The original sense of the wordCoach is that of ahorse-drawn carriage, deriving ultimately from the Hungarian city ofKocs where such vehicles were first made. Students at theUniversity of Oxford in the early nineteenth century used the slang word to refer to a private tutor who would drive a less able student through his examinations just likehorse driving.[1]
Britain took the lead in upgrading the status of sports in the 19th century. For sports to become professionalized, "coacher" had to become established. It gradually professionalized in the Victorian era and the role was well established by 1914. In the First World War, military units sought out the coaches to supervise physical conditioning and develop morale-building teams.[2]
John Wooden had aphilosophy of coaching that encouraged planning, organization, andunderstanding,[3] and thatknowledge was important but not everything when being an effective coach.[4] Traditionally coaching expertise or effectiveness has been measured by win–loss percentage, satisfaction of players, or years of coaching experience,[5] but like inteacher expertise those metrics are highly ambiguous.[6] Coaching expertise or effectiveness describes good coaching,[7] which looks at coaching behaviour,[8] dispositions,education, experience,[9] and knowledge.[10]
A widely used definition of effective coaching is "the consistent application of integrated professional, interpersonal, and intrapersonal knowledge, to improve athletes competence, confidence, connection, and character in specific coaching contexts".[5][11]
Coaches needdescriptive knowledge andprocedural knowledge that can relate to all aspects of coaching, with expert coaches using tacitknowledge more freely.[12] Teachers' knowledge has been categorized,[13] like coaches knowledge with various terms being used.[14] Such terms assist players and athletes' understand what the coach is trying to get them to execute. Augmented feedback is one of the terms used, which is the term used for the different ways a coach can give evaluations.[15] Many categories fall under content knowledge, pedagogical knowledge, and pedagogical-content knowledge.[16] When considering the need to build relationships with others[17] and athletes,[18] interpersonal knowledge has been included.[19] Then when consideringprofessional development, which requires the skills to learn from experience[20] while utilizingreflective practice,[21] intrapersonal knowledge has been included.[19]
It is rare in professional sport for a team not to hire a former professional player, but playing and coaching have different knowledge bases.[22] The combination of professional, interpersonal, and intrapersonal knowledge can lead to good thinking habits, maturity,[23] wisdom,[24] and capacity to make reasonable judgements.[5]
Coaching is not just about sport specific skills[30] and education,[31] especially when taking aholistic approach.[32] Keeping sports people safe,[33] and healthy[34] while participating are responsibilities of a coach as well as awareness of social factors like therelative age effect.
Much of coaching involves interacting with players, staff, community, opposition, and then family members in youth sport.[19] The relationships built in a sports team influence the social interactions which can affect player performance and development, fan culture,[35] and inprofessional sport, financial backing. Effective coaches have knowledge that helps in all social contexts to make the best of each situation,[36] with the coach–athlete relationship.[37] being one of the most crucial to get right.[38]
Excellent communication skills are imperative for coaches in order to provide their athletes with the adequate skills, knowledge and mental as well as tactical ability.[39][40]
A coaches ability to improve relies onprofessional development in continuedlearning which uses a combination ofevaluation andreflective practice.[41] Their recognition of personal ethical views and disposition are also elements of intrapersonal knowledge.[19] Theunderstanding of oneself and ability to use introspection and reflection areskills that take time to develop,[42] usingdeliberate practice in each changing context.[43] Coaching expertise requires this knowledge much like teachers[6] as each experience can confirm or contradict a prior belief in player performance.[44] The internal and external framing of a coaches role can impact their reflection,[45] suggesting perspective can be a limitation promoting the idea of a coaching community for feedback.
The coaching behavior assessment system has been used[46] to show that coaching knowledge and behavior have significant influence on participants psychological profile affectingself-esteem,motivation,[47] satisfaction, attitudes,[18] perceivedcompetence,[5] and performance.[48] For a coach to be seen as effective, the people they work with should be improving,[49] with expert coaches being able to sustain that over an extended period of time.[7] There are various areas of development that can be categorized, which was first done with a 5 C's model: competence,confidence, connection, character and compassion[50] and was then later shortened to a 4 C's model by combining character and compassion.[30]
People's competence can relate to their sport-specific technical and tactical skills, performance skills, improved health and fitness, and overall training habits. Their confidence relating to an internal sense of overall positive self-worth. Having a good connections is the positive bonds and social relationships with people inside and outside of the sporting context. Then character is respect for the sport and other participating showing good levels ofmorality,integrity,empathy, andresponsibility.[5]
The competence of a person is linked to leadership[48] and centered around becoming a self-reliant member of a sports team and society in the coaching context.[30] Competencies have guided much of sport psychology[51] supporting positive youth development.[52]
Theself-determination theory suggests an environment that supports autonomous decision making, can help develop competence, confidence, and connection to others affecting motivation.[53] Effective coaches therefore create supportive environments[54] while building good relationships with the people they coach.[55]
The coaching team of theLiverpool Football Club monitoring players during a training session
Inassociation football, the roles of a coach can vary depending on the level of seniority they are coaching at, the professional level that they're coaching at, and the country they are coaching in, amongst others.[56] In youth football, the duties of a coach is primarily to aid in the development of technical skills.[57] Additional skills that are important for a coach to help youth players develop is motor skills, stamina and the ability to read the game of play accordingly.
A solid foundation of tactical awareness is imperative for youth players to develop, because by the time they reach senior level (aged 18 and over), they are expected to know the tactical basis of the game - first team coaches at senior level do not actively teach tactics, they mainly just implement them. Therefore, youth coaches need to have a solid understanding of thetactics of the game, so that they can facilitate, as a pedagogue, for their players' growth also on the tactical level.
In professional football, the role of the coach or trainer is focused on the training and development of a club's first team.[58] This means that the head coach is responsible for the first team strategy, development, training session schedule and player development. The head coach is accompanied by one or more assistant coaches, and is also assisted by medical staff andathletic trainers. A first team coach at a professional level is expecting of players to already be well-versed into the (general) tactics of football, so that the coach can instead focus on implementing their version of football tactics (style of play) into the team.
In English football, the director of a professional football team is commonly awarded the position ofmanager, a role that combines the duties of coach and sporting director.
All coaches of association football teams need to carefully consider the tactical ability and skill level of their teams when selecting tactics and strategy for games as well as practice.
The coach inice hockey is the person responsible for directing the team during games and practices, prepares strategy and decides which players will participate in games.[59]
Coaches have much less of a role incricket matches than in other sports, with theteam captain making most strategic decisions for their team. During the game, cricket coaches generally focus on occasionally sending out messages or feedback to the team, especially during breaks in the play such astime-outs; otherwise, most coaches have an auxiliary role in helping the players practice, with each one generally specializing in improving thebatting andbowling skills of the players.[60][61][62] In recent years,fielding coaches have received more priority, as theshorter formats of the game have made good fielding more valuable.[63]
Left: A U.S. high school girls'water polo team (with their male coaches in background) posing with their trophy.Right: A U.S. university girl practicing a difficultgymnastics manoeuvre under the watchful eyes of her coach.
All major U.S. collegiate sports have associations for their coaches to engage in professional development activities, but some sports' professional coaches have less formal associations, without developing into a group resembling aunion in the way that athletic players in many leagues have.
U.S. collegiate coaching contracts require termination without the payment of a settlement if the coach is found to be in serious violation of named rules, usually with regard to the recruiting or retention of players in violation ofamateur status.
Atbaseball's professional level in North America, the person who heads the coaching staff does not use the title of "head coach", but is instead called thefield manager. Baseball "coaches" at that level are members of the coaching staff under the overall supervision of the manager, with each coach having a specialized role. The baseball field manager is essentially equivalent a head coach in other American professional sports leagues; player transactions are handled by thegeneral manager. The termmanager used without qualification almost always refers to the field manager, while the general manager is often called the GM.
At amateur levels, the terminology is more similar to that of other sports. The person known as the "manager" in professional leagues is generally called the "head coach" in amateur leagues; this terminology is standard inU.S. college baseball.
^Becker, Andrea J. (2009-03-01). "It's Not What They Do, It's How They Do It: Athlete Experiences of Great Coaching".International Journal of Sports Science & Coaching.4 (1):93–119.doi:10.1260/1747-9541.4.1.93.ISSN1747-9541.S2CID145755762.
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