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LEADERSHIP AND COACHING YOUTH ATHLETICS 1

LEADERSHIP AND COACHING YOUTH ATHLETICS

_____________________ A Thesis

Presented to the Faculty in Communication and Leadership Studies

School of Professional Studies

Gonzaga University

_______________________________

Under the Supervision of Dr. Heather Crandall

Under the Mentorship of Dr. Michael Hazel

______________________________

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Communication and Leadership Studies

______________________________

By

Ryan Quintana

December 2012


ABSTRACT

Youth sports are about more than winning and losing. Sports can be a social

institution with the ability to help children learn important life lessons that may empower

them to be successful members of society (Watson, p.121). Through this study, the hope

is to explore the communication aspects that help to influence what makes a successful

youth sports coach. This study is grounded in determining what leadership and

communication attributes help to lead to sound coaching in youth sports and it is the

goal of this proposal to determine what can be learned to be considered a successful

youth coach. By reviewing past studies and conducting interviews with coaches it will be

determined that successful youth coaching stems from positive reinforcement, a focus

on the fundamentals and goal setting for young athletes. This study will also shape what

future research needs to be done in order to continue to better determine what

successful coaching is for young athletes.


TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION The Problem 4

Importance of the Study 5 Definitions of Terms Used 5 Organization of Remaining Chapters 6 CHAPTER 2: REVIEW OF LITERATURE Philosophical Assumptions 7 The Literature 10 Rationale for Thesis 21 Research Questions 21 CHAPTER 3: SCOPE AND METHODOLOGY Scope of the Study 23 Interview Process 24 Methodology 25 Ethical Considerations 27 Trustworthiness of Intensive Interviews 28 CHAPTER 4: THE STUDY Data Analysis 30 Thesis Interview Results (Table 1) 33 Discussion 34 CHAPTER 5: SUMMARIES AND CONCLUSIONS Limitations of the Study 38 Future Study Recommendations 38 Conclusions 40 REFERENCES 41 APPENDIX A 43 APPENDIX B 46 APPENDIX C 50 APPENDIX D 53


CHAPTER 1. INTRODUCTION: THE ISSUE AT HAND

The Problem

Youth sports programs provide a healthy outlet for young athletes to get

exercise, learn teamwork, and gain the skills needed to be successful in not only

sports but other aspects of life as well. By including themselves in sports programs a

youngster can build relationships with others and learn how to take instructions

and advice. It is important to create a healthy outlet for children, adolescents, and

teenagers to learn from. This thesis looks to highlight and analyze what coaches can

and should do in order to make the process of joining and partaking in youth sports

programs successful. The problem presented by the thesis is what coaching

methods and personal coaching communication tactics can lead to success for youth

coaches? What things should a youth coach strive for when coaching young athletes

taking part in sports?

It is important to note that the California youth teams involved in this study

by way of the coaches consist of a variety of demographics and genders. The swim

team is based in the Mountain View area of San Jose and consists of both male and

female youth athletes. The swimmers being coached are from primarily a wealthy

neighborhood, the majority living in a country club in the hills of East San Jose. The

swim team allows anyone who would like to take part in the activities, practices and

meets to do so. As described by Lauren Capstick and Pierre Trudel (2010), this can

be important because non-selection in youth sports dampens the development of

young athletes and hinders the relationships between athletes and coaches on

future occasions. The baseball team consists of young Little League middle school


boys in the South San Jose area. The soccer team is a male high school players is

based in Bakersfield, California in a lower income area and has a yearly tryout for

possible inclusion.

Importance of the Study

Both individual and team sports help to develop leadership skills and

confidence in young athletes looking to succeed on and off the playing field. A lot can

be learned and gained through the relationship between a coach and a youngster

taking on a sport. Leadership is defined as a process used by an individual to

influence group members toward the achievement of group goals in which the

group members view the influence as legitimate (Culver, Trudel, & Werthner, 2009).

A great example of one such factor is the added responsibilities for youth

baseball coaches in addition to specifically coaching young athletes in little league.

Keith Gorse (2011) explains in a study entitled Leadership Roles in Youth Baseball

that coaching is so much more than leading and teaching young athletes on the field.

Youth baseball coaches often have control of all field and facility responsibilities for

the organization, including the development and management of the field schedule

and the budget (Gorse, p.1).

Definitions of Terms Used

1.) Leadership - a process used by an individual to influence group

members toward the achievement of group goals in which the group

members view the influence as legitimate (Culver et al. p.376).

2.) Positive Reinforcement – positive feedback as constructive criticism

(Harris, p.65).


3.) Athletic Triangle – the relationship in youth athletics that consists of

coach, athlete, and parent and acts as a natural element of the social

system comprising youth sports (Smoll, Cumming, & Smith, 2011).

4.) Non-Selection - a fragile concept with young athletes and the ripple

affect of negativity that can follow everyone involved unless it is handled

with care. Non-seleciton is the process of selectively telling a young

athlete that they are not going to make a team or they are not going to be

able to participate in a sport (Capstick & Trudel, 2010).

5.) Transformational Leadership – the act of converting followers into

leaders and converting leaders into moral agents. Transformational

leadership is when a leader affects followers who are intended to trust,

admire and respect the transformational leader (Bass, 1985).

Organization of Remaining Chapters

The study is organized into five chapters that all help to strengthen the

overall thesis. The second chapter is a compilation of literature reviews assembled

together in order to create a framework for the thesis and provide context. The third

chapter includes the scope and methodology of the study including a more in depth

look into the one on one interviews with the participating coaches. The fourth

chapter helps to bring it all together by presenting the findings of the research and

attempting to answer the research questions introduced as a part of this thesis. The

fifth and final chapter takes a look at the limitations and areas that need to be

addressed further at a future time. Chapter five also looks to summarize the thesis

and provide a conclusion to the research.


CHAPTER 2: LITERATURE REVIEW

Philosophical Assumptions

The literature review will ultimately help to explore the theory of

Transformational leadership and how it relates to youth coaches and young

athletes. The Transformational leadership theory is a behavioral approach to

leadership that posits that transformational leaders will inspire followers via

emotional appeals to achieve their full potential by transcending their own self-

interest for the betterment of the team organization (Bass, 1985).

Bass (1985) believes that a transformational leadership existed within the

relationship of a coach and a youth athlete. Leadership within the bounds of this

theory explains that experiences and emotions are more important than the actual

methods that are used by a coach. The theory says emotional connections and

relationships dictate the success of a young athlete but leaves room for criticism

with a narrow outlook in regards to the practice of methods and the context by

which they are implemented. It presents the question of whether coaching is based

on instincts or guidelines.

The theory of Transformational leadership is helpful in this study because it

draws a clear line in the sand of what attributes of a coach lead to success within a

youth sports program. The theory can relate directly to the other studies analyzed in

this chapter and can provide a foundation by which to approach this study.

Coaches leading a team of young athletes in a sports program utilize the

interpersonal communication theory where communication is the combination of

content and relationships. Every communication has a content and relationship


aspect such that the latter classifies the former and therefore is a form of

metacommunication (Griffin, 2009). Coaching is about building and maintaining

relationships. Coaching utilizes the concepts of Relational Dialectics in order to

accent the interplay of contrary or opposing tendencies. Relational Dialectics help to

highlight the tension, struggle, and general messiness of close personal ties, but also

allows for an understanding of friendships, understanding and appreciation for

relationships that form during the involvement of youth sports programs (Griffin,

2009).

It is important to note that normally the theory of Relational Dialectics

applies to the relationship between two individuals, however in this study it is being

utilized to characterize the relationship between a coach and a team. The

relationship between a coach and a group of young athletes is most often very

intimate and personal and Relational Dialectics truly helps to capture the intricate

workings of the relationship between a coach and a team. The coaching process

provides a great look at the three dialectics that affect relationships;

integration/separation, stability/change, and expression/nonexpression. These

three dialectics address inclusion vs. seclusion, certainty vs. uncertainty, and

openness vs. closeness (Griffin, 2009).

Ultimately coaching young athletes is about understanding the sport,

creating positive relationships with the youth and being able to use Relational

Dialectics in order to reach the goals of success and consistent improvement.

Playing sports is a commonplace for many youngsters looking to be active

and learn new skills. Playing a sport provides an outlet for a young person to


practice a healthy lifestyle and youth coaches can act as guides through the journey

of new athletic experiences. Many scholars, such as Arthur (2011), Choi (2005), and

Keegan (2010), have studied what it takes to be a successful youth sports coach and

what can be gained from participating in sports programs. This chapter will explore

the different studies that cover the impact youth coaches have on young athletes.

Evidence from previous studies help to show what coaches look for when they lead

young athletes on the playing field and how factors such as gender, age, skillsets and

the pure love for a sport can affect how an athlete ultimately grows in a program. By

analyzing other youth sports coaching studies, a better understanding of the

coaching methods and approaches can be utilized by many other youth coaches.

Arthur (2011) addresses how coach behaviors have been identified as

playing a critical role in shaping the experiences of athletes. It is assumed from

Arthur’s findings that a coach directly affects how a young athlete grows older and

learns a sport. With the study put forth by Arthur the experiences of a youth sports

program can help to shape the way a youngster approaches other aspects of life.

Arthur’s (2011) study takes the viewpoint that positive experiences in youth sport

lead to positive outcomes and vice versa negative ones lead to detrimental

conclusions

With regards to youth sports programs, it is assumed that positive

reinforcement, a strong knowledge of the sport, the ability to create and maintain

relationships with others and the commitment to creating and carrying out a game

plan are the essentials needed for a youth sports coach to be successful. Young

athletes take on a sport and join athletic programs for a variety of different reasons


and it is imperative for a successful coach to understand and adapt to all of these

motivations.

The literature reviewed as part of this thesis will help to show how a

successful coach can understand these motivations, build relationships, teach and

ultimately help a young athlete to grow in a sport. A number of topics were

examined and analyzed as part of the thesis.

Literature

Coaching Relationships and how they relate to Coaching Methods

Arthur along with other authors from Bangor University and the University

of Birmingham looked into relationships and processes of finding a way to a

solution in coaching. Arthur, Woodman, Ong, Hardy, & Ntoumanis (2011) examine

the characteristics and attributes that make up a successful moderator especially

when it is related back to youth sports. Coaching behaviors and techniques mean a

lot in shaping the experiences of young athletes. Arthur helped to show how

important relationships are during the process of coaching young athletes who are

looking for a positive experience while playing a sport.

The study is meant to explore and empirically test whether different

transformational leader behaviors have global effects on the followers in those

programs (Arthur et al, 2011). Their understanding of positive relationships proved

to be helpful in determining how motivation affects leadership and relationships in

general when it relates back to success and youth sports programs.


Choi, Cho, & Kim (2005) helped determine the many different aspects that

contribute to successful coaching in youth sport programs including what education

and experience is helpful and what instructional methods are best to use. The

authors discuss the changing landscape of coaching and the growing interest in the

study of the qualities needed for successful coaching and the difference between the

subjectivity of the job as opposed to the solid methodology that has been supported

by studies on the subject in the past (Choi et al, 2005). Choi emphasizes the

importance of coaching with a balance of skill, knowledge, relationship building, and

the understanding of the fundamentals of the sport.

With coaching an emphasis on relationships and communication is important

and therefore adds an interest to the issue of a temporary leader. There are times

where the coaching figure is not a prominent long-term fixture in a young athletes

life or with a team. The coach is a person that steps into a situation and looks to

influence the outcome of games and practice but only for a finite amount of time. In

the research about exploring interim leadership in college athletics, Browning and

Kassing (2011) discussed coaching and leadership on the interim basis. The interim

coach can add an interesting mix to the coaching profession, especially when

involving the process of motivating young athletes who seek guidance.

Unfortunately interim coaches normally find themselves in a position of leading

because someone else performed very poorly in the position. The interim coach

must give a greater attention to detail and a greater sense of what is being

communicated to both the individual and the collective (Kassing, 2011).


In creating a good foundation of communication it is important to establish a

better understanding of the coaching process itself. Denison (2010) explains that

young athletes are constantly in a state of growing and learning and coaches are at

the forefront of the development process. Coaching is a complex process that is

ongoing, and is about emotion, power and the understanding the responsibility one

has to the practice of coaching (Dennison, 2010). Dennison helped to show how

coaching is very much about emotion and power. Coaches continue to learn new

tactics and continue to redefine their coaching techniques when dealing with

athletes.

Many times personal experience also factors into the methods used by youth

coaches. Harvey (2010) highlights how coaching methods and actions are a product

and manifestation of a past personal experience. A coach tends to follow a pattern of

methodology and changing an established coaching practice can be problematic,

particularly as coaching lacks a critical tradition, and coaches are more likely to be

seen sticking with ‘safer’, ‘tried and tested’, traditional methods. A coach’s habits

and experiences tend to reflect their values and ultimately how they lead a team

(Harvey, 2010).

Communication and Coaching

Communication is imperative for coaching especially when it comes to young

athletes. Many times in coaching communication doesn’t always need to be verbal.

Dinoffer (2011) discusses the concept of “talking less and communicating more” is

brought to the forefront. Dinoffer explains how it is important not to overwhelm the

athletes while still finding the balance to teach and coach. Coaching is very non-


verbal and a lot of coaching involves body language and physical action

communication as opposed to just using words. Dinoffer (2011) showed how

attention spans are getting shorter and effective coaching style of action and

demonstration is more effective than lengthy discussions and introductions. Verbal

communication is important but it is crucial to consider that nonverbal

communication establishes relations and contacts that become real thanks to the

elaboration of data and to the evaluation of the content of the message (Raiola,

2011).

Harris (2011) shows how positive reinforcement can be a very effective tool

to teach and guide young athletes by helping them to see that they are doing

something correctly (Harris, 2011). Through verbal and nonverbal coaching

methods and working with athletes positive reinforcement can be key to success.

Harris also encourages positive reflection and enjoyment of athletes’

accomplishments.

If positive reinforcement is implemented at the right time and under the

right circumstances it can sink in with the young athletes (Millar, Oldham, &

Donovan, 2011). Millar et al. (2011) took a very close look at collegiate coaches’ self-

awareness of timing and their verbal instructions. Good timing in sports is gained

through experience and understanding how sports programs work. In essence the

study discusses that timing of a message can be just as important as the message

that is presented.

Nicolas, Gaudreau, & Franche (2011), show the relationship between

perceived coaching behaviors, coping strategies during sport competition, and sport


achievement were explored. With an open communication with the young athletes

more can be achieved during the coaching process. The results of multiple

regressions indicated that communicating in a supportive way was a positive

predictor of task-oriented coping and sport achievement whereas unsupportive

coaching was a positive predictor of disengagement-oriented coping (Nicolas et al.,

2011). Both task oriented and disengagement-oriented coping were found to be

significantly associated with sport achievement. Communication and positivity is

imperative to successful coaching and a lot can be learned by looking about both the

verbal and non-verbal aspects of the coaching process.

Culver (2009) explains how coaches share knowledge across the boundaries

of different sports in order to create a community of practice framework for

successful leadership. In general, all youth coaches have the same goal of developing

young athletes into strong leaders. In one such example a youth sports league

created an organized coaches group that constantly discussed player development.

In order for player development to be the central and common goal of the league, a

cooperative environment was created, which aimed to have coaches share their

experiences and the responsibility of developing all the players all across the league

(Culver et al. 2009).

Culver (2009) involved youth baseball coaches who discussed their

procedures and methods and how they translate to other aspects of the youth sports

forums. Culver showed how different coaching methods used under similar practice

and game situations can both be effective and useful.

Coaching and Young Athlete Development


In order to fully understand coaching behaviors and coping in youth sports,

Gould & Carson (2011), examined developmental experiences were examined when

dealing with the youth sport relationships related to both genders. The link between

life skills, sports participation, coaching behaviors exists. Gould & Cararson

explained that a positive relationship between coaches and young athletes leads to a

healthier player development as a whole. Positive youth development in sports

seems to encompass ‘instrumental skills’ such as goal setting, effort and teamwork

(Carson & Gould, 2011). Carson & Gould (2011) explain how coaches using positive

reinforcement strategies and build a positive rapport with young athletes.

Denison (2010) explained the process of what coaches do and how they deal

with change is important that coaches begin to recognize how their actions can

work in a positive way. Change is a responsibility all involved in sport share and

have the power to effect (Denison, 2010). Denison (2010) explains that coaching is a

complex process and argues that the process of coaching is ongoing. The job of a

coach continues long after the last whistle blows and the impact positivity and

keeping young athletes moving in the right direction is crucial. Setting goals and

reaching them is key to young athletic development.

Non-Selection Among Youth Athletes

Capstick & Trudel (2010) explore how coaches communicate and use the

process of non-selection with young athletes playing in competitive sports. Non-

selection is a fragile concept with young athletes and the ripple affect of negativity

that can follow everyone involved unless it is handled with care. Non-selection is the

process of selectively telling a young athlete that they are not going to make a team


or they are not going to be able to participate in a sport. Coaches make

communication choices and ultimately have to reject some athletes based on factors

such as their past experience, willingness to provide feedback, as well as the age of

their athletes (Capstick & Trudel, 2010).

Capstick explains how relationships form during the coaching process even if

it is surrounded by the negative connotation of not being included in an activity of

failing at a task all together. Capstick and Trudel (2010) discuss how rejection can

ultimately affect a young athlete who is still looking to find their way in sports.

Inclusion is not always a realistic possibility with athletes and there is going to come

a time for every coach to turn a youngster down or exclude them from participating

in an activity.

Gender and Youth Coaching

Brown and Fry (2011) explained how young female athletes transition from

the elementary grade to the junior high level in regards to sports and physical-

activity. Brown & Fry focused on team building skills, positive thinking, and

transition skills learned in the group environment and how they relate to gender

and coaching. Progress is made when children move from a negative to a neutral

environment (neither outwardly negative nor positive), but the goal is to help

children see the value of a positive environment (Brown & Fry, 2011).

The study gave a unique insight into female youth sports specifically and

helps to highlight issues and factors that girls face as opposed to boy athletes.

Brown and Fry focused on behavioral, physical, and cognitive skills, which all have

the potential to positively impact adolescent girls’ physical and psychological well


being (Brown and Fry, 2011). There are many of the potential threats for adolescent

girls as they try to go from an atmosphere of little to no competitive nature to the

changing landscape of the sports environments they find themselves. Regardless of

gender however, Brown & Fry (2011) explain that positive leadership and the

coaching of fundamentals help lead to success on the playing field.

Influence of Coaching from Outside Entities

The coaching process goes far beyond the workings and processes that take

place between the lines of practice and the games. Coaching involves the

understanding and ability to deal with outside factors. Cruz (2010) discusses the

outside influences of such government programs and funding involved in youth

sport programs. The government program discussed is titled “Get Set America: A

Town Hall Meeting on Why Youth Sports Matter.” The goal of the program is to

garner support behind government initiatives aimed at better understanding the

state of organized sports opportunities for youths (Cruz, 2010). Funding programs

such as the one described by Cruz along with outside influencing policies can help to

keep a program going, but often bring additional challenges for a coach looking to

lead young athletes. Cruz (2010) explains that managerial and business oriented

decisions often end up clouding the process of teaching and leading young athletes

on the playing field.

Outside influences can also come from the parents of the athletes involved in

a sports program. Smoll, Cumming & Smith (2011) explore the triangle of

relationships between coaches, athletes and their parents that inherently comes

with youth sports. The “athletic triangle” consisted of coach, athlete, and parent and


acts as a natural element of the social system comprising youth sports. Youth sports

provide an educational medium for the development of desirable physical and

psychological characteristics (Smoll et al., 2011). Parents often take the youth sports

process more seriously than the athletes actually participating and overreact and

often hinder the positive experience as a result.

Parents must understand participation with children needs to be

encouraged, but never pressured, intimidated or bribed. Parents need to understand

and accept differences of opinion especially when dealing with their own kid’s

ability. Negative relationships can build between parents and coaches when a

parent believes they can do a better job than the coach (Smoll et al, 2011). Parents

can often be disinterested, overcritical, or act as sideline coaches which can all lead

to a breakdown in the coaching process.

The Psychology of Coaching

Sports are mental just as much as they are physical. Raakman, Dorsch, &

Rhind (2011) highlighted the abuse, neglect, and violence that can come in youth

sports and how it can affect the athletes and the coaches. The neglect can come both

from the coach and their parents and can truly be detrimental to the coaching

process and the positive development of young athletes. Coaches play a very large

role in facilitating the psychological, behavioral, emotional, social and moral

development of young people and it will prove very important to tap into the

negative side of youth coaching in order to fully understand the influence it has

(Raakman, Dorsch & Rhind, 2011). Some of the psychological impacts of sports are

direct and indirect and can play a big part in how the young athlete grows in a sport.


The physical and psychological influences of young athletes impact a young

athlete and carries on long after a sports program ends and well into their older

sporting experiences. Diaz (2006) explains how communication strategies in college

football programs this impact is explored. The transition from young athletics to the

collegiate level of football can present a number of issues that help to dictate if an

athlete is successful or not. It can be a tough transition to make the leap from a

youth setting of high school or organized football to the organized and high-

pressure atmosphere (Diaz, 2006). Even at a young age, a coach and the methods

used help to set the tone for the off seasons and for future seasons in sports

programs (Diaz, 2006).

Coaching and adapting coaching methods often dictate how transition

periods go in sports. Kellett (1999) explored how professional coaches take what

they have learned during their work with athletes and transition that knowledge to

the world of business. Kellett focuses on the importance of leadership and what

leadership really is on and off the field. It is crucial for coaches to better understand

that as leaders they have a big responsibility to lead even off the field of play. Their

coaching methods can translate into other aspects of society (Kellett, 1999). The

coaching process carries over from one team to the next and it is clear that the

teachings of one coach affects the development of an athlete physically and mentally

well after a season has concluded.

The mindset of a young athlete can help guide from level to level during the

developmental process of sports. Smith (2001) explored the developmental mindset

and different aspects of successful coaching from the perspective of the athlete.


Smith believed in order to determine what a good coach is, the best way would be to

look at the relationship from the point of view of the athlete. Smith used his

experience as a soccer player to highlight a player’s need to feel safe and

understood. Smith (2001) explained that a player’s need for positive reinforcement

and desire for positive relationships with their peers and coaches is often the most

important aspect of playing youth sports (Smith, 2001).

The psychology of young athletes in sports programs lies in the development

of the relationships created during the participation in the sport. Harwood (2008)

researched the development of a football academy and the connection formed

between sport psychology and coaching intervention with young athletes. Creating a

strong youth sports program leads to the opportunity to develop other

multidimensional programs or systems geared toward shaping psychosocial

competencies and performance-enhancement skills that are appropriate to the

player’s stage of development (Harwood, 2008).

Coaching Using Motivation

Keegan (2010) believed young athletes need to be pushed in order to ensure

growth. The motivations of coaches and parents are specifically linked to their

individual roles of instruction and assessment. Through the work of Keegan a

common ground of motivation is created between the athlete, the parent and the

coach. Coaches and parents influence the motivation of athletes through either

verbal feedback or behavioral reinforcement. Positive feedback was generally

believed as an adaptive form of motivation, whereas negative feedback was more

likely to undermine motivation, produce frustration, or even undermine the


athlete’s relationship with the feedback provider (Keegan, 2010). No matter the

type of motivation used to help young athletes grow, it was clear that positive

encouragement and incentive –based coaching led to success.

Nunn-Cearns (2012) helped to continue the argument that motivation and

positivity were factors that must be considered for those that are taking on the

coaching profession. First time coaches may lack the knowledge and experience that

longtime coaches possess, but they are able to motivate and encourage all the same.

The framework of coaching is always changing and the tasks that a coach needs to

take care of are many, but are nonetheless attainable.

Rationale for Thesis

As learned through the literature review, coaching is more than just some

practice drills and filling out a scorecard. Through the literature it can be

determined that several factors must go into whether coaching will lead to success.

The literature review explored such topics as communication in coaching, how

gender factors into a coaches’ methods, the psychological impact of competition, the

outside factors that influence the job a coach is performing, and specific coaching

styles that are used in youth programs among other things. In order to teach a

young athlete a sport, give them the tools to move forward in athletics, and to

provide lessons that translate beyond the playing field all factor into whether or not

the coaching process can be deemed successful.

Research Questions

After reviewing literature and considering the many factors that lead to

successful coaching in youth sport programs, some questions become apparent. The


thesis will ultimately look to answer the following questions that help to lay out

what leads to coaching success.

1.) What personal attributes lead to successful coaching and communication

between the coach and athletes in youth sports programs? How can the

personal attributes of a coach help to dictate whether they are successful or

not?

2.) What coaching methods and tactics help to contribute to a successful coach?

Are some methods more successful than others or is there simply a right

and wrong way to coach?

3.) What factors must be considered by a coach when it comes to taking on the

task of leading young athletes in a given sports program?

4.) What situations have come up that have compromised the success of team

being coached?


CHAPTER 3: SCOPE AND METHODOLOGY

The focus of the thesis is to determine what leadership qualities and coaching

tactics lead to success in youth sports programs. Once it is determined what a coach

should do and how they should approach the coaching process, coaches can be more

successful in teaching the young athlete the proper way to approach a sport and the

lessens that should be learned along the way.

Scope of the Study

The scope of the thesis will focus on three youth sport programs in

California. Three youth sport programs of a variety of sizes have been selected

spanning across several counties and sport genres in order to gain a better

understanding of all coaches and athletes in general. Of those three programs, three

coaches were interviewed individually. The coaches interviewed were in charge of a

swim program, a baseball team and a soccer squad. The coach of the swim team was

interviewed about her coaching style and methods after a swim meet. She is the

coach for 128 athletes of both genders. The coach of the Little League baseball team

was interviewed following a practice session. He coaches a team made up of

eighteen male athletes. The interviewed coach of the soccer team leads 24 male

athletes on the soccer field and was questioned following a soccer match.

All three coaches helped to provide insight on different coaching styles and

gave an access into three different sports. It is crucial within the scope to consider

coaching methods, firsthand experiences, perceptions, gender, age and coaching

styles while attempting to determine the recipe for coaching success among young

athletes.


The study also considered sport type differences and how individual and

team sports change the perceptions and relationships between coaches and young

athletes. Gender and the type of sport examined helped to show the perceptions of

relationships between coaches and young athletes.

Interview Process

Each interview lasted thirty minutes and were conducted with a set list of

questions prepared prior to conducting the discussions. The interview took place at

the home of the coach in a closed setting away from all of the young athletes in their

respective programs. Each interview consisted of twelve questions covering a large

array of coaching tactics, styles and motivations (Appendix A). The questions did not

vary between the coaches and helped to show the differences between the

programs, populations, and atmosphere involved in coaching their respective

programs.

The ethnicity of the swim team being coached by the coach involved in this

thesis is primarily Caucasian with several other races making up the minority of the

team. The team practices year around in San Jose, CA. The youth baseball team is

based in Santa Clara, CA. The athletes in the baseball program come from

neighborhoods in the Santa Clara area made up of mostly low-income families. The

group of athletes made the team as a result of an all-inclusive format where no one

was turned away. The baseball program is seasonal and takes part primarily in the

summer and fall each year. The soccer team is a male high school boys soccer team

based in Bakersfield, CA. The athletes must go through a tryout process in order to

make the team, which is ultimately chosen by the coach interviewed in this thesis.


The members of the high school team come from primarily middle-income families

based in the Northeastern neighborhoods of the city of Bakersfield.

Methodology

Intensive interviews used in this study can be used as a qualitative technique

by which information can be gathered for several research methods simultaneously.

Intensive interviews can be used to probe communication attitudes and behaviors

(Rubin et al, 2005). In this study the intensive interview was used to gain an in

depth understanding of the process and attitudes possessed by youth sports

coaches. Interviews allow for the study to also be combined easier with other

research techniques to confirm the research results.

Prewritten questions presented in the intensive interviews worked much

like a questionnaire in how it benefits the study. The questionnaire format ensures

that no question is forgotten and the appropriate responses are attained (Rubin et

al, 2005). The intensive interviews provide the proper environment for in-depth

answers that will ultimately relate better with the other research conducted in the

study.

Questions included in the interview process included what is the most

affective way to coach young athletes and what is the most difficult part of coaching?

The coaches were asked how they handle working with the parents of the athletes

and what outside influences go into the coaching process. It was asked whether it

was more enjoyable and easier to coach during practice sessions or during game

play. The coaches were prompted to bring personal experiences into the interview

about a time they were successful and a time when they had failed.


The interview process allows for a personal touch and the additions of

personal experiences in order to gain a better understanding of the coaching

process. The interviewer had a set of predetermined questions that were written

down and on hand during the interviews (Appendix A). In addition to the

preconceived interview questions, some tangent topics and questions were

explored as a result of some personal stories and coaching methods that came about

during the interview.

It was important to interview the participating coaches shortly after they

concluded their team activities so as to make sure their thought process was on

sports and their experiences for the day were fresh in their minds.

The interviews put a strong emphasis on the difference between preemptive

preparation and coaching on a whim and adaptation. When writing the interview

questions, both anticipatory and adaptive coaching methods were considered and

anticipated. The interviews were done with the understanding that they would be

anonymous in nature and none of their athletes would be interviewed specifically so

as to adhere to the Gonzaga University Institutional Research Board Policy.

The method used for the communication research in this thesis is the Textual

Analysis approach which looks to use the information gained from the interviews

and gain conclusions by focusing on the content and meanings generated from the

content (Rubin et al., 2010). The textual analysis approach allows the researcher to

interview subjects that are very knowledgeable in a topic and draw conclusions

from the findings by using their insights. By using the textual approach the content


of the interviews can be analyzed. The approach can find commonalities among the

responses in an effort to find reasoning and trends.

The content of the interviews consisted of extensive written notes taken

down during the interview process. Those notes were then looked back on and

transcribed after the interview had concluded so as to make sure and have the

coaches’ answers still fresh and vivid. By analyzing those responses, it can be

determined through the interaction analysis of the interviews what answers are

trends and which appear to be most consistent than others (Rubin et al, 2010). The

one thing that stretched across all three interviews was their emphasis on providing

positive reinforcement for solid performance and preparation.

The interview questions were ultimately written with the research questions

and goals in mind. The interviews allowed for an open-ended discussion that

allowed for room to move in different directions during the interview as needed.

The coaches began to acclimate to the interview questions as they went along and

show the ability of youth coaches to adapt.

By conducting the interviews one on one the it was possible to open the line

of communication in a way that allowed for intimate and personal answers while

still keeping the overall proposed thesis questions in mind. The interviews allowed

for the participating coaches to answer questions about their coaching methods,

tactics, styles and experiences under a cloak of anonymity.

Ethical Considerations

Through the interviews a better understanding of youth coaching can be

gained without losing sight of the Gonzaga University Institutional Research Board


Policy, which was put in place to protect the rights and identities of the underage

athletes in the programs. Since the researcher had clear knowledge of the minors on

the youth sports programs being coached it was crucial to exclude their names and

ages from the study so as to ensure their anonymity.

By conducting the in-depth interviews with the coaches specifically the

emotions and methods of youth sports programs can be analyzed with minimal risk

to the young athletes. Interviewing minors under the age of 18 can be intrusive and

invasive and by avoiding contact with the young athletes the validity of the study

can remain stable. The hope, ultimately, was to gain through the interview process a

better understanding of the relationships of coaches and athletes and how they can

be construed without sacrificing the ethical standards required in a reputable study.

Ethical research requires balancing the value of noninterference in the lives

of others. The research of interviewees requires a balance and an understanding

between the research subjects and the researchers so as to ensure that no harm is

done to individuals involved and no embarrassment or fear results from the

interview (Neuman, 2006). It is crucial the secure voluntary consent whenever

possible and never harmful information about specific individuals.

Trustworthiness of Intensive Interviews

The trustworthiness of conducting interviews lies in the ability to map out

the direction of the research, the ideas, and the concepts. The researcher can

anticipate the directions of the answers and can help to gain extensive personal and

professional knowledge from the person being interviewed. Intensive interviews

can be supplements to, inspirations for, or correctives of virtually any public opinion


survey (Hochschild, 2009). In essence, the in depth interview allows for the

researcher to do what a questionnaire of a survey alone would not be able to do. An

intensive interview helps to find out how people frame their views, why they hold

those views, and how they make connections or demonstrate disjunctions among

discrete opinions (Hochschild, 2009). Intensive interviews can show what values

correlate with particular morals and views.

By using intensive interviews to obtain the answers from the coaches the

researcher has the ability to slow things down or speed them up. The researcher can

be tactful about the questions asked in order to avoid inconsistencies and pitfalls.

With an intensive interview the researcher has the full ability to ensure that no

stone is unturned and the full attention of the coach is ensured throughout the

interviewing process. By conducting the interviews anonymously, the researcher

can get clear and useful answers while gaining a connection with the coach

throughout the meeting.


CHAPTER 4: THE STUDY

Data Analysis

The data was organized using the analytic comparison research approach in

with the findings of the interview are organized together in a table that helps to

show relationships and commonalities among the answers (Neuman, 2006).

Analytic comparison uses the approach of combining many factors from the

interviews and analyzing them. The interview results have been placed in Table 1

allowing for rational and logical analysis and deduction. By using the Method of

agreement and the method of difference the findings of the interviews can be

compared and contrasted (Neuman, 2006).

The questions used as part of the interviews are shown in the

Appendix A. The transcribed results of the interviews were first organized in

a table so as to allow for better analysis and better understanding of where

the coaches agreed and how they were different when it came to coaching

and succeeding in doing so. This chapter shows results in a table and explains

how they contribute to the overall thesis of determining what factors lead to

successful coaching in youth sports programs.

All three of the coaches interviewed as part of the study provided different

insights and used different techniques in order to provide a successful experience

for their athletes as shown in Table 1. They all took their coaching positions very

serious and all wanted to make sure that they were providing a healthy

environment for their athletes to succeed and move forward in their athletic

endeavors. When asked if they enjoy the coaching process and coaching athletes in


youth sports programs, their answers were all an unwavering yes. The one thing

that stretched across all three interviews was their emphasis on providing positive

reinforcement for solid performance and participation. By using textual analysis,

positive reinforcement became a theme of the research. The coaching method

proved to be a common thread among the coaches (Rubin et al., 2010).

It was clear from the interviews, however, that despite the similarities with

positive reinforcement, the approach of each coach differed. The swim coach really

focused on providing a comfortable atmosphere where constant feedback and an

emphasis on explaining the reasoning behind different tactics to the athletes

worked to create the foundation of her coaching process. The baseball coach

preached working on fundamentals and provided a very passionate and energetic

approach that emphasized an appreciation for the sport at all times. His coaching

style was built and maintained on the respect factor; respect for the sport, respect

for the coach, respect for each other and respect for themselves. The soccer coach

used an attention to detail and the emphasis on big picture thinking over the small

in order to create success over time. He truly believed there are a right ways and a

wrong ways to coach and put a heavy importance on the tactical approach to sports

as opposed to the emotional.

It is important to note that all three coaches have been coaching for at least

four years and were all athletes in their sports when they were younger. They have

all seen success as a coach and continue to lead their respective teams to success.

They have made coaching their career choice and work specifically to better their

coaching abilities constantly. They all emphasized their understanding for the


important impact they can make in young athletes lives and expressed their love for

the sport in which they are coaching.

All three coaches shared the same answer when asked what their least

favorite part of their job was. There was a clear-cut agreement that dealing with the

parents of the athletes was the most difficult part of coaching a youth team. The

parents tended to constantly question their coaching styles, added an unneeded

stress for the athletes, and would provide differing coaching tactics than what was

being taught at practice. All three coaches explained that there were other

difficulties that came with coaching young athletes, but the parents always seemed

to find their way into the mix of the coaching process.

There was a distinct difference, however in their answers when it came to

their favorite aspect of coaching young athletes. The swim coach loved seeing her

athletes succeed. She loved setting goals and accomplishing them. She expressed a

great pleasure in seeing the smile on the athlete’s faces when they accomplished a

difficult task. The baseball coach differed greatly in his answer as to why he loved to

coach. He loved to be around the sport that had been such a big part of his childhood

and loved the feelings that came with success and winning baseball games. His

nature was very competitive and he loved that his coaching could help to provide an

outlet for that energy. He loved to pass that passion onto the athletes on his team.

The soccer coach loved teaching and providing guidance for the athletes both in

practice and during the games. He expressed a love for winning, but added that he

didn’t need to win in order to feel fulfilled while coaching. He saw coaching as a

blessing and loved the camaraderie that came from being part of a team.


Thesis Study Interview Results Table 1

Program Info. and Location

Athletes in

Program

Coaching Style (As Described by the

Coach)

Favorite Part of Coaching

Difficulties (Coaching Pitfalls)

Youth Swim Team

San Jose, CA Country Club (Appendix B)

128 athletes

(male and female)

• Make athlete feel comfortable

• Show knowledge and experience of sport

• Positive reinforcement

• Explanation and justification

• Constant feedback

• When parents come to realization that their child is a success

• Child accomplishes a self-set goal

• Unruly parents lashing out

• Administrative duties

• Kids listening to parents instead of coach

Youth Little League

Baseball Team from Santa Clara,

CA (Appendix C)

18 athletes (male)

• Energetic and Passionate about baseball

• Encourage hard work and dedication to trade

• Work in groups • Preach fundamentals • Positive

reinforcement

• Watching a kid succeed

• Being appreciated

• Getting to be around the sport

• Dealing with parents

• Dealing with laziness and apathy

• Catering to different needs of each athlete

Youth Soccer Team from Kern High

School District in

Bakersfield, CA

(Appendix D)

24 athletes (male)

• Attention to detail • Purposeful training • Preparation (X’s and

O’s coach) • Encourage

competition • Positive

reinforcement • Big picture over

small picture

• The process of teaching

• Gaining the trust of the athletes

• Watching players succeed

• Camaraderie

• Defiance about players

• Trying to keep things simple while still getting

• Staying consistent

• Dealing with parents

* The information in the table was compiled by conducting three coach interviews (Study conducted between September 22nd – October 6th – within the Guidelines of the Gonzaga University Institutional Research Board Policy) – Answers in the table came from one on

one interviews with the participating coaches. (See Appendix A-D)


Discussion

There are clear differences in the nature of the sports that the participating

coaches took part in. Coaching a youth swim team entails working with a very large

group of athletes that are both genders and vary in athletic ability. The group is

large and much of the athlete’s success falls on the shoulders of the individual

athletes to take the coaches advice and guidance and embracing it during practice in

order to be successful during swim meats. Coaching a baseball team allows for a

large amount of one on one time as well as downtime in between innings and during

practice sessions. Baseball is a slow paced sport that requires a coach be well in tune

with the individual athletes on the team. Coaching a soccer team is fast paced and

often high impact. Many soccer coaches, including the one participating in this

study, participate in all of the practice drills in order to keep the pace going and

establish a rhythm that carries over to the games. There are no timeouts during the

games and the sport is a constant moving machine of tactics and adaptations.

By understanding these differences and taking the answers provided by the

coaches interviewed it can be determined that different coaching tactics can be

successful in different sports. By taking the results from the interviews and applying

them to the prior research of other studies it can be definitively determined that

there is not one answer as to what a successful coach is and what coaching method

works best in every case. Dae-Woo Choi (2005) determined that the coaching

attitudes skills and characteristics were the most important attributes that lead to

successful coaching in youth sport programs. Richard Keegan (2010) the

motivational atmosphere was the most important factor leading to the successful


coaching of youth. The motivational influences from coaches, parents, and other

peers make up the most important factors to success in youth sports programs.

It can be determined, from this study, that positive reinforcement, a passion

for coaching, a clear understanding of the sport, and an ability to create and

maintain relationships with both the athletes and their parents is needed to be a

successful coach. As shown through the interview results, open communication

between the coach and the athletes is key in all aspects of coaching. The coach and

athlete relationship is very tight and the three participating coaches explained that

the better they get to know their athletes, the more they trust each other. There can

be no clear cut answer as to what specific methods used are the best, but it can be

determined that each coach has their own style and approach. When asked about

effective communication with the athletes they speak with a comfortable clear-cut

energetic purpose. Although the overall approach by the coaches may differ slightly,

they all wanted their athletes to be excited and understand that everything has a

reason. They all expressed a control and a sense of authority, but they all found

value in befriending and leveling with the athletes during the coaching process.

Many of the methods explored in this study by the coaches can be construed

as successful, and from the interviews it is apparent that of within those differing

methods there is an emphasis on preparation and fundamentals. They all expressed

that practicing and understanding the fundamentals of the sport helped to ensure

success during games and during future endeavors. Using drills during practice

sessions are key to building skills and camaraderie among teammates. The

bettering of oneself in the basics of a sport can help lead to success on many levels


both in the present and into future athletic undertakings. Understanding that young

athletes are still learning the fundamentals of a sport and still learning the proper

ways to train is key for a coach. All of the coaches interviewed explained that in

order to be a successful coach you need to know who your audience is and work to

their strengths while keeping the overall goal of getting better each and every day.

The interview process allowed for unique and personal answers from the

three participating coaches. They all brought their own coaching methods and styles

to the study and provided a good look at what it takes to be a successful coach for a

youth sports program. They all enjoyed coaching and their thorough and insightful

answers helped to elaborate on the issue of determining how to gauge what success

is when it comes to the task of coaching younger athletes.

By analyzing the interview results it became clear that each of the coaches

tended to focus on the same overall coaching concepts. During the interview process

a repeated mention of motivating the young athletes using positive reinforcement

continued to come up. Repeatedly each coach emphasized the importance of doing

things the right way and stressed the importance of focusing on the fundamentals of

a sport. By setting goals and focusing on getting fundamentally better each day, the

rest of the process tended to fall into place. When these findings were paired with

the results of the literature review it became clear that the most important part of

coaching lied in understanding the fundamentals of a sport, using positive

reinforcement and setting goals allow the way.

This study is an example of an interpretive communication theory where the

interviews of the coaches and the literature research can be analyzed and better


understood in the grand scheme of communication and leadership. With the theory

of Transformational leadership it can be determined what coaching attributes lead

to success within a youth sports program. Coaches leading a team of young athletes

in a sports program utilize the interpersonal communication theory where

communication is the combination of content and relationships. The hope is to build

a community of agreement among other researchers looking to form a better

understanding for what leadership aspects are needed for a youth coach to be

successful. Ultimately this study can create a change in the philosophy for future

coaches who are looking to lead young athletes and continue them on the path to

success not only in the sports world but in other aspects of life as well. Positive

reinforcement with youth athletes can help to build beneficial relationships

between coaches and athletes and can help to create a healthy environment for

young athletes.


CHAPTER 5: SUMMARIES AND CONCLUSIONS

Limitations of Study

One of the most significant limitations of the study are the boundaries

presented within the research by only interviewing three coaches. Finding coaches

willing to open up and participate in the study became difficult and as a result the

researcher relied more on the content in the literature. Although the study

discovered some very valuable aspects as to what the qualities make up a successful

youth sports coach, there is still a lot that could be gained by interviewing more

youth coaches from a variety of different backgrounds. The researcher in this study

interviewed coaches leading a swim team, a baseball team and a soccer team and it

could be beneficial to the overall research to talk to more coaches from other sports.

It would be very beneficial in the future to interview a coach that leads athletes

taking part in individual sports such as golf or tennis.

The study would also have been stronger if several researchers

independently conducted their own interviews of the coaches and then compared

their findings. Having only one interviewing researcher limits the findings to one

person’s interpretation of the findings. Multiple perspectives could benefit the

research and could have provided a better set of conclusions.

Future Study Recommendations

Future research surrounding successful youth coaching should extend the

research to a full ethnographic study and should also conduct more interviews of

youth sports coaches. By using an ethnographic study the researcher would be able

to gain access of the team practices and games. Ethnographic studies when


examining the relationships of athletes and youth coaches can be very helpful in

engaging the researcher and exploring practices of communication along the way.

Candid moments can be captured as well as the interactions of athletes and coaches

during times of failure and triumph. Tactics and practices of a coach and of athletes

can be better understood through an ethnographic study. An ethnographic approach

helps to build a trust between the researcher and the participants involved

(Eriksson, p.205).

In conducting an ethnographic study the hope would be to further solidify

the coaching theme discovered in this study that positive reinforcement,

fundamentals, and goal setting will ultimately lead to successful coaching in youth

athletic programs.

In the future more coaches should be interviewed in order to get more

information about what leads to successful coaching in the future. The coaches

interviewed in future research projects should come from a larger variety of sports.

By interviewing more coaches leading more athletes in different sport programs, a

better idea of what attributes lead to successful coaching can be gained. Future

research should be conducted on coaches leading athletes in individual sports such

as tennis and golf and it should also take place in more states across the country.

In the future, the research conducted should consider the cultural

background of a coach and include analysis of how those differences may affect

coaching styles and ultimately success in youth sport programs. The research would

benefit from a focus on the impact that different values and beliefs have on the

coaching process. The research of this study showed that on the surface it appears


that no matter the background of a coach and an athlete, when the participation of a

sport begins, all of the cultural differences tended to go away. However, a deeper

rooted research based on cultural differences of coaches and young athletes could

prove helpful in further understanding of what leads to successful leadership in

youth sports programs across many cultural platforms.

Future research needs to be completed in order to build on what was

determined in this study and how coaches can continue to learn from others in

order to be successful when coaching young athletes.

Conclusions

Successful youth coaching has been well documented and the research into

the subject is widespread. The research in this study looked to add to the

understanding of how success is measured in youth sports programs among coaches

and how the knowledge can be utilized in order to better the process of leading

young athletes. Through interviews conducted of youth sports program coaches

and through an extensive literature review it has been determined that positive

reinforcement, preaching of the fundamentals of a sport, and goal setting prove to

be the most important factors that lead to youth coaching success. Many other

coaching attributes and aspects of the position lead to the success of a coach. Each

team is different and many outlying factors contribute to the success of young

athletes in sports programs.

Whether the goal is to have fun and learn a sport or whether it is to continue

to get better with further sport programs youth coaches impact the lives of young

athletes both on and off the field. This study aimed to identify the most important


qualities that youth sports coaches need to have in order to bring success to the

profession. It is very important that as this study is analyzed caution must be taken

when generalizing the results and coming to conclusions. This study provides a good

indication of what leads to successful youth coaching but only provides a sliver of

the reality related to successful coaching. Therefore it is important in the future to

conduct future research into youth sports programs and the success of coaches.

With the findings of this study and future research more can be learned about

successful youth coaching.


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Appendix A

Interview Questions This is the guideline that was used during the interviews of the youth coaches. Each youth coach sat down for a one on one interview to help provide information for what tactics they use while coaching and how they implement those coaching tactics with their athletes. 1. What do you believe is the most affective way to coach a young athlete taking part in your program? 2. Do you prefer group training and activities or individual coaching sessions? Why? 3. What do you believe is the most difficult part of your day in relation to your coaching? 4. What is your favorite and least favorite part for you in dealing with the parents of your young swimmers? My favorite part(s) is/are … My least favorite part(s) is/are … 5. In your experience, is it easier to coach/teach younger athletes or older athletes? Why? Please be specific.


6. Do you use any specific coaching tactics that you tend to use over and over? Please help to put your methods in perspective and explain why you use those specific methods. 7. Do you feel it is more important for a coach to have extensive experience, a good teaching tactic and training curriculum or both? Why? 8. How do you reward positive results in both practices and during games?

Practices: Games:

9. Name one instance when you feel you failed as a coach. What did you do wrong and how did you change your actions and methods in order to ensure you didn't make the same mistake again? 10. When you are looking to hire a coach (or work side-by-side with another coach) what are the main factors you look for and why? What factors do you look to avoid in a coaching candidate? Skills or traits I look for: Skills or traits I try to avoid (red flags):


11. Do you use any coaching methods with your athletes that a previous coach used with you when you were a younger athlete? If so, what method is that and why do you use it in your coaching practices? 12. Do you feel the young athletes you have coached tend to mirror the tendencies of their parents and guardians? Does class stature, gender, or environment factor into your coaching style?


Appendix B

Interview Results for Coach 1 (Swim Coach) 1. What is the most affective way to coach a young athlete who is new to your swim program?

When a new swimmer first joins your program, the first thing a coach needs to do is make them comfortable. A young athlete needs to be comfortable with their coach, their teammates, and their surroundings. It is important to know a swimmer’s skill level before you throw them into a practice. As the swimmer joins into a swim team practice… make sure that I am (1) being encouraging, and (2) explaining the instructions for each drill with words and body movement so that they understand what they will be trying to do. The drills will be new to them and the more ways you can get swimmer to understand what you want them to do, the better the result will be when they push off the wall.

2. Do you prefer group training and activities or individual coaching sessions? Why?

Both. Group training allows the coach to push the kids to a new level. The kids group together to make faster intervals, they get through a hard set as a team, encourage each other, and even race each other when told. Without enough swimmers in the water, it is difficult for some swimmers to push themselves as an individual to go faster and keep their effort level at 100 percent. With teammates going through the same pain as you, it is easier to endure the aching in your muscles and the mental toughness the sport requires. Private swim lessons allow a coach to focus on the small things. We can work one-on-one with a swimmer to change a part of their stroke technique that is unique to their stroke. Every swimmer has different areas that they need to improve on more than others. Lessons allow coaches to hone in on these areas where we may not have the time to improve or fix those small things as effectively at practice. Lessons also offer the opportunity to be in the water with the kids sometimes.

3. What is the most difficult part of your day in relation to your coaching?

When kids are just having a bad day and are not 100 percent into it. Swimming takes concentration. Without the concentration, the practices can be completed (or the swimmer may just miss part of the set) by just going through the motions. As a coach, you want every day to make you feel like


you moved the kids one step closer to their goal. But, not every day makes you elated.

4. What is your favorite and least favorite part for you in dealing with the parents of your young swimmers?

My favorite part is the parents’ realization of how good their child is in the water. Parents often think that butterfly is hard and that their 6-year old cannot do it correctly. Parents don’t believe that their child can hold their breath all the way across the length of the pool. Parents don’t always think their kid is the fastest. When a parent watches at the swim meet and can see how much their little child has improved, they are so proud of them. The proud, and almost shocked, expression is my favorite part. My least favorite parts are (1) when a parent just doesn’t get it and (2) when they ask for special treatment. It is annoying when a parent asks for private lessons but they haven’t bothered to bring their child to a practice all year. They don’t get that the practice comes before the lessons in swim team. The most problematic parents are the ones who ask for special treatment. Special treatment requests vary. Some parents ask for an exception to the “no show” fine because grandma was sick. Some forget to sign-up for an event on time and want to be added last minute. Others want their swimmer to swim with an older age group because it’s easier for their schedule. Most sports have fewer than 20 kids on a team. Swim team has over a 100 swimmers. Most USA Swimming teams have 200- 400 swimmers. When you make an exception for 1 family, then you have to make an exception to all.

5. In your experience, is it easier to coach/teach younger athletes or older athletes? Why? Please be specific.

It depends on the mood. Masters are easier to manage. Kids vary more depending on their mood, which affects you mood. Ability wise, they are about the same. :)

6. Do you use any specific coaching tactics that you tend to use over and over? For example, do you prefer positive reinforcement, discipline tactics, authoritative methods, actions rather than words, active coaching involvement, one on one meetings and sessions, etc. (Please include any methods not listed that you believe are important to mention.)

• Positive reinforcement – letting the swimmers know what they did or are doing well; encouraging that they can do it.

• Constant feedback • Active coaching


• One-on-one meetings seasonally only for goal planning 7. Do you feel it is more important for a swim coach to have extensive experience, a good teaching tactic and training curriculum or both? Why?

Both. Having a solid swim or coaching experience helps because you have a natural background that has been adding up into years-and-years’ worth of coaching education. You as need to be able to deliver to teach. It doesn’t help if you can teach but you don’t know what you are teaching. It equally doesn’t help if you are super smart and talented, but cannot effectively communicate those skills to your swimmers. Both skills sets are equally important.

8. How do you reward positive results in both practices and in swim meets?

I mix it up, but I use lots of different ways of rewarding a swimmer…

Practices: • Positive reinforcement such as “good job on that set” • Rewards such as games • Sometime candy for “no breather” practice • High fives • Smiling and excitement • “Your choice” laps

Meets:

• Candy or prizes for immediate gratification • High fives • Positive feedback on the race • Rewards such as group hot tub time if you reach a specific goal time • Smiling and excitement

9. Name one instance when you feel you failed as a coach. What did you do wrong and how did you change your actions and methods in order to ensure you didn't make the same mistake again?

Probably messing something up with my schedule… The summers are so hectic that if you try to change something from your normal routine, like add an additional lesson or stay up later to finish meet entries, then you compromise getting it right. I have learned to stick to my schedule when it comes to lessons and the night before swim meets. Any sort of change from my normal makes me miss something

10. When you are looking to hire a coach what are the main factors you look for and why? What factors do you look to avoid in a coaching candidate?


Skills or traits I look for:

• Personality - Outgoing, loud, fun, would mix well with the other coaching staff

• Swim background - Swim experience with a USA Swimming team where they would have learned stroke technique

• Experience - Coaching experience at other teams; coaching experience with the age groups that I need to fill a coaching spot

Skills or traits I try to avoid (red flags):

• Personality – Aggressive, yellers, quiet, evasive • Swim background – No personal swim experience, recreational

swimming only where they likely did not receive stroke technique coaching

• Experience – Moved around teams a lot, only lasted a season with prior teams

11. Do you use any coaching methods with your swimmers that a previous coach used with you when you were a younger swimmer? If so, what method is that and why do you use it in your coaching practices?

• Sarcasm- I had a few coaches growing up who were very sarcastic. They were able to change whining into encouragement, bad days into laughter, and frowns upside down.

• Do it right or do it again mentality- the kids know when they ask “what

happens if we don’t make it?” that I will likely respond either “then we’ll do it again” or “as long as you try.” The first one always gets a better response.

12. Do you feel the young athletes you have coached tend to mirror the tendencies of their parents and guardians? Does class stature and the general area around a pool affect the way you coach or does that not factor into your coaching style?

• Kids do mirror their parents to an extent. You can tell the kids that have strict parents as opposed to those who are overly laid back.

• Demographics play a part in the team. Areas with more financial

resources have more polite swimmers who say “thank you” to their coaches after practice. They also, however, expect things to be catered more to them.

• The only thing that effects the pool deck is when parents are allowed to

watch a practice or be too close to their kids during practice times.


Appendix C

Interview Results for Coach 2 (Baseball Coach) 1. What is the most affective way to coach a young athlete on your baseball team?

The most important thing when it comes to coaching in my opinion is that the coach exemplifies the attitude he wants the team to have. For me, this means that I am going to make sure I am going to be energetic and passionate every time I get to the field. I also make it a point to make sure the kids know that I care. They need to understand that what I make them do… whether it is easy or hard is in their best interest.


I am a firm believer in group activities. Baseball is a team sport and being able to have a bigger group allows me to better implement a plan to make then good team players. I do use both methods though, such as personal hitting lessons, or staying after practice to work individually with an athlete. But doing things competitively with a whole team ends up being the most efficient way to challenge them all. Fundamentals are key.


With youth, although I am very lucky the most difficult part is dealing with the parents. They want what is best for their son, which I totally understand. A lot of times I am coaching a certain philosophy and they are teaching another so there isn’t that consistency in style

4. What is your favorite and least favorite part for you in dealing with the parents of your young baseball players?

Favorite part is the appreciative parents that know you truly care about their child and trust my approach! Least favorite is the questioning they sometimes have of what we are going as a program.

5. In your experience, is it easier to coach younger athletes or older baseball players? Why?

Younger baseball players because they don’t have everything figured out. Everything is new to them and they are sponges when it comes to information.

6. Do you use any specific coaching tactics that you tend to use over and over? For


example, do you prefer positive reinforcement, discipline tactics, authoritative methods, actions rather than words, active coaching involvement, one on one meetings and sessions, etc. (Please include any methods not listed that you believe are important to mention.)

I am a firm believer in letting the kids dictate how I am going to coach. I think it is important to set a standard and uphold that standard yourself as a coach. When they meet the standard or exceed the standard you exemplify them to the rest of the team to give them their well deserved recognition. On the flip side if an athlete is falling short of the standard I make sure to point it out! They need to know that I notice when they cut corners or don’t try their best, and in those cases I punish usually with drills that will help them accomplish the task at hand.

7. Do you feel it is more important for a baseball coach to have extensive experience, a good teaching tactic and training curriculum or both? Why?

I think it definitely benefits to have a solid background to teach kids how to do things the right way. Especially at a young age because they are creating habits, bad and good ones that will be harder to break the older they get in their baseball careers. So the better the foundation is laid, the less “fixing” they will need as they grow older in the sport.

8. How do you reward positive results in both practices during practice and during games?

Point them out to the rest of the team! They need examples, both positive and negative ones.


I tell my athletes all the time preparation breeds confidence. I am confident in my coaching style because I know I go out there every practice and game with a plan and prepared! I fail as a coach anytime I am not prepared.

10. When you are looking to hire (or work with another) a coach what are the main factors you look for and why? What factors do you look to avoid in another coaching candidate?

I avoid lazy, “bucket coaches.” I am a firm believer that energy is contagious, and that starts from the coaching staff. You cant have a dud on the team because it is like a domino set, once one has bad energy the rest will follow.


11. Do you use any coaching methods with your players that a previous coach used with you when you were a younger ball player? If so, what method is that and why do you use it in your coaching practices?

My favorite coach of all time was my old baseball coach J**** M****. He made the game fun for me by teaching me the game inside and out. I think the better you understand the game of baseball the more fun you have and the better focus you keep. So like M****, I try to teach what to do but also more importantly why to so it really sticks with them.

12. Do you feel the young athletes you have coached tend to mirror the tendencies of their parents and guardians? Does class stature and the general area around a field affect the way you coach or does that not factor into your coaching style?

No, I think when you cater your coaching style it leaves for too much instability. I believe in treating every athlete the same. Expect the same things out of the “less fortunate” athletes as I do the “star” athletes. Also, I believe in making sure to give all players equal focus regardless of their skillset! If they are on the team they are going to be treated equally with everyone else.


Appendix D

Interview Results from Coach 3 (Soccer Coach) 1. What is the most affective way to coach a young athlete on your soccer team?

My philosophy is that young athletes need to develop a love of the game. I try to vary my training routines, and keep them fast paced to ensure complete focus and attention to detail. If a young athlete is exposed to the same drill over and over again they can become disinterested. I try to incorporate the same important principles into varied practices. It is important that young soccer players do not view running as a punishment. I try to design practices where running is hidden into the drills, or they are competing against their teammates and getting fitness without just running laps. I always have a purpose for my kids when they are running, and try to explain to them how it will translate into success on the pitch.


I prefer group training sessions. My practices are based on competition, communication, fundamentals, proper shape, and winning one on one battles. A group environment makes those goals much easier to accomplish. I think competition with others makes you stronger as an individual.


I would have to say that getting my kids to perform the same task, the right way, every time is what gives me gray hairs. I always say a coach tells average players to do something all year and they only do it once, but a coach tells a great player something once, and he/she does it all year. Soccer is a simple game… it is who can do the simple things consistently well that are successful.

4. What is your favorite and least favorite part for you in dealing with the parents of your young soccer players?

My favorite part is seeing parents positively supporting the team, and the pride they exhibit when their son or daughter does well. Also, I have many parents who are great role models for the young men I coach. Some of my less fortunate kids get rides to games, get encouragement from, and get love and support from some of these awesome parents. My job would be impossible without some of the parents, and some of my boys would never get to the games, or experience what a loving family is all about. My least favorite part are the conversations about playing time, that never seem to be team oriented. I feel that parents too often take an individualistic


mindset to their son or daughters situation. I always try a classical republican approach with my team, where the common good is more important than individual rights, but that is undermined sometimes by some parents. Also, parents who do not know the game and yell at the refs or the opposing team drive me insane.

5. In your experience, is it easier to coach younger athletes or older soccer players? Why?

I am an x’s and o’s kind of coach, so I very much enjoy coaching older soccer players, where I can get more into strategy, defensive shape, and formation rather than the skill and technique centered approach of younger players. I think it is much more difficult to coach youngers. However, I think to be a complete coach you need to have some experience with younger soccer players. Also, so many times the successful younger teams are just the teams with the biggest and fastest kids. They just kick the ball and let them run onto it. This approach may be successful when they are young but it destroys their potential once they grow older and suddenly they are not the biggest and fastest kid anymore, and they have no first touch or awareness for the game. It makes it hard to coach youngers to play the right way by moving the ball and spreading the field. You may lose every game to the team that just kicks it to the tall kid, but you have to make the players and parents aware that you are preparing them for the long term, and to be fundamentally sound, not just most athletic.

6. Do you use any specific coaching tactics that you tend to use over and over? For example, do you prefer positive reinforcement, discipline tactics, authoritative methods, actions rather than words, active coaching involvement, one on one meetings and sessions, etc. (Please include any methods not listed that you believe are important to mention.)

I feel like I use all of those methods at different times, and probably more. I think the best coaching advice I ever got was to always start out more authoritative with a team, and once you have earned their trust and respect you can soften a little. You can’t go the other way around, and I think that has been a fairly successful approach for me.

7. Do you feel it is more important for a soccer coach to have extensive experience, a good teaching tactic and training curriculum or both? Why?

Sometimes the best players are the worst coaches because they never had to think about what they were doing or explain it, they just naturally do it. I think you need to have some playing experience, but it is more important to have a good eye for the game, and have a solid understanding of offensive


and defensive formations. That is why I think goalies make great coaches because they always see the field, and they are the main source of communication on well organized teams. Same reason why catchers in baseball make great coaches. Forwards in soccer make the worst coaches… Especially to a coach like me who prides himself on defensive shape and discipline. Unfortunately, in club soccer especially, parents always want a coach who was the star forward at such and such university.

8. How do you reward positive results in both practices during practice and during games?

I try to verbally praise a kid as much as or more than I correct a player. Sometimes I go crazy yelling at a stupid mental error, and the next opportunity I see the kid focusing and playing the right way I always let them know. I try to get my teams to be internally motivated first, motivated to please the team second, and motivated to please me and their parents third. If a kid is not self-motivated then no other motivation will ever work. I try to tie that approach to positive results by preaching that my players should always play the same way, whether it is a passing drill in practice or a valley championship final. If they work as hard in both scenarios, positive results will follow. I want them to feel as rewarded for doing our warm-up correctly as winning the big game…because they are both linked together.


With my recent team I kicked a kid off when he got caught smoking pot at school. After that he really shut down and stopped going to school. I think soccer was the last structure and positive influence he had in his life. I wish I could have handled it differently and kept him with that group of guys, They were a positive influence in his life, as was I. If it happened again I would refer him to a counselor to get help and kept him on the team to give him the support he needed.

10. When you are looking to hire (or work with another) a coach what are the main factors you look for and why? What factors do you look to avoid in another coaching candidate?

I tend to like flying solo. I very rarely work with other coaches but I would like to think I would work well with most other coaches especially those with an extensive soccer background and a love for the game.

11. Do you use any coaching methods with your players that a previous coach used with you when you were a younger soccer player? If so, what method is that and why do you use it in your coaching practices?


I talk to my old coach a lot about different coaching philosophies and formations, and have taken many things from him. We are completely different in many ways, but he has probably had the most influence on my coaching style…and I still have my kids play the game high box.

12. Do you feel the young athletes you have coached tend to mirror the tendencies of their parents and guardians? Does class stature and the general area around a field affect the way you coach or does that not factor into your coaching style?

Yes fortunately and unfortunately…refer to the question about my favorite and least favorite part of parental involvement

If you have anything else you would like to include in regards to coaching style and methods please include it here.


Appendix E

MENTOR AGREEMENT

Mentoring: A deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one, with the agreed-upon goal of having the lesser skilled person grow and develop specific competencies.

You have been asked to serve as a Mentor for _Ryan Quintana__, who is completing the requirements for her/his Masters Degree in Communication and Leadership Studies. As a mentor you are asked to share ideas with this student and read the next to final draft of their thesis. You are not expected to directly supervise this student’s work but rather meet with them as a “young colleague.” If you are willing to serve as a Mentor for him/her, please sign this agreement. Your Mentee will provide you with full guidelines of their requirements.

I am willing to serve as a Mentor for __Ryan Quintana___ as she/he completes her/his thesis or project. As a Mentor I will provide help in the way of suggestions, ideas and resources and am willing to review drafts of their written work. I also agree to read the next to last draft of the student’s thesis or project and will sign my name on the signature page of their final draft. My signature on the thesis only indicates that I have read it and is no indication of the quality of the work. I will not be asked to assign a grade or make any evaluative comments to the course convener.

Signature __Dr. Michael Hazel_____

Title __Associate Professor in the Masters Program in Communication and Leadership Studies___

Email and telephone number [email protected]_______________

Date ____August 28th, 2012_______

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