London 2012 access is a lot better than it was, they‟re showing a lot more on television. I‟d say the internet has made it better, you know you can find links to all sorts of sports. And I think social networks on the internet have helped a lot as well.” (Steve) “There is a much more positive outlook of people in sport now to disability sport. It‟s taken along while to get to this point but I‟d say disability sport is right up there now. As athletes we are taken more seriously, much more seriously and I mean you only have to go back ten years, maybe fifteen and things were so different.” (Mark) “There are challenges all the time. Its finding the access, although that‟s changes in the last three years because in a way that the County Sport Partnership have increasing participation in disability sport. I think there‟s more money around now so more things can be accessed like equipment and that type of thing.” (Ross) For these athletes the status of disability sport, resourcing and media coverage have all contributed to more favorable sporting experiences. However, it was also accepted that there remains a range of challenges to participation in sport. Some challenges relating to finance, time and changes in family circumstances are also experienced by non-disabled people. The athletes in this research outlined some other challenges that may not be experienced in the same way as non-disabled people. Joy talked about how bullying had affected her at school and college.
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“I actually got quite a hard time at school, so I was bullied right though from nursery to college ….. getting bullied like that and playing sport they would see that I was un-coordinated, not as quick, had not so good hand eye coordination. So what I‟m saying is I didn‟t like to put myself into an environment where to was really easy for someone to pick out really easily what was wrong with me.” (Joy) As Mary describes her PE experience seemed to be affected by the outlook of her PE teachers. “I loved PE at school but I always felt like the teachers didn‟t love me! Well, it was my favourite subject but I pretty much felt ignored. I had a tough time convincing the teachers I could do everything in PE. They got it in the end but I had to battle with them and I don‟t think that's the way it should be anymore.” (Mary) Beyond a school context, a reoccurring challenge concerned encounters with unwilling coaches, as Joy and John outline: “When I went to one mainstream athletics club, one of the coaches, he didn‟t want to work with me because he didn‟t want to work with disabled athletes and didn‟t know what to do and kind of signposted me to somebody else. Not that I minded at the time, I just remember a conversation like, „we‟d love to help you but don‟t feel confident can you try such and such‟. There were less coaches and less coaches willing to take disabled people on.” (Joy) “I‟ve had experiences in the past where a coach has basically said he can‟t do anything for me, that he thinks I can‟t be helped to improve. So I was told not to bother to train. It‟s not exactly inviting you to a session if you‟ve been told nothing can be done for you.” (John) In reflecting on these kinds of negative experiences Ross considers there to be a lack of understanding and awareness of coaches.
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“Coaches have a lack of understanding. There isn‟t enough on offer for them to help them understand about CP, dwarfism that type of stuff, just a lack of understanding. It isn‟t until they coach someone or talk to someone that they think, hang on a minute its not as scary as it first seems and then they carry on.” (Ross) Having outlined a number of challenges to participation consideration will now be given to what makes a good coach and what coaches could do better.
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What makes a good coach?
The athletes interviewed in this research identified a number of characteristics associated with a good coach. Table 2 below summaries these characteristics in relation to the Coach Development Model (sports coach UK, 2009b). Table 2: Developing the coaching workforce: What makes a good coach?
Overarching category
Capability Component Descriptors (summary)
Disabled athletes views
“My current coaches at a mainstream club learnt through me and the others how to coach disabled athletes. They‟ve asked us lots of questions about our disability to get a greater understanding about what our bodies can and cannot do. And what we think we can and cannot do. And then they see something else and think hang on a minute you can do that. You can‟t do that.” (Ross)
Understanding coaching
Philosophy, leadership, reflection, group dynamics, managing stakeholders, coaching cultures, physical, psychological, biomechanical, nutrition.
“You need a coach who has a thinking head. What I mean is a coach that‟ll reflect on what they‟re doing and use this to get the most out of me.” (John) “A good coach has to be able to understand me. You know, know my body, know how it moves. There‟s no point thinking I‟m like someone without a disability. So for me, my coach needs to be in tune with my body. Now to do this they‟ve got to keep thinking all the time, they need to be reflective.” (Mark) “My coach has an instinct for what I can do. She has an eye for detail and an instinct for coaching me in away that works for my disability.” (Ross) “My coach sees me as a swimmer first and foremost. He knows my stroke technique is different to the other swimmers and we work with it. He knows I have my own stroke and we work to improve it. I‟m not going to swim like the other swimmers and he knows that.” (Vicki)
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“I think in terms of disabled sport. A good coach needs to know about the sport they are working in or needs to have the support mechanisms to get all the support they need in terms of knowledge. A good coach has got to look at the athlete as an individual. So, in terms of a disability perspective you need to know the core of your sport but not ignore the disability and adapt it to make it relevant to the person. So when they say person centered that is what its about when you‟re working with a disabled person. So, knowledge and applying knowledge but you also need to know the person, like what motivates them. You need a person relationship, kind of understanding, in terms of what makes them tick. I‟ve seen some very, very good athletics coaches but the way they are.” (Joy)
Understanding participants and sport
Tactics, techniques/skills, laws/rules and codes of behaviour, drills/practices.
“If I need anything they will always be there on the phone, they can communicate well. I mean if I‟m having an off day he will know without me saying and he just knows I‟m having an off day. He‟ll adjust to this, otherwise training would be a waste of time.” (Steve) “Our coaches are VI football coaches. They are specialists in understanding the skills we need to develop to play well.” (David) “A good coach is someone who is understanding. I think the most important thing is one that you can get on with and one that communicates well with you. And I think you both need to be on the same wavelength. I mean, I think if your coach wants different things to what you want or if they have different goals to the athlete, I don‟t think it works .… I think that‟s the most important thing, you are both clear on what you are trying to do.” (Steve) “Someone that gives you good skills to do.” (Neil)
Undertaking coaching
Learning theories, coaching methods, planning, managing coaching sessions.
“They need to give you good skills to practice.” (Graham) “They have to be a nice person” (Neil) “Someone that is friendly” (Anne-Marie) “You can have a laugh with them” (Anne-Marie) “You can trust them” (Brittney)
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“They are there and help you.” (Graham) “Its someone who is there week after week” (Anne-Marie) “They need to be organized, have a plan“ (Neil) “A good coach has to be aware of the detail, the fine detail of the session and how this links to what‟s gone and like what will happen in the future. Planning is key and you need to be organized. If you‟re organized you are more professional and that‟s key in todays coaching environment.” (Mark) “A coach has got to be really well planned and tell me what the purpose of the session is. I like to know what we are working on and why. Then I‟ll happily get on.” (Vicki)
Table adapted from: The Coach Development Model User Guide (sports coach UK, 2009b, pp.12)
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What could coaches do better?
The athletes interviewed in this research outlined a number of characteristics associated with a becoming a better coach. Table 3 below summaries these characteristics in relation to the Coach Development Model (sports coach UK, 2009b).
Table 3: Developing the coaching workforce: What could coaches do better? Overarching category
Capability Component Descriptors (summary)
Disabled athletes views
“I my experience coaches would do better if they thought more about previous sessions. Like if it didn‟t work with me two weeks ago, it‟s not going to this week. So, why bother asking me to do the same again and again?” (Mark)
Understanding coaching
Philosophy, leadership, reflection, group dynamics, managing stakeholders, coaching cultures, physical, psychological, biomechanical, nutrition.
“What we need is, we need people who are really, really good at the sport who are prepared to work with disabled athletes – not the other way around. We need people who are good at coaching the sport, who can adapt it and that‟s how we are going to move forward. What you find with some people is that its limited because they will pick up the coach who will work with a disabled person and they are not necessarily the best coach.” (Joy) “Personal development is important. Someone who is willing to learn new things, that‟s the key especially with disability.” (Ross)
“You just need to be a coach, you don‟t need this magical, you know we are just people. As long as you are athlete centered you can‟t go far wrong.” (Joy) Understanding participants and sport
Tactics, techniques/skills, laws/rules and codes of behaviour, drills/practices.
“I know a few coaches who‟ve tried to coach wheelchair racing and they‟ve come from a runners background. Wheelchair racing is completing different to running, its more like cycling so some coaches will come in and try to train a young athlete as if they are a runner and it doesn‟t work. And also I think coaches, well most sports you need good technique, they need good knowledge of the technique of
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the sport as well.” (Steve) “All coaches need to have experiences of coaching disabled people. It‟s important and then they‟ll feel better equipped to coach a disabled person going along to their session.” (Mary) “You can‟t beat practical experiences. Coaches need more of it. In terms of the older generation, they don‟t understand disability. In their time disability was shut out of the way. So they‟ve had to learn what disability is and change their view on it. A few weeks after coaching us they change their view.” (Ross)
Undertaking coaching
Learning theories, coaching methods, planning, managing coaching sessions.
“Networking, coaches need to be able to speak to other coaches. Listening or getting new knowledge from other coaches. I think some coaches are very set in their ways and not willing to change things. So I think coaches that are adaptable and speak to other coaches and try new things as well. I don‟t think a coach can ever be complete, there is always new things to learn and experience.” (Steve) “I think coaches need to be better planned. I‟m not saying they need to have alternative, after alternative, after alternative but they need to have some idea about adapting and that comes about by planning well, you know like, especially if you‟re coaching the same people week on week.” (John) “You have to be prepared. Even though you may have a plan, half the time it won‟t go to plan. They need to switch and adapt sessions when they need to.” (Ross)
Table adapted from: The Coach Development Model User Guide (sports coach UK, 2009b, pp.12)
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Key messages from the interviews
Based on the fourteen interviews the following messages are evident:
Disabled people have a range of options in relation to the settings in which they experience sports coaching. These contexts can change overtime.
Disabled people are aware that some coaches lack confidence and are reluctant in relation to working with disabled athletes. Therefore coaches need to recognise this is being noticed by the disabled athletes.
Coaches may need a combination of sports specific technical knowledge and/or a good understanding of their athletes to effectively support them.
Disabled athletes value opportunities to share knowledge about themselves with their coaches.
Open minded, willing and resourceful coaches were seen as valuable coaches.
Personality was seen as an important feature of a good coach.
Athletes who had competed at a higher level had more informed opinions about what makes a good coach.
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Issues for coaches to reflect upon in their practice
Based on the fourteen interviews the following issues are important for coaches to reflect upon in their practice:
How do disabled people get to hear about your coaching sessions? You could advertise your sessions through the internet and local social networks supporting disabled people.
Becoming an advocate for accessibility (the facility and resources you use) within your coaching settings.
Don‟t get hung up with labels (e.g. „CP‟, „dwarfism‟, „SCI‟). See through the label and talk to the person.
Remember we are all different. One disabled person will not be the same as another so coach to the individual not the disability.
When you are guiding disabled people to coaching opportunities remember that some people may prefer to be coached with other disabled people (in disability sport settings). Other disabled people may prefer to be coached with mainly non-disabled people (in mainstream settings).
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Remember to develop your sports specific technical knowledge as well as your understandings of disability. This will help you to work more effectively with disabled athletes.
Network with other coaches and share your experiences or ideas for coaching disabled performers.
Communicate regularly with the athlete and get their views on how the session went.
Develop a better understanding of how your sport can be adapted for people with different disabilities.
Know where you can go locally (e.g. disability/equity development officer, disability sports club) or nationally (e.g. national governing body disability officer/manager, Home Nations Disability Sport Organisation) to get further support.
If you have not coached disabled athletes before be open-minded and see it as an opportunity to extend your experiences on your road to becoming a better coach.
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References Cervantes, C.M. and Porretta, D.L. (2010) Physical activity measurement among individuals with disabilities. Adapted Physical Activity Quarterly, 27 (3): 173-190. Department of Culture, Arts and Leisure (2008a) Sports Participation and satisfaction with Sports Provision in Northern Ireland. DCAL Research and Statistical Bulletin 1/2008 (April). Findings from the Continuous Household Survey. DCAL Research and Statistics Branch: Belfast. Department of Culture, Arts and Leisure (2008b) DCAL Report Northern Ireland Omnibus Survey – Sports Facilities. DCAL Research and Statistics Branch: Belfast. English Federation of Disability Sport (2010) Overall participation of disabled people in sport Active People Survey 5. EFDS: Loughborough International Council for Sport Science and Physical Education (2003) Young people with disabilities in physical education/physical activity/sport in and out of schools: Technical Report for the World Health Organization. World Health Organization: Geneva. International Disability in Sport Working Group (20007) Sport in the United Nations Convention in the Rights of Persons with Disabilities. International Disability in Sport Working Group/United Nations Office of the Special Advisor to the Secretary-General on Sport for Development and Peace: Boston. Purdam, K., Afkhami, R., Olsen, W. and Thornton, P. (2008) Disability in the UK: measuring equality. Disability and Society, 23 (1): 5365. Rankin M. (2012) Understanding the barriers to participation in Sport. EFDS: Loughborough Simeonsson, R.J., Carlson, D., Huntington, G.S., Sturtz McMillen, J. and Lytle Brent, J. (2001) Students with disabilities: a national survey of participation in school activities. Disability and Rehabilitation, 3 (2): 49-63. Sport England (2001) Disability Survey 2000 Young People with a Disability and Sport, Headline Findings. Sport England: London. Sport England (2002) Adults with a Disability and Sport National Survey 2000-2001. Sport England: London. sports coach UK (2009a) The Participant Development Model User Guide (July 2009). Sports coach UK: Leeds. Sports coach UK (2009b) The Coach Development Model User Guide. sports coach UK: Leeds.
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United Nations (2006) Convention on the Rights of Persons with from:<http://www.un.org/disabilities/convention/conventionfull.shtml>[Accessed January 2009].
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Disabilities.
Available