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DISSERTATION - 4.0 CHAPTER FOUR

5.1 Introduction

This chapter will discuss the key themes that emerged in the grounded theory data (see appendices 2 – 11, pp. 85 - 162). It will include statements from the coaches where they have expressed their views which relate to the selected topics. Throughout this chapter the perspectives of the coaches will be compared to the studies that were discussed in the literature review to identify whether the coaches views coincide existing literature. If the coaches opinions do reinforce what other authors have identified then it will prove that this subject matter cannot be ignored and there will be a need for future research to identify ways of removing the barriers to enable the professionalization of coaching.

5.2 Coaching in the South West

As already mentioned this research was based on coaching in the South West as that is where all the coaches recruited for the study were living and working. However, examining the issues of coaching in this area has certainly presented interesting findings. For instance, many of the coaches interviewed were frustrated that there are limited paid coaching opportunities in Cornwall and Devon and that the standard of sports in both counties are of a poor quality. It has already been identified in the literature that other people have the same opinion that the standard of sports in the South West needs to improve. All the coaches recruited for this study were from Cornwall and Plymouth. This is a large catchment area and there is no reason why the region should not be producing elite athletes. However, coach 1 shares the same opinion as John Matthews cited in Hall (2009) by suggesting that it is many of coaches’ faults why Cornwall and Plymouth are not producing many elite athletes;

“The standard of coaching down here is shocking” (Coach 1 – see appendices 2, pg.85).

Coach 1 appears to be appalled by the standard of coaching in the South West and certainly does not agree with the 51% recruited for sports UK research who believed that coaching in the South West is of a high quality. However, coach 1 has been brought up in an environment where his family members were elite performers. Therefore, he may have had the opportunity to observe expert coaches working at the professional level (see appendices 2, pg.85).  However, it may not be the coaches living in the region fault due to the lack of infrastructure and facilities in the South West (Cornwall Council, 2010). Thus, there are limited opportunities for coaches living in the area, and therefore, they may not have the commitment or the access to develop further as a coach. Coach 2 below expresses that there are coaches with potential living in the region;

 “There are quite a few people who could be good but there paths have been blocked”, (see appendices 4, pg.99).

Cornwall Council (2010) have recently stated that they aim to create a higher profile for sport by using the new political agenda and taking full advantage of Cornwall’s Sport Action Zone status which, amongst other objectives is intended to reduce social inclusion. Further as part of there three year action plan they Cornwall County Council state that they intend to increase the provision of high quality facilities that can also be centres of excellence. Therefore, there may be an increase of opportunities for coaches. However, the council’s action plan may be extremely ambitions as all five coaches interviewed proclaim that there is not enough money in the South West and if a coach was provided an opportunity to work at a centre of excellence or academy it will involve them travelling long distances which results in them paying a considerable amount on petrol. The reason why coach 1 decided not to take the opportunity of working at a centre of excellence is due to the amount of travelling and time away from family (see appendices 2, pg.85). Therefore, many part time coaches may feel the same way. However, if it was full time and they were earning a considerable amount they would be more willing to travel.

The aims of the council appear to be extremely ambitious, especially when Cornwall has been identified as one of the poorest parts in the UK (Williett, 2009). Therefore, the council may not have the sufficient funds to achieve all of its aims. Coach 4 discusses in the interview how poor the area he is living and working in is and how sport inevitably suffers;

 “I would say generally Cornwall and Devon certainly where I live in Launceston coaching is undeveloped. Sports in general in Cornwall and rural areas are poor”, (see appendices 8, pg.127).

Coach 4 clearly is frustrated by the quality of coaching and lack of facilities in the region. He states that due to the lack of facilities his local hockey club have now folded and the players have to play elsewhere (see appendices 8, pg.127). However, Goodfellow (2011) proclaims that Cornwall Council has agreed to spend up to £120,000 looking into building a stadium for Cornwall. This may greatly benefit the county and may improve the standard for sport. For instance, with a new stadium and major clubs competing at the stadium it may inspire young people to participate in sport. With more of an interest in sport in the region there may be more opportunities for coaches to teach these young aspiring athletes. There also appears to be an emphasis on improving the standard of football in the area as Cornwall FA proclaimed that its targets were to raise participation levels and improve the standards, (BBC, 2008). However, Coach 5 expressed during his interview that although many parts of the country are raising the standard of football it appears Cornwall and Devon are have not seen any developments (see appendices 10, pg.157).

“I think there is some good documentation and hot air flying around about plans for a new “hub” of English football, and football education and Elite player development, but none of that has made it down to Cornwall and Plymouth in practical evidence” (Coach 5 - see appendices 10, pg.157).

This must be frustrating for coaches who are ambitious and want to develop players in the area. Furthermore, it has become increasingly evident after interviewing the coaches that it appears to be extremely difficult to find a paid coaching position. Coach 1 suggests for coaches to interact with other trainers. However, he still proclaims that coaches in the South West are at a disadvantage compared to other areas in the UK (see appendices 2, pg.85).

“If you were up country it would be so much easier to network and get your foot in the door somewhere”. (Coach 1 - see appendices 2, pg.85).

It seems that coaches live in the South West and who want to make a living out of coaching need to move further up country or even move abroad. However, coaches recruited for Lear & Palmer’s (2007) study which gained the perceptions of coaches in the North West had similar experiences as they expressed how difficult to be appointed as a paid coach. Lear & Palmer (2007) state that without the reputation and contacts and perhaps qualifications it can be difficult for coaches to progress and coach at a higher level.  It is a shame that coaches are not recognised in the South West as coach 5 believes there are many with lots of potential to be effective coaches.

“Most of the people in “club” football are volunteer coaches and are not paid.  They put in a tremendous amount of work some of them, on top of their work and family commitments and it really shows the quality of coach in terms of professionalism.  Um….I feel that really some of these “hidden gems” could make excellent coaches in top level clubs C of E’s or Academies, specifically with the younger age groups” (Coach 5 - see appendices 10, pg.157).

Coach 2 has a similar view by expressing that there are many coaches who have the potential but their paths are blocked, (see appendices 4, pg.99). There clearly needs to be progression routes for these volunteer coaches in the South West in order to retain these talented coaches. It is such a large catchment area so there may be many young athletes who have the potential to succeed in sport. By listening to the coaches perspectives and relating to the literature there is some evidence to suggest that the coaching in the area needs to be reviewed.

5.3 Frustration

It is evident that each coach appears to be frustrated. For instance, coach 1 is a very experienced coach who had his own coaching business. However, he states that he would love to coach at a centre of excellence, but, it would be far too much of a commitment and financially he could not possibly give up his job as a fireman or his business, (see appendices 2, pg.85)

“Down here I would love to coach at a Centre of Excellence but logistically for me it’s too much and on the financial side of it isn’t there. Not to say it should be about money, but when you have got a family then it’s got to feature in it somewhere, you know” (Coach 1 – see appendices 2, pg.85).

This statement coincides with Hedstom & Gould’s (2004) belief that it is difficult for people to commit to coaching when it is only a voluntary or part time occupation. The lack of money and full time coaching opportunities in the South West must be hugely frustrating as all the coaches interviewed appear passionate about coaching and developing young players. Coach 1 has the same opinion as Kelly (2011) that children need quality coaches to keep them away from temptations such as drugs and alcohol (see appendices 2, pg.85). However, if he is unable to commit to coaching at a centre of excellence where there is quality players there must be other coaches in the same position. Therefore, the centre of excellence players who have been recruited because of their ability and potential may not receive the most effective coaching and may become frustrated themselves. They may not be challenged which could have a detrimental affect on their motivation and this could result in some of the players leaving the centre of excellence. Further, those who go into league football may not receive quality coaching as it is mainly volunteers who work at grass roots football. Coach 1 believes this is problematic as many children have quit due to entering competitive football at grass roots level.

“The amount of children I have introduced into football is unreal, going into hundreds, but as soon as they go into league football they drift out by the age of 13/14. These ages are crucial because that’s when there are other distractions like girls, drugs, going out etc. So that’s why they need good coaches to keep them away from their temptations”, (Coach 1, see appendices 2, pg.85).

As already mentioned the FA’s strategy is to raise participation levels and improve the quality of football at grass rots. However, if the coaches are not educated and do not adopt a professional approach then it may repel many young people from participating in football. This would also be the same outcome if there were coaches who were not committed in other sports. Coach 5 discusses his experiences of observing coaches who fail to adopt a professional approach;

“I am not being judgemental here, as I have a lot of respect for the people who give up their time to run football teams etc, but there is naturally a difference in quality. Some people take the totally wrong approach in terms of professionalism, in swearing at players and smoking next to the pitch when their team is playing, not doing proper warm ups etc, but like I said I cant judge as the chances are these people have not been educated how to coach properly and mostly go on what they have experienced when they were younger”, (see appendices 10, pg.157).

He believes the diagnosis is to professionalise coaching in order for coaches to become more committed in undertaken qualifications and he feels they would apply themselves even more if there were more opportunities as they would be competing against other coaches to be offered the paid work (see appendices 10. pg.157).

Coach 2 states that if coaching was professionalised the national teams in sports such as football and rugby would benefit (see appendices 4, pg.99).  

“The England national team would benefit. It would go from Grass Roots and right the way to the English national team, whatever sport. Kids would stay in sports if they get better coaching as it would be more enjoyable (Coach 2 – see appendices 4, pg.99).

This statement from coach 2 coincides with Sport England (2004) study which revealed that participation levels in sport have decreased in recent years. Thus, coach 1 may in fact have the answer that participation levels have dropped due to the standard of coaching being inadequate.

Coach 2 also believes schools require full time quality coaching as teachers often do not have the time to dedicate themselves to PE. He even based his dissertation on this topic and identified that teachers believe that coaches should be working at schools.

“I think there should be full time coaches at primary schools. I looked into that for my dissertation and found out that teachers don’t have the time to 100% dedicate themselves to PE. There is a kind of head of department but primary school teachers obviously have to teach various subjects. They can specialise in PE but even they don’t have the time to dedicate the best of their efforts towards PE. Some places have coaches come in, some don’t. Some say they make a difference and wish they could have them more. I got offered a position but was voluntary so pointless. Teachers would like to be better at it themselves with their delivery because they don’t feel comfortable with the subject. They like other people there to learn off so they can do it better themselves. Many teachers do not feel comfortable or happy to deliver PE” (Coach 2 – see appendices 4, pg.99).

This is an interesting statement from coach 2 as he has already performed a research which identified that primary school teachers require a full time coach as they have not got the time to commit themselves to PE and perhaps have not got the knowledge to feel confident when delivering the subject. Therefore, they believe that they would learn off the full time coaches. However, Coach 3 states that the very few professional coaches there are at present are not necessary the most effective coaches. He believes there are some volunteers who are extremely talented. However, they require a mentor to further their development.

“I have seen some coaches who are suppose to be professional who are full time paid and I wouldn’t employ them. But, you see fantastic volunteer coaches who just get paid petrol money and I would employ them tomorrow. I think the challenge is trying to get that balance. Um……at the same time I do think you have more qualified coaches who are working within a really good structure that  are supported then that will make a difference. So I don’t just think by having lots of professional coaches will benefit because it’s the structure they work in and its the support they get that it enables that quality to progress”, (Coach 3 – see appendices 6, pg.111).

Coach 5 had very similar opinions and believes there are volunteers working at the grass roots level who would make excellent coaches. However, they may not have the opportunity to progress.

“Most of the people in “club” football are volunteer coaches and are not paid.  They put in a tremendous amount of work some of them, on top of their work and family commitments and it really shows the quality of coach in terms of professionalism.  Um….I feel that really some of these “hidden gems” could make excellent coaches in top level clubs C of E’s or Academies, specifically with the younger age groups” (Coach 5 - see appendices 10, pg. 157).

It is evident from listening to both coaches that these volunteers who have the potential need to be recognised and provided support. Coach 4 is an example of a coach who needs to be recognised. Especially when he has devoted himself to coaching by studying a Bachelor of Arts sports coaching degree and a Masters Degree relating to coaching. Furthermore, he has taken numerous qualifications. However, he is becoming increasingly frustrated at the lack of opportunities to make a career out of coaching. It is disappointing for these coaches who have invested a lot of energy and time into coaching that there are not a many opportunities to progress and eventually gain full time employment as a coach. Coach 2 and Coach  appeared very irritated that they were given false hope as there lecturers informed them both that coaching would become professionalised due to the UKCC ideology of improving the standard of sports in the UK.

“I remember the open day at university and it was all promises due to the 2012 Olympics coming up and how more opportunities will be created. Now I think it’s a load of b******* really just to get people on the courses they have created. Most of the people I have come across who went to university and qualified in certain sports have struggled to find work. I started off by doing rugby and football and build my way up through the different levels but felt like that you need loads of money to do it. The qualifications have not helped (see appendices 4, pg. 99).

“When I started my undergrad course the UKCC said that coaching would be professionalised. I am not overly sure how it’s going to work. The general idea of the professionalization of coaching is the right move,” (see appendices 8, pg.127).

Perhaps there lecturers at university should have prepared them both by explaining that it is extremely difficult to make a career about of coaching. After all, Taylor & Garret (2008) has informed everyone involved in coaching that there are a number of structural barriers for coaching to become professionalised. Therefore, lecturers at university and coach educators could notify there students that there is an unclear pathway in coaching and perhaps could provide them with advice on the steps they need to take to progress in coaching.

Although there appears too many barriers preventing coaching from being professionalised each coach believed that the UK would greatly benefit if coaching was to become a professional occupation. Coach 5 certainly believes that coaches would become more committed to further there development if coaching was professionalised (see appendices 10, pg.157).

“In every career and profession, you want to meet as high a standard as you can, you want to feel like you’re doing a good job and still developing within that field.  Coaching would be the same if it was professionalized more readily.  Make more positions available so people can progress from volunteer to community to C of E’s to Academies to beyond.  There is a pathway that could be followed, that should be in place but it doesn’t appear to be realistic down here. Maybe in London but certainly not in the South West. If coaches could see clear opportunities, they would step up their game.  If players could see more potential opportunities for recognition, then they too would step up their efforts and commitment” (see appendices 10, pg. 157). 

There is certainly an argument for coaching to become professionalised. However, as discussed in the literature there are many barriers to prevent this from happening as Taylor & Garret (2008) proclaims there are a number of cultural, political and structural barriers to professionalising coaching. Coach 4 also believes that professionalising coaching could be problematic.

“When I started my undergrad course the UKCC said that coaching would be professionalised. I am not overly sure how it’s going to work. The general idea of the professionalization of coaching is the right move” (see appendices 8, pg. 127).

Coach 1 states that if coaching became a full time occupation he would be more willing to take other coaching qualifications and would not be so concerned about travelling.

“I do think if coaching was considered important and you paid quality coaches a good salary than the standard would definitely improve. Coaches would also then be more committed to do qualifications. I had the opportunity to do the FA module 2 for the FA but it was for four days. I can’t do that. To do four days in a week is asking a lot. It would be hard to take leave, they probably wouldn’t allow me. Whereas, if coaching was you’re main career then you could do it. You would have to do it. If I had done this course I would have had to sort child care and would have lost money. If I was a full time coach, however, my employer would probably want me to learn and take qualifications. They would most probably pay for the courses,” (see appendices 2, pg.85).

Due to coaches having to take qualifications to develop and meet the UKCC and other national government standards there is the possibility of many coaches from exhaustion. Moreover, if they have another career as well as coaching and they have to travel to coach that may also result from the coaches suffering from fatigue. Coach 3 discussed how he has suffered from minor burnout;

“There are moments when I suffer from burnout and I think um….the good news is I’ve only had mini burnouts but not a major burnout. But I can understand a lot of people I know who have gone through that and that’s it. The only way you have complete burnout is if you stop. I haven’t, I’ve had doubts just through being exhausted and that’s from travel, the amount of travel you have to do to coach a team”, (see appendices 6, pg.111).

Travelling seems to be a major issue and perhaps if coaching was a full time occupation many coaches would accept they have to travel as coach 1 suggest. Coach 5 provides other reasons why he has decided to reduce the amount that he coaches;

“As my teaching career has progressed, my time has become less and less free and more important at the same time.  Whereas I used to regularly coach 4 evening sessions, Saturday mornings and Sundays, as well as play, I now only do perhaps 1 or 2 a week, Saturday mornings and Sundays.  This is mostly for selfish reasons in the sense I need some time to rest, and in today’s financial climate quite often the volunteer stuff has to be the one to suffer in those decision making times.  I love coaching and seeing players develop, partly why I chose teaching as a profession, and I do still enjoy being at the coaching sessions I take when I am there, but sometimes after a hard day at work and thinking about getting back from a school fixture in Newquay and having to still do a 40 min drive to coach for an hour tests motivation for doing it. Even the paid coaching sessions, after Tax and petrol and bridge fare, there really isn’t a lot of money to be made out of coaching in a professional football club or any level sometimes.  It really is for the kids you work for, but having worked for kids 5 hours a day, another 2 hours seems hard work sometimes!,” (see appendices 10, pg.157).

It appears that for coach 5 to commit more to coaching it would have to become a professional occupation. However, coach 4 raises the issue that not very coach would want to be a professional (see appendices 8, pg. 127). Therefore, it may be important to provide the option of coaching voluntarily or as a paid coach. Perhaps the voluntary coaches could work in the community where a bottom-up approach to sports is favoured and voluntary contributions are encouraged (Ledwith, 2005). The professional coaches could then be the ones who work with the young people who have the potential to compete at the elite level due to Stafford (2005) suggesting that it is important to have the best coaches working with the talented athletes.

Another frustration many of the coaches had was that it’s the ex professionals who are the ones who get offered the paid coaching positions. Coach 5 expresses this frustration;

“I think the opportunities for gaining full time employment in coaching are ok if you have been an ex-pro or know someone in the game.  There always seems to be new managers taking old colleagues to new clubs, but trying to break into that clique as a young learner with no real high level playing experience is going to be tough, no matter how good you are.  I think the best way is to work your way up from within or try making a name abroad and coming back” (see appendices 10, pg. 157).

Turner (2003) does not believe this to be fair as he states that ex athletes do not necessarily make good coaches. Further, he states that ex performer are already given an advantage as they have more time, more money and opportunity to gain coaching qualifications, experience and positions. Conversely Lynch & Mallett (2006) state that experience as an athlete has been reported as an important source of coaching knowledge and practice. For instance, coaches recruited for Jimenez et al (2009) study valued their previous experience as players. However, Coach 1 states that although he may not be the best coach for under eighteens due to not being able to relate to previous experience as a player he does not believe you need to be an ex professional to coach players less than twelve years of age. However, he states that he does understand the personality and mentality an athlete needs to compete at the highest level. This may be important for the coach as they possibly can then emphasise with the players and prepare the athletes for the pressures of competing at the elite level, (see appendices 2, pg.85). Coach 4 emphasised how the ex athletes should be encouraged to study the theory of coaching.

“you often get people who have played at the top and walk straight into jobs. They should be encouraged to look at the theory side of things. So you got to merge that side into it as well. At the moment there is no appreciation of the academic side of it. There are a lot of coaches who have got there A licence that don’t necessary warrant it”, (coach 4 – see appendices 8, pg.127).

This statement by coach 4 actually coincides with many countries such as Spain’s philosophy that coaches must possess academic qualifications, (Holder, Levett, Bowles & Rubio, 2010). Holder et al state that for coaches wishing to work at an academy is Spain it is favourable if they are a qualified PE teacher and/or university sports studies graduate.  They explain further that for coaches working in the younger age-group this criteria is often sought after above football/or other sports specific qualifications. This may be due to the fact that if they have attended university they may have learnt that children mature physically and mentally at different rates. Therefore, they will ensure that they cater for every players learning needs. Furthermore, it is likely that if a coach attends university they will be educated on all aspects of the coaching process.

5.4 Culture/Knowledge

Some of the coaches’ interviewed repeatedly expressed their annoyance of how underdeveloped Cornwall is in terms of sports and that many coaches’ lack the necessary knowledge to sustain participation levels and develop elite performers. Coach 1 who is a football coach highlighted the problems with the sport he coaches is due to the culture of the south west and the fact that football has not matured in Cornwall due to rugby once being the most popular sport in the county.

“Coaching has not matured down here, it’s really bad. There are serious problems. The quality of coaching is not there. Whether football is less mature down here because rugby was the main sport for a long time, I don’t know” (Coach 1 – see appendices 2, pg. 85).

Coach 2 believes that some coaches in the South West are provided opportunities but they are not necessarily the most effective coaches. Whereas he states other coaches who have the potential to be an effective coach but their paths are blocked (see appendices 4, pg.99). This coincides with coach 3’s beliefs that many professional coaches in the south west are at the same standard as some volunteers.

“I have seen some coaches who are suppose to be professional who are full time paid and I wouldn’t employ them. But, you see fantastic volunteer coaches who just get paid petrol money and I would employ them tomorrow” (Coach 3 – See Appendices 6, pg.111).

According to coach 4 sports in Cornwall have not developed as many coaches working at grass roots club in the area have not got an open mind in order to further their development as a coach, (see appendices 8, pg.127). Perhaps, due to the culture of the south west people have accepted how sports should be played and are not willing to critically evaluate themselves to progress as they already believe that they have the necessary knowledge. However, Freire (1973), states that it is important for people to develop a critical consciousness rather than fall into a fantasised consciousness which can lead people to become disengaged from reality which may be the case in the area these coaches live. However, coach 5 disagrees that there are coaches in Cornwall who lack the required knowledge to be an effective coach. He states that there are some coaches in the south west with potential but there are not many opportunities for these coaches to progress, (see appendices 10, pg.157). This statement is similar to coach 1’s belief that there are hardly any opportunities in Cornwall.

Coach 4 states how important it is to build your reputation as a coach and that a coach’s resume does not necessarily help the get a coaching position. However, due to coaching mainly being a voluntary occupation many parents do not view coaches as professionals. Coach 4 explained that he even does not view many of the people he works with as coaches. He states that many coaches believe that they already posses a significant amount of knowledge on how to be an effective coach. He also expressed how cultures in countries such as America and Australia are rather different to the UK’s as both countries have a winning mentality. From experience he believes that the UK has not necessarily got that winning mentality and especially little villages where he is based as they are not too concerned about winning or losing (see appendices 8, pg.127). However, it has been identified that the UK government have now encouraged sports governing bodies to adopt a winning mentality, (Sport Development 2008). Although, coach 4 appears to imply the culture of sports particularly in the south west does not involve having a winning ethos, (see appendices 8, pg.127). Perhaps, the culture of the South West would change if there were more professional sports clubs in the area which would inspire the young people and may result in creating a more competitive environment.

5.5 Education

It was identified in the literature that formal learning can be beneficial but coaches should not view qualifications to be the only way of developing expertise. Instead they should seek out other learning experiences to further expand and challenge their knowledge and beliefs, (Robinson, 2010). However, Coach 1 believes that coaching is an innate skill but does agree that qualifications should only be viewed as the first part of the journey of developing expertise; “I think the level 3 badge is a tool for coaches’ it does not make you a better coach. I think your bread that. I am a Level 3 coach, I am sure if applied myself I could be a level 4 coach. It’s your personality and understanding that makes you a good coach,” (see appendices 2, pg.85).

It has been identified that the FA have a different opinion and believe qualifications to be extremely important if coaches want to further their development as a coach. However, coach 2 does not believe there to be any consistency on these accreditation courses as they often qualify coaches who do not necessarily warrant the qualification. 

“There is no quality coaching focus on Level 1 when there should be. Although, I can picture a guy now, absolute knumpty of a coach and he is a level 3. I was like a Level 1 at the time. The parents and police were more impressed with what I was doing than him. I didn’t get paid for it. This guy had more hours and opportunities and he was s***. So it can be a mixed bag, you don’t know what your going to get. It does not guarantee you anything. The qualifications just bring money to the FA. The qualifications just bring money to the FA. You can get a certificate when your crap, it’s a lottery. It’s the lower levels that should be just as crucial as the higher levels surely,” (see appendices 4, pg.99).

Coach 5 agrees with coach 2 that many coaches perhaps pass or get fast tracked even though they don’t meet the required standards.

“Qualifications are great in the sense that it sets you apart from other people, but I have also seen them be devalued when other people have passed who have perhaps, in my opinion, not been as good as others. It seems there is a bit of push to get more qualified coaches through to keep up with neighbouring countries.  There is a system in place, but there appears to be little support for the younger ambitious coaches in getting to the top end with prices etc, also the fact that some pros can be fast tracked, I can agree in some way that they know more than level 1 and level 2 info, but the ability to coach is different to the knowledge as I made clear earlier” (Coach 5 - see appendices 10, pg.157).

Coach 4 concurs to the above statement as he believes coach education helps him develop his confidence and helps in expanding his knowledge;

“I am a firm believer that it only takes an hour of quality coaching education to improve their coaching practice. It goes along way. I know from my experience on the Level 3 in the early stages in the first seven days you come away from that and coach with more confidence, your more assured in your ability because you have been working with guys who are experts, guys that have got their A Licence or pro Licence, been there, done it, worked with top players over many years. So you come away with loads of confidence” (see appendices 8, pg.127).

Coach 3 has a different view and believes for coaches to improve they need a mentor to guide and monitor the coaches. He believes this is what is missing in the governing bodies strategies.

“I think the unfortunate thing is a lot of coaches that are professional in some sports aren’t necessarily the right people to mentor young coaches. But, there are some fantastic ones out there if only they were given a little bit of time and resources they would be brilliant at mentoring other coaches. They would probably do it in there own time and some coaches do it naturally anyway. But, there is nothing out there to suggest it is happening.  All good practice that’s going on out there is documented anyway” (Coach 3 - see appendices 6 pg.111).

If this statement that there are no mentors educating aspiring coaches is true than it seems strange when Gilbert and Trudal (2005) believe that mentors can have a significant impact on a coach’s development. Conversely, Coach 4 states that the FA has a scheme in place which aims to increase the number of mentors. However, he believes there to be a number of barriers preventing this from happening;

“There is a scheme running at the moment where there trying to get coaches qualified through the clubs to become coach mentors. That’s a good approach. Having somebody within the club providing advice, seen to be the expert for people to go to that would be useful. It’s finding the person at the club to start with would prove tricky”, (see appendices 8, pg.127).

It appears that there needs to be a system in place where coaches who are regarded as experts mentor other aspiring coaches by attending clubs or centres. However, if coaching is a part time occupation the coaches who are regarded as experts may not have the time to mentor other coaches.  Furthermore, it may be hard to select appropriate mentors as there is currently limited knowledge on what constitutes an effective mentor.

It has been identified that current literature indicates that non-formal learning could be extremely beneficial and coaches have highlighted the importance of non-formal learning methods of coach education and development, (Larkin et al, 2007). Coach 4 states how has not had the opportunity to interact with other coaches’ which perhaps has hindered his development;

“I have been coaching at grass roots for eight years and I have never had a mentor or anyone to discuss ideas with because it’s the voluntary sector and it’s harder to come across quality coaches. In professional environments they do but the only places to come close to having this is on courses where you have somebody looking over your shoulder giving you advice. It definitely helps. I don’t even have an assistant. I work on my own and there times when it would be useful to ask for somebody’s advice. Unfortunately, the only person I could ask for advice is a Dad whose knowledge of football is basic. So, it’s not a lot of help, your left on your own. I think opportunities for especially the young aspiring coaches have somebody they can just go to and have an informal chat. I think it benefits both coach and experienced person asking for the advice” (Coach 4 – see appendices 8 pg. 127).

Perhaps governing bodies need to organise more courses where coaches can congregate and have informal discussions. Schembri (2008) believes that if coaches share their ideas it will help in solving problematic coaching issues. Furthermore, Cassidy, et al (2009), believe that coaches’ should engage with each other as this will help advance the professionalism of coaching practice. By interacting with each other coaches may find solutions to remove the barriers which will result in creating more coaching pathways. Further, if Coach Educators include and encourage communities of practice in their development approaches each coach can inform one another of the real world issues they may have to contend, (Cassidy, et al 2009). For instance, many could explain that they have found it difficult to gain a full time career but may be able to provide advice on how to increase the chances of gaining a paid coaching job. Another reason why coaches should be encouraged to engage in Communities of Practice is that they will then develop social networks which can be extremely beneficial. For example, the coaches in Lear & Palmer’s (2007) study explained that coaching job opportunities tend to arise through people they knew and “strong social networks”. From experience this is often the case. If a coach willingly travels miles to observe other coaches it helps in increasing the amount of contacts a coach has and by networking with others in the field more opportunities may be provided to the coach.

5.6 Coaches Views on Professionalising Coaching

The coaches had very mixed views on whether coaching should be professionalised. For instance, Coach 1 certainly believes that if coaching was professionalised it would improve the standards of coaching as coaches would be more committed to undertake coaching qualifications, (See Appendices 2 pg. 99). This view coincides with the researchers at Loughborough University (2008) notion that professionalising coaching would improve the standard of sport in the UK and more funding and investment in coaching would give greater recognition to the contribution coaches make, provide better support for those who wish to further their development as a coach and also widen the pool of potential coaches. Additionally, Coach 2 states that after performing a research project which examined whether the quality of sports teaching in primary schools is exemplary it was identified that teachers would like there to be full time specialist sports coaches working in the schools as the teachers do not feel completely confident to deliver sports sessions, (see appendices 4, pg.99). Furthermore, they can not fully commit to PE sessions. Coach 2 states that it was evident that the teachers would like highly qualified and experienced coaches’ work in their school full time as they would like to learn from the coaches and improve their delivery of PE lessons themselves, (see appendices 4 pg. 99). However, coach 3 does not believe that having more professional coaches would necessarily improve the standards. Instead he states that it is the structure that coaches work which needs to be developed, (see appendices 6, pg.111). Coach 4 adds that not every coach wants to be full time. He expresses how coaches need to be encouraged to study the academic side of coaching and that there needs to be recognition for those who are wholly committed to developing as a coach and are also delivering effective practices, (see appendices 8 pg.126). Conversely, coach 5 supports the views of coach 1 and the researchers at Loughborough University by emphasising that there is the need for there to be progression routes for coaches and believes that professionalising coach would indeed improve the quality of delivery in the UK;

“If coaches could see clear opportunities, they would step up their game. If players could see more potential opportunities for recognition, then they too would step up their efforts and commitment.  This quality of professionalism could then be taken into any aspect of adult life, regardless of making it as a professional or not” (see appendices 10 pg.157).

5.7 Summary

The notion that professionalising coaching would not only improve the standard of sports but help set athletes in good stead for all aspects of life needs to be researched further. However, it does appear that if children are not getting recognition then they may not be provided the opportunities to progress. Thus, the UK may be losing many talented individuals at an early age due to not having professional coaches who are not committed to learn, and therefore, may not have the knowledge on how to identify talent. Therefore, many athletes will not get the recognition that they require which will have a detrimental affect on their development. For example, if the talented individuals are not getting challenged or they recognise that there are no opportunities to progress they may end up quitting the sport altogether. Thus, professionalising coaching may help talented individuals develop and progress and may also ensure that the young people who are participating in sport purely for the enjoyment are provided the right environment. For, instance, if they are participating in an environment which has a positive affect on their self esteem and keeps them interested they are more an likely to participate in sports for the long term. 

FOOTBALL IN THE COMMUNITY - by Chris Kenny

It was May 2009 and all the parents were gathered for the school’s annual football tournament. The sun was beating down on parents eagerly looking out for their boys whilst trying to find some shade under the trees the lined the grassy bank to the rear, providing a grandstand view from behind the Samba goals all ready and waiting. Let the games begin.

Johnny (not his real name) was still 4 only just, and had been playing kick about with Dad and brother’s ever since he could walk. He just seemed to love football but we hadn’t really taken much notice of whether he was any good. As his team lined up against the opposition I smiled inwardly as there they were all kitted out, this was serious .Play ground reputations were at stake.

Within minutes it was clear, he was good, he was very good. Ok, putting aside the usual parental blindness that pride brings it was clear he has a talent.

“Hey, your kid’s really good, I coach kids football and believe me he has got a great touch for his age!” said one rather sunburnt gent, “you need to get him down to see Fred Price (not his real name) at ** Utd (the local league one pro club)

And this is where the story and the point really begin.

Fred had been the CFDO for the club since my teenage boys had gone through the system 10 years previous. He was a local legend. He knew everybody. Fred would sort him out.

It was a warm summer evening as we stood in the cue, Fred sat at the table of registration taking the cash from parents all lined up to drop off their boys for an hour and a half of football training.

“Who we got hear then?” Fred asked whilst taking my fiver and returning me 50p, “how old is he? 5? We’ll look after him don’t you worry”.

As I signed the various forms of consent Fred turned to me after turning over several pages of A4 containing the names of all the boys registered, “he’ll need a number, 68, that’s his number. Tell him not to forget.

And that’s how it began, Monday night, Friday night became football nights. Winter came and he was encouraged to attend the Saturday morning development group as well. Although all the other kids were 7+ with one or two 6 year olds, the coaches assured me he would benefit.

And that continued for about a year. Monday, Friday, Saturday even half term holidays had special development weeks.

But one thing just wasn’t quite right. He didn’t seem to be enjoying himself. As I began to analyse the sessions I began to question. 20 minutes in, he hasn’t kicked a ball yet. There were lines, long lines of kids cueing up to take a penalty. If you missed then that meant even longer. Saturday mornings were the worst, as an element of fitness training was introduced along with mind numbing drills seemed to take forever before you finally got to play in a game of say 6,7 or 8v8 only to maybe get 4 or 5 touches on the ball before getting flattened by the big kid who couldn’t play but was effective.

The defining moment came one Monday evening when unusually by now Fred turned up at one of the sessions. He didn’t coach anymore but left several very young looking ‘coaches’ who spent half the time talking to each other in charge of the practical arrangements.

As he stood by my side watching one 9v9 game toward the end of the session he turned to me and said “good player your boy, yea, well take him don’t you worry, get him into the centre of excellence when he’s a bit older, get him on a YTS eventually, yea, then well sell him to Southampton! Make a bit of money. That’s how it works see, yea, he’ll be alright.

We never went back, and to this date nobody has even asked why.

I rang the rival league one pro club, gave them a call and explained I had a fairly promising 5 year old and wondered if they had any sessions that would be profitable for him. Monday night would be the right session. Although they started at 7, there were some 6 year olds there and he was almost 6 at this point. We turned up and explained we had spoken to the CFDO and wanted to give it a go. It would be £5 for an hour. I watched as a familiar pattern emerged. Warm ups, drills without the ball, simple passing routines and finishing off with a game of kick and rush while two coaches actually argued with each other.

As the session ended and everybody left we stood there waiting. Not one word. We never went back.

Half term approached and a premiership club I have supported all my life were running a development week in their academy building. Book in advance and it was £50. Although it was 150 miles from home, this would surely be a treat and a chance to get some really decent coaching. Hotel booked and a week off work would surely be a sacrifice worth paying. I hadn’t been completely honest. Minimum age was 7, he was 6 but technically could hold his own with kids of 8.

Day 1 began well, after the initial registration and discovery of his age the coaches were fine. Every kid had a ball and it was dribbling and turns, he was singled out by the coach as a good example of how to use inside and outside of the foot for dribbling.

Unfortunately, that was about the best that it got. As the number of kids in the group rose to 26 with 1 coach taking the sessions, the old routine began to emerge. Line ups for shooting practise, 1 shot at a time from the coach’s pass, miss and you go to the back. Passing to a partner for 20 minutes, then games, lots of games, champions league, world cup, euro finals etc however it was labelled it was the same. They were barely supervised free for all games, minimum 6 a side most times 7. I could count the number of touches on 1 hand.

By the 3^rd day it was becoming frustrating and on the 4^th day my son turned to me at the dinner break and asked if we could go home. We did.

So what is my point?

My point is this, parents if you have a child who is half decent or you even just want to put your child into a fun environment where he can develop, then think very carefully about football in the community schemes.

I can only talk about the experience I had at 3 clubs, but do not think that because the badge on the tracksuit is a house hold name, the standard of coaching will be what it should be.

Football in the community or FITC as it is abbreviated to can be like a glamorous woman dressed up in the finest garments outwardly but as you take one layer of you find another layer for FITC could also stand for Funds Into The Club. No doubt the intention may be good but remember, this is your money. You are paying for a service, whether the scheme is classed as not profit making or not.

 However I believe there is yet another layer to discover within these community based schemes for as I have learned to some cost FITC could also stand for Flaws In The Coaching.

In all the sessions I observed I can honestly say that however well meaning and committed the coaches were, their methods left a lot to be desired.

Since my experience with FITC I have since come to realise that when coaching children, there is an endemic failure with a majority of coaches and even more with parents to realise that children are children and as such need to be developed as children. We as adults are imposing adult centred environments upon them and consequently expecting adult performance from children. This is fundamentally flawed.

On a practical note, as one leading coach stated recently, if I took my child to a session and he did not have at least 400 touches of the ball, I would never take him back.

Football is fundamentally about your foot and a ball. If the foot is not having regular contact with the ball, then how will young players develop the skill with the ball at their feet to become the type of player that we all are hoping will be produced.

Depending on where you live, FITC can be a real hindrance to development but she is not alone. FITC has an evil sister, Youth Football. She can be more destructive than you can imagine.

Win at all cost games played by teams coached by well meaning but clue less volunteers,

in leagues run by those who have no interest in skill development on pitches that are too big with too many players with screaming parents demanding adult performance to compensate for their own inadequacies.

 Yes Youth Football, is worse because it is a system that imposes rules and regulations of an adult world on our dear loved little ones.

So parents beware, there is a minefield out there so tread carefully.

Reference

To whom it may concern;

I am writing to give my wholehearted recommendation for Coach Lee Hodge. Coach Hodge served as the primary trainer for all of our league’s travel teams during the fall of 2011, including my U9 girls team.

Our town, Mebane, is a relatively small community (population 10,000) in North Carolina (United States). Even though we do not have a large population, we have over 1,000 kids playing soccer in our league each season. We have kids playing recreational soccer and in a travel program where they play at the classic and select levels.

Coach Hodge was remarkable in how he worked with the players of a variety of ages and skill levels. He coached groups from U9 through U18, generally running 2-4 sessions each night. In addition to running training sessions he also served as the head coach to one of the younger teams.

Due to the size of our league and the pool of kids we draw from, Coach Hodge faced players of not only different ages, but significantly different ability levels, especially in the younger teams such as mine. Every session he ran was planned with activities and skills that could be adjusted and adapted so that they were challenging for the more advanced players while at the same time basic enough for those players who were less developed to benefit from them.

Coach Hodge was excellent in how he communicated with the players. He was firm and clear in his instructions, but also was able to keep practice sessions light and make them fun. He was positive and encouraging as he challenged them to improve and work harder. Over the past three seasons we have had a different trainer for each season, and I can say without a doubt that the girls of my team responded the best to him and developed the furthest under his instruction.

In addition to his instruction of the players, I feel it is also important to mention the assistance he gave to coaches in our league. He was willing to provide feedback, talk with us about sessions, and generally help improve the quality of our grass-roots coaches. He showed up at games and helped us do match analysis so we could better identify areas we needed to focus on.

In my opinion, Coach Hodge would be an asset to any organization that he is working for. He has in-depth knowledge of the game, excellent communication, and the ability to adjust and adapt to a variety of ages and skill levels.

Respectfully,

Duane Hampton
Head Coach - U10 PRIDE
Division Coordinator - U8
Mebane Youth Soccer Association

Session Plan

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