The Coach-Athlete Relationship: Excuses for Bad Sports Coaches?
Reflecting on my limited time as a coach, and an educator of sorts, I often gravitate to the quality of the relationships formed rather than technical ability. In situations with strong relationships greater performance followed where weaker ones did not. Now, it’s a no brainer, to be a better coach you need a good relationship with your athletes, but why? Is success not measured by wins?
Ultimately, the relationships formed work to cultivate a deeper understanding of your athletes and them of you. Although not measurable or quantifiable, the quality of the relationships formed cultivate greater engagement and subsequent involvement that has the potential to develop better performers. It comes down to looking after the athlete so they can train their best indirectly influencing performance — Let’s explore further.
The Coach–Athlete Relationship
Sophia Jowett, according to Loughborough University (2019), has been at the centre of this advocating for the coach athlete relationship as early as 1999. In an article by Jowett (2017) it is suggested that relationships are the key for a mutual understanding and athlete wellbeing through the 3+1C’s model (Jowett, 2007).
Cultivating athlete wellbeing has been defined as one of the key benchmarks of a ‘good coach’ this provides the link between relationships and a good coach (Felton and Jowett, 2015). Furthering this argument Jowett et. al. (2017) utilised the work of Deci and Ryan (1985) to suggest that developing strong relationships fulfilled the criteria of Basic Need Theory enabling those athletes to feel accepted secure and valued (Mageau and Vallerand, 2003).
Impacts on Performance
Although there has been evidence to suggest that this relationship directly improves performance (Werthner, 2009), this has not been the focus of Jowett (Davis and Jowett, 2014; Davis, Jowett and Lafrenière, 2013; Felton and Jowett, 2013). The arguments presented take the approach that if you can support your athlete’s wellbeing then they will be more resilient to stress and fatigue subsequently improving performance, indirectly (Davis et. al., 2018).
With everything there is always a counter argument, this is presented by Nicholls et. al. (2016) who argues that if coaches are perceived to be overly committed then the athletes threat levels are heightened. With this increase performance decreased suggesting that coaches need to be aware of their impact (Nicholls, Holt and Polman, 2005).
Research conducted by Isoard-Gauther et.al. (2016) proved further that strong relationships were able to mediate the effects of burnout and improve the sporting climate. This adds further claim to the indirect effect that positive coach athlete relationships could have. However, an argument from Kim, Kim and Won (2018) suggest that it is not the environment that is impacted but the effectiveness of coaching ability that is enhanced.
Conclusion
It appears as though there is some confusion as to how the coach-athlete relationship impacts performance. However, there is no doubt that it helps the broader context, influencing a greater positive environment, elevating the meaning and value available to be drawn from sessions. Although it may not directly impact performance the coach-athlete relationship impacts the experience and the ability to positively influence people, which I feel is the sign of a ‘great coach’.
What do you think about the Coach-Athlete relationship; do you think it’s important or just an excuse for coaches to spend less time coaching?
References
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