COACHING FOR THE DEVELOPMENT OF BETTER ......Focus on coaches’ interpersonal behaviours and aligns...

COACHING FOR THE DEVELOPMENT OF BETTER PEOPLE AND BETTER

ATHLETESJean Côté

Queen’s University, Canada

AcknowledgementsLuc Martin

Blair Evans

Karl Erickson

Matthew Vierimaa

Jennifer Turnnidge

Veronica Allan

Jordan Herbison

Niels Nygaard Rossing

Martin Kjeøen Erikstad

Chantal Rochon

Liz Wigle

Sarah Lawrason

Kelsey Saizew

Julie-Anne Staehli

Jordan Chen

Daniel Goldman

Outline

1. Process of development through sport

2. Activities

3. Social Dynamics

4. Settings

5. Conclusion

The Personal Assets Framework1. Personal Engagement in Activities

§ The everyday “activities” of sport (e.g., practice, games, play).2. Quality Social Dynamics

§ Relationships: The interactions that coaches, parents, peers engage in with youth in sport.§ Social environment: Composition of the social context (e.g., norms, culture, motivational

climate, social identity, cohesion, role models, community ties). 3. Appropriate Settings

§ The physical environment in which the activities are happening (e.g., field, arena, club, city).4. Time

§ Changes occurring over time (e.g., age and development).

(Bronfenbrenner, 1977; Côté, Strachan, & Fraser-Thomas, 2008; Côté, Turnnidge, & Evans, 2014)

PersonalEngagementinActivities

TIME

QualitySocial

Dynamics

AppropriateSettings

CompetencePerformance

Confidence

Connection

Character

Participation

PersonalDevelopment

KeyElements

ChangesinIndividuals(PersonalAssets)

Outcomes(3Ps)

The Personal Assets Framework for Sport

(Côté, Turnnidge, & Evans, 2014)

PersonalEngagementinActivities

TIME

QualitySocial

Dynamics

AppropriateSettings

CompetencePerformance

Confidence

Connection

Character

Participation

PersonalDevelopment

KeyElements

ChangesinIndividuals(PersonalAssets)

Outcomes(3Ps)

The Personal Assets Framework for Sport

(Côté, Turnnidge, & Evans, 2014)

SAMPLING YEARS

High deliberate playLow deliberate practice

Several sports

PerformanceParticipationEnjoyment

EARLY SPECIALIZATION & INVESTMENT

High deliberate practice

Low deliberate play

One sport

INVESTMENT YEARSHigh deliberate practice

Low deliberate playOne sport

PerformanceParticipation

Personal development

SPECIALIZING YEARSPlay and practice balanced

Less involvement in several sports

RECREATIONAL YEARS

High deliberate playLow deliberate practice

Entry into sport

17

16

15

14

13

12

11

10

9

8

7

6

DROPOUT

(Côté, 1999; Côté, Baker, & Abernethy, 2007; Côté & Fraser-Thomas, 2007)

Early Diversification and Play

§ Güllich, 2017; 2016; Soberlak & Côté, 2003; Baker, Côté, & Abernethy, 2003; Baker, Côté, & Deakin, 2005; Berry, Abernethy, & Côté, 2008; Bridge & Toms, 2013; Surya, Bruner, MacDonald, & Côté, 2012; Abernethy, Baker, & Côté, 2005; Fransen et al., 2012; Carlson, 1988; Côté, 1999; Monsaas, 1985; Hill, 1993; Côté, 1999; Law, Côté, & Ericsson, 2007; Starkes, Deakin, Allard, Hodges, & Hays, 1996; Robertson-Wilson, Baker, Derbyshire, & Côté, 2003; Fransen et al., 2012; Gould, Tuffey, Udry, & Loehr, 1996; Fraser-Thomas, Côté, & Deakin, 2008a;b; Wall & Côté, 2007; Barynina & Vaitsekhovskii, 1992; Baker, Côté, & Deakin, 2006; Wright & Côté, 2003; Fredricks & Eccles, 2006; Strachan, Côté, & Deakin, 2009; ; Ford & Williams, 2012; Memmert, Baker, & Bertsch, 2010; Fraser-Thomas & Côté, 2009; Deci & Ryan, 1985; Ryan & Deci, 2000: Biddle, 2001;Treasure, 2001; Kirk & MacPhail, 2003; MacPhail, Gorely, & Kirk, 2003, Bloom, 1985; Patel, Pratt, and Greydanus, 2002; Starkes, Deakin, Allard, Hodges, & Hays, 1996

Supporting Evidence:

Personal Engagement in ActivitiesAdults

Organized Competition

Youth

Extrinsic Value Intrinsic Value

RATIONAL LEARNING

Prototype Activity: Deliberate Practice

EMOTIONAL LEARNING

Prototype Activity: Play Practice

INFORMAL LEARNING

Prototype Activity: Spontaneous Practice

CREATIVE LEARNING

Prototype Activity: Deliberate Play

Key Messages:§ Diversity between sports: Exploration of different sports should precede

specialization in one sport

§ Diversity within sport: Different types of play and practice, youth-led and adult-led, activities should be promoted during childhood

(Côté & Erickson, 2015)

Personal Engagement in Activities

Recommended Participation Guidelines

Recommended Game Length

Recommended # of Games/Week

Recommended Practice Length

Recommended # of

Practices/Week

Ages 7-8 20-28 minutes 1 30-60 min 1

Ages 9-11 24-32 minutes 1 to 2 45-75 min 2

Ages 12-14 28-32 minutes 2 60-90 min 2 to 4

Grades 9-12 32-36 minutes 2 to 3 90-120 min 3 to 4youthguidelines.nba.com

Recommended Hours of Sleep per Night

Min. # of Rest Days Per Week

Max. Months/Year in

Organized Basketball

Ages 7-8 9 - 12 hours 2 4 months

Ages 9-11 9 - 12 hours 2 5 months

Ages 12-14 8 - 10 hours 1 7 months

Grades 9-12 8 - 10 hours 1 9-10 months

Recommended Rest Guidelines

youthguidelines.nba.com

Maximium # of Games Per Day

Max. # Hrs./Wk of Organized Basketball

Ages 7-8 1 3 hrs

Ages 9-11 2 5 hrs

Ages 12-14 2 10 hrs

Grades 9-12 2 14 hrs

Maximum Participation Guidelines

youthguidelines.nba.com

PersonalEngagementinActivities

TIME

QualitySocial

Dynamics

AppropriateSettings

CompetencePerformance

Confidence

Connection

Character

Participation

PersonalDevelopment

KeyElements

ChangesinIndividuals(PersonalAssets)

Outcomes(3Ps)

The Personal Assets Framework for Sport

(Côté, Turnnidge, & Evans, 2014)

Quality Social Dynamics1. Relationships

§ The interactions that coaches, parents, peers engage in with youth in sport

2. Social environment§ Composition of the social context (e.g. norms, culture,

motivational climate, social identity, cohesion, role models, community ties)

SAMPLING YEARS

High deliberate playLow deliberate practice

Several sports

PerformanceParticipationEnjoyment

EARLY SPECIALIZATION & INVESTMENT

High deliberate practice

Low deliberate play

One sport

INVESTMENT YEARSHigh deliberate practice

Low deliberate playOne sport

PerformanceParticipation

Personal development

SPECIALIZING YEARSPlay and practice balanced

Less involvement in several sports

RECREATIONAL YEARS

High deliberate playLow deliberate practice

Entry into sport

17

16

15

14

13

12

11

10

9

8

7

6

DROPOUT

(Côté, 1999; Côté, Baker, & Abernethy, 2007; Côté & Fraser-Thomas, 2007)

Quality Social Dynamics1. Relationships

§ The interactions that coaches, parents, peers engage in with youth in sport

2. Social environment§ Composition of the social context (e.g. norms, culture,

motivational climate, social identity, cohesion, role models, community ties)

Quality Social Dynamics: Relationships§ Coach – Athletes§ Coach – Parents§ Parents – Athletes§ Athletes – Athletes§ Etc…

Coach-Athlete Relationships

§ Professional knowledge/behaviours provides the critical foundation for

fostering athlete development, but is insufficient for optimal development

§ It’s not just about what coaches do, it’s how they do it:

§ Motivational and emotional tone

§ Content and structure of behaviors (consistency, patterns)

§ Recipient of behaviours

(Allan & Côté, 2016; Côté, Turnnidge, & Evans, 2014; Erickson & Côté, 2015; Erickson & Côté, 2016; Côté et al., 2011; Imtiaz et al.,2016; Turnnidge et al., 2014; Turnnidge et al., 2012; Turnnidge & Côté, 2016; Turnnidge & Côté in preparation; Vierimaa et al., 2012)

Coach-Athlete Relationships§ Emotional intelligence (e.g., Salovey & Mayer, 2001)

§ Autonomy-supportive coaching (e.g., Mageau & Vallerand, 2003)

§ Empowering coaching (e.g., Duda, 2013)

§ Mastery-oriented coaching (e.g., Smith, Smoll, & Cumming, 2007)

§ Leadership perspective (e.g., Bass & Riggio, 2006)

Leadership Perspective§ Focus on coaches’ interpersonal behaviours and aligns with the aims of

positive youth development

§ Process whereby leaders develop followers into future leaders (Avolio, 1999; Barling, 2014; Bass & Riggio, 2006)

§ Extensive body of literature demonstrating:

§ Transformational Leadership (TFL) is linked with positive outcomes across contexts (Barling, 2014; Bass & Riggio, 2006; Turnnidge & Côté, 2016)

§ TFL can be developed through education programs (Barling et al., 1996; Beauchamp et al., 2014; Vella, Oades, & Crowe, 2013)

Effective

Engaged Not Engaged

Ineffective

Transformational Leadership

(4 I’s)

Toxic Leadership(Anger and

hostility)

Transactional Leadership

(Rewards and Punishments)

Neutral

Laissez-Faire Leadership(Disinterest)

Full Range Leadership Model

(Bass & Riggio, 2006)

§ Process whereby coaches develop athletes into leaders by focusing on

athletes’ personal assets (e.g., Competence, Confidence, Connection, and

Character)

§ Involves behaviours that are designed to empower, inspire, and challenge

athletes in order to foster their sport-specific outcomes (e.g., Performance

and Participation and Personal Development)

(Avolio, 1999; Bass, 1997; Callow et al., 2009; Charbonneau et al., 2001; Vella, 2011)

Transformational Leadership

Comprised of 4 dimensions:

1. Idealized Influence

2. Inspirational Motivation

3. Intellectual Stimulation

4. Individualized Consideration

(Barling, 2014; Bass & Riggio, 2006; Turnnidge & Côté, 2016)

Transformational Leadership

§ Athletic performance (Charbonneau et al., 2001)

§ Group cohesion (Callow et al., 2009)

§ Personal development (Vella et al., 2013)

§ Lower levels of aggression (Tucker et al., 2010)

§ Intrinsic motivation and charisma (Charbonneau et al., 2001)

Questionnaire Studies: Elements of transformational leadership are associated with…

Transformational Leadership

Understanding Transformational Leadership Behaviours in Sport

How and Why are Transformational Coaching Behaviours used?

Interviews with Coaches

What do Transformational Coaching Behaviours look like?

Literature Reviews Observations

(Turnnidge & Côté, 2016a; 2016b)

Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions

(Turnnidge & Côté, 2016)

Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions

(Turnnidge & Côté, 2016)

Idealized Influence

Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions

(Turnnidge & Côté, 2016)

Idealized Influence

Inspirational Motivation

Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions

(Turnnidge & Côté, 2016)

Idealized Influence

Inspirational Motivation

Intellectual Stimulation

Transformational Coaching 1. Discussing and modeling pro-social values and behaviors2. Showing vulnerability and humility3. Discussing goals and expectations4. Expressing confidence in athletes’ capabilities5. Implementing a collective vision6. Providing meaningful and challenging tasks and roles7. Eliciting athlete input8. Sharing decision making/leadership responsibilities9. Emphasizing the learning process10. Showing interest in athletes’ feelings and perspectives11. Recognizing athlete accomplishments and contributions

(Turnnidge & Côté, 2016)

Idealized Influence

Inspirational Motivation

Intellectual Stimulation

Individualized Consideration

4 Is Coaching Behaviours

Idealized InfluenceDiscussing and modelling pro-social values or behavioursShowing vulnerability and humility

Inspirational Motivation

Discussing goals and expectationsExpressing confidence in athletes’ capabilitiesImplementing a collective visionProviding meaningful and challenging tasks and roles

Intellectual StimulationEliciting athlete inputSharing decision making and leadership responsibilitiesEmphasizing the learning process

Individualized ConsiderationShowing interest in athletes’ feelings and perspectivesRecognizing athlete accomplishments and contributions

(Turnnidge & Côté, 2016)

Transformational Coaching

Idealized Influence1. Discussing and modelling pro-social values and behaviours

§ Doing what is right, rather than convenient

§ Demonstrating personal beliefs

2. Showing vulnerability and humility

§ Apologizing for one’s mistakes

§ Sharing experiences

Idealized Influence

Inspirational Motivation1. Discussing goals and expectations

§ Creating a shared understanding of where you’re going and how you’ll get there

2. Expressing confidence in athletes’ capabilities§ Enhancing athletes’ beliefs in their own capabilities

3. Implementing a collective vision§ Connecting individuals to the “team”

§ Using symbols and stories

4. Providing meaningful and challenging tasks and roles§ Offering explanations and rationales

§ Enhancing athletes’ understanding of the value of their tasks and roles

Inspirational Motivation

Intellectual Stimulation 1. Eliciting athlete input

§ Encouraging athletes to contribute new and alternative ideas

2. Sharing decision making and leadership responsibilities

§ Giving athletes opportunities to lead (e.g., drills, helping others)

3. Emphasizing the learning process

§ Encouraging athletes to engage in challenging tasks

§ Valuing effort and learning, rather than just outcomes

Intellectual Stimulation

Individualized Consideration1. Showing interest in athletes’ feelings and perspectives

§ Adapting activities to suit individual needs

§ Displaying genuine care and concern for athletes’ lives both in and out of

sport

2. Recognizing athlete accomplishments and contributions

§ Providing feedback on athletes’ behaviours (sport and non-sport)

§ The power of “thank you”

Individualized Consideration

The Coach Leadership Assessment System (CLAS)

(Turnnidge & Côté, 2016)

Quality Social Dynamics1. Relationships

§ The interactions that coaches, parents, peers engage in with youth in sport

2. Social environment§ Composition of the social context (e.g. norms, culture,

motivational climate, social identity, cohesion, role models, community ties)

Quality Social Dynamics: EnvironmentSuccessful and less successful clubs:

(e.g., Henriksen, Larsen, & Christensen, 2014; Henriksen, Stambulova, & Roessler, 2010a; Henriksen, Stambulova, & Roessler, 2010b; Henriksen, Stambulova, & Roessler, 2011; Larsen, Alfermann, Henriksen, & Christensen, 2013)

Quality Social Dynamics: Environment

1. Training groups with supportive relationships

2. Proximal role models

3. Support of sporting goals by the wider environment

4. Support for the development of psychosocial skills

5. Training that allows for diversification

6. Focus on long-term development

7. Strong and coherent organization structure

8. Integration of efforts

(Henriksen & Stambulova, 2017)

Athletic Talent Development Environment

Quality Social Dynamics: Environment

1. Appropriate Structure

2. Physical and Psychological Safety

3. Supportive Relationships

4. Opportunities to Belong

5. Positive Social Norms

6. Support for Efficacy and Mattering

7. Opportunities for Skill Building

8. Integration of Family, School and Community Efforts

(U.S National Research Council, 2002)

Eight Setting Features

Quality Social Dynamics: Practical Applications

Transformational Coaching Workshop

§ Half-day workshop designed to:

§ Enhance coaches’ understanding of the principles of

Transformational Coaching

§ Provide coaches with strategies for implementing Transformational

Coaching behaviours in their coaching practice

Transformational Coaching Workshop: ContentWorkshop Component Intervention Function Behaviour Change

TechniquesOverview of Transformational Coaching

Education Consequences and antecedents

Providing stories and videos of Transformational Coaching

Modelling Demonstration

Identifying Transformational Coaching behaviours

Training Graded tasks

Transformational Coaching rehearsal

Training Demonstration and feedback

Transformational Coaching checklist and cards

Environment re-structuring (Physical)

Prompts and cues

Partner-based follow-up activities

Environment re-structuring (Social)

Social support

Identifying barriers and facilitators

Enablement Action planning and goal setting

PersonalEngagementinActivities

TIME

QualitySocial

Dynamics

AppropriateSettings

CompetencePerformance

Confidence

Connection

Character

Participation

PersonalDevelopment

KeyElements

ChangesinIndividuals(PersonalAssets)

Outcomes(3Ps)

The Personal Assets Framework for Sport

(Côté, Turnnidge, & Evans, 2014)

Appropriate SettingsPlace of development and communities (e.g., birthplace effects):

§ E.g., Balish & Côté, 2013; Balish, Rainham, & Blanchard, 2015; Bruner, Pickett, & Côté, 2011; Côté, MacDonald, Baker, & Abernethy, 2006; Finnegan, Richardson, Littlewood, McArdle, 2017; Fraser-Thomas, Côté, & MacDonald, 2010; Hancock, Coutinho, Côté, & Mesquita, 2017; Imtiaz, Hancock, Vierimaa, & Côté, 2014; MacDonald, King, Côté, & Abernethy, 2009; Pennell, Cassidy, & Gilbert, 2017; Rossing, Nielsen, Elbe, & Karbing, 2016; Turnnidge, Hancock, & Côté, 2014)

Appropriate SettingsCommunity Size, Density, and/or Proximity

1) Size: Growing up in a medium size community (smaller but not very small) is associated with more opportunities for:

§ Elite Performance during adulthood in…Australia Canada Denmark Finland Portugal

Sweden United States

Appropriate SettingsCommunity Size, Density, and/or Proximity

1) Size: Growing up in a medium size community (smaller but not very small) is associated with more opportunities for:

§ Youth Participation in…

§ Youth Personal development in…

Canada

Canada

Denmark

Appropriate SettingsCommunity Size, Density, and/or Proximity

2) Density: Growing up in less dense communities is associated with:

§ Elite Performance during adulthood in…

§ Youth Participation in…

Growing up in more dense communities is associated with:

§ Elite Performance during adulthood in…

Denmark Portugal

Denmark

Denmark

Appropriate SettingsCommunity Size, Density, and/or Proximity

3) Proximity: Growing up close to a Talent Program is associated with:

§ Elite Performance during adulthood in…Denmark Ireland

Appropriate SettingsCommunity Size, Density, and/or Proximity

Mixed Support:§ Schorer, Baker, Lotz, & Büsch, 2008 (German youth elite handball players)§ Baker, Schorer, Cobley, Schimmer, & Wattie, 2009 (Olympic athletes from

Canada, USA, UK, and Germany)§ Lidor et al., 2010; 2013 (team sports athletes from Israel) § Bruner, MacDonald, Pickett, & Côté, 2011 (World Junior ice hockey players

from Sweden, USA, and Canada)

Appropriate SettingsCommunity Size, Density, and/or Proximity § Do not automatically determine athletes’ performance, participation, and

personal development in a community.

§ Represent “proxy variables” that are closely related to sport outcomes (e.g., performance, participation, and personal development) in a specific context (e.g., geography, time, and culture).

§ Affect a host of other variables related to activities (e.g., opportunity to play and practice, safety, sampling, specialization, etc.) and social dynamics (e.g., relationships and social structure).

Performance

Participation

PersonalDevelopment

Developmental Experiences§ Youth-led play § Structured practice§ Early sampling or early specialization§ Mixed age play

Relationships§ Peers § Parents§ Coaches

Social environment§ Social norms§ Motivational climate§ Role models

Mechanisms

Variables of the physical environment

§ Size§ Density§ Proximity

Within a specific geography, time, and culture will affect…

AppropriateSettings

Practical ApplicationConsider a classroom of 3 students (in person) and a classroom of 30 students (online)…

VS.

Practical ApplicationConsider a classroom of 3 students (in person) and a classroom of 30 students (online)…

VS.

Practical ApplicationConsider a classroom of 3 students (in person) and a classroom of 30 students (online)…

VS.

5. Summary and Conclusion

Redefining Success in Youth Coaching§ It is important to structure the key elements of the “settings,” “activities,” and

“social dynamics,” to maximize:

§ The development of personal assets (4 Cs)

§ The long-term outcomes of performance, participation, and personal

development

PersonalEngagementinActivities

TIME

QualitySocial

Dynamics

AppropriateSettings

CompetencePerformance

Confidence

Connection

Character

Participation

PersonalDevelopment

KeyElements

ChangesinIndividuals(PersonalAssets)

Outcomes(3Ps)

The Personal Assets Framework for Sport

(Côté, Turnnidge, & Evans, 2014)

Personal Engagement in Activities§ The physical/task determinants of performance, participation, and personal

development during childhood and early adolescence:

1. Facilitating diversity between sports: exploration of different sports

should precede specialization in one sport

2. Promoting play activities (diversity within sport): ample opportunities

for play should precede large amount of structured practice.

Quality Social Dynamics§ The relational and social determinants of performance, participation, and

personal development during childhood and early adolescence:

§ Relational: Employing transformational coaching behaviors that are designed to

empower, inspire, and challenge athletes (the 4 I’s and 11 transformational

coaching behaviors).

§ Social environment: Implementing the TFL behaviors and 8 setting features of

the U.S National Research Council (2002).

Appropriate Settings§ The physical environment determinants of performance, participation, and

personal development during childhood and early adolescence:

1. Size: Reducing number of athletes on teams, clubs, communities…

2. Density: Increasing number of spots available, number of coaches…

3. Proximity: Decreasing time and distance to recreational and sport facilities…

Thank You!Email: jc46@queensu.ca

Twitter: @jeancote46