Sure there is something to be gained from having all these specialists team members, and the specialist knowledge and experience, but how necessary is it for this approach to be used when coaching at the lower end of the scale. Though that maybe a contradiction, because how can the lower level performers/athletes get any better without top level coaching. Brian Scobie writes that “An understanding of the scientific principles that underlie training practices becomes vital to success at the higher level”.(Supercoach 35 p8). So wouldn’t one coach with some various knowledge of these disciplines be adequate for people who choose to participate at the lower end.
So therefore will a team of coaches only benefits those at the elite/higher end of the scale, it might seem so, on the evidence so far.
Sure it is possible for one coach alone to provide the services adequately to youngsters, a coach with some knowledge of the various disciplines will be able to coach a youngster, for a coach to be a coach in the first place you would expect them to have many of the required qualities already. To say that it would be more beneficial for the youngster then in this case to have a team of coaches is debatable. The argument for a team of coaches is sound, though it must be put into context when looking at the varying age levels and varying participation levels. Would you incorporate the same approaches for a ten year old kid and for Linford Christie.
Sue Campbell writes that “an understanding of the scientific principles that underlie training practices have become vital to success at the highest level”, (Supercoach 3 p7), this then suggests only for the development of excellence is it more crucial to have a team on board.
“Many good coaches have a good understanding of the nutrition principles recommended for athletes/performers in training and competitions”, (Food compositon for coaches. Sports Coach 19 p34), this is the thoughts and belief of Vicki Deakin. Rainer Martens states that “good coaching is good teaching”, (Successful coaching), so then surely it is adequate for non-elite levels of training for just the one coach/person to cover all aspects alone on this evidence.
Though Frank Dick, previously mentioned before, believes that a team is the way forwards, he emphasises the problems such “support teams” can cause for the athlete if not managed correctly, also come to think of it, problems for the coach when having to deal with a number of outsiders as such; intruders.
When discussing the concept of team coaching it is accepted that at some point you may have to deal with a conflict, a conflict of roles can occur, from the evidence it can be said that conflict or role conflict if you like can occur in two ways, firstly in the way that the coach is snuffed to one side, and feels he/she is having their toes trod on, this can lead to some roles overlapping then. The other and more recognised form is that it can cause chaos, grieve for the athlete that they don’t know if they’re coming or going.
Geoff Cooke, explains that the coach should be the “leader” still. But would like to see many disciplines devoted to specialised coaches, though how practical is it for an athlete to have numerous coaches telling them what to do over a period of time.
The potential for conflict is apparent. Once again Frank Dick, states that, “all incoming information must interrelate, and there is potential for chaos if uncoordinated or poorly managed”.
Singled out is Martina Navratilova, who had twenty-two advisers on board at one point, look where see got. This though a freak occasion, or pure talent, or a valuable well-organised team effort through her entourage?
Glenn Hoddle and his England team have a whole host of coaches making up their team, a nutritionist, fitness instructors, doctors, the works, it seems to work for them too, though these are clearly at the higher end of the scale somewhat.
Alma Thomas, a sports psychologist by trade, says, “that her role is not to interfere but to aid and support and try not to be seen as an intruder in the coach/athlete relationship”. (adapted from Coaching Focus 35 p12) She also explains how she should fit in with the athlete’s programme, not the other way round.
There have been alternatives suggestions to what we should do to progress. But the way forward seems to indicate a handful in particular. Train the coaches, educate the coaches, set standards, (so that external team coaches are unnecessary). With the range of abilities across the coaching spectrum varying, it would seem wise that a programme of coaching education is the key step forward in order to achieve this kind of set standard.
This then should provide all coaches with relevant knowledge, it will educate them, and they will get to learn of the latest developments, which may be of use to them. Also they will learn to recognise, they will learn to know if or when they need outside help, when they feel its necessary.
Many believe and J.S. Clavert writes, “there should be a move in order to provide more full-time courses, leading to sports coaching qualifications across the country”.
Arsene Wenger, the current Arsenal Football Club manager, is an example of how coaches can be educated, he is knowledgeable in the field of nutrition and exercise physiology, via his knowledge and experience has many clear changes to some of the Arsenal regime.
With regards to education, Claverts has identified one such institution who does just this, The Dumfermline College of Physical Education, in Scotland, they offer courses which,
“prepares coaches for high-level coaching and positions of responsibility within coaching, by providing them with the necessary knowledge, skills and professional expertise”.
This is just one example, more institutions, courses, such as this will be crucial in the role of education.
Many of our present coaches are either ex- or even current school teachers, or former players, athletes themselves. Many don’t have the relevant skills required to guide performers to the very top, that’s why Geoff Cooke, suggests a multi-discipline of team coaches, but with a coach education programme, this would reduce the need for such an approach somewhat.
Sue Campbell puts forward that, “in the future most countries will have a national education system for coaches”, this hopefully will ensure coaches obtain a required standard of competence.
It must be noted that coaching education doesn’t stop once you’ve graduated as such, but should be a continuing on going process, where the ‘coach’ would go back for refreshers and new news.
Ideas for plans for a National, British Academy of Sport, to follow suit of that of the Australians are in developments, and is a long over due welcomed move.
Though in theory its sound, to suggest that coaches should or would be coaches, should attend relevant full-time courses, time is crucial to all of us, anyone who is willing to put the effort and time in, in order to be the best that they can will be looking for some kind of return, this return may well and is likely to be a career in the coaching field. How many coaches are full-time coaching professional presently?
This then is yet another stepping stone which must be addressed, the coach as a professional. With the ever increasing change from amateurism to professionalism in our former amateur sports, this emphasises the way in which these sports are trying to raise their profile and performance. Nowadays with more and more professional performers in the so-called or former amateur sports for example athletics, surely then there is a need for more professional coaches as well, to work in turn with these people.
Though Peter Treadwell (Senior Lecturer at S Glamorgan I of HE for PE), says, “there is a danger as we strive for greater professionalism, that we run the risk of brutalising and demeaning athletes”. So we must be cautious, and not try to run before we can walk.
John Lyle backs up the idea of education and professionalism when he says, “we should clear the way for improved coach education, and professional development”. He feels that these are the best options to move forwards.
Another way forward as discussed is to have these partnerships between the coach and other specialised disciplines, though this is more practical at the elite end of the scale as previously mentioned, it must be managed effectively to work beneficially, (But with more highly qualified coaches through an education programme, it may not be so necessary.)
The feeling is that it is not realistic to believe that the coach will be educated competently enough in all the disciplines to be able to do without external help at times, one day, once we’ve got these highly qualified well educated, professionals with the national standard of coaching, would it almost eradicate the need for these helpers, but as mentioned the individual disciplines are branching out so fast it might be considered impossible then for just one coach to keep up especially in the pursuit of excellence.
The practical way forward seems to suggest a combination of ingredients, add in some coaching education, and add with it a national standard, this can be done via courses, seminars etc. after this has settled down, add in a little bit of professionalism, (so coaches can dedicate all their time and focus on the one thing entirely), then if needed sprinkle together some partnerships with these specialised, knowledgeable experts in their separate disciplines.
The evidence from the information I’ve looked at seems to indicate that the way forwards in the development of excellence and for higher success rates and better performances in ‘games’ medal tables etc.., as I would have to agree with Geoff Cooke, is the, “team approach”, partnerships are the key steps forwards in order to achieve excellence, but better still is the combination of the lot, (professionalism, education programmes, national standards) if and only if managed competently.
Bibliography
Books
Baechle , T. (1994), ‘Essentials of Strength Training and Conditioning.’
Second Edition, England, Publishing?
Lee, M. (1994 ), ‘Coaching Children in Sport.’
Martins, R. (199 ), ‘Successful coaching’
Jones, B.J. (1988), ‘Guide to Effective Coaching Practices’
Journals
Coaching Focus Issue 11
Coaching Focus Issue 12
Coaching Focus Issue 35 (Summer 1997)
Supercoach Issue 2 (1997)
Supercoach Issue 3 (1997)
The National Coaching Foundations, ‘Better Coach...Better Sport’.
