Exploring the Influence of a Solution-focused Coaching Intervention on Coach Communication Skills and Athlete Self-actualization: An Action Research Study

Abstract This action-research project, which involved a year long, humanistic communication intervention with a female interuniversity sport team, aimed to disrupt the dominant sport discourses that contribute to harmful coach behaviour, athlete compliance and docility. The research questions included: (i) Do solution-focused coaching skills improve the communication skills/behaviours of the coaches?; Are dominant coaching discourses interrupted? If so, how do these changes occur?; (ii) Does solution-focused communication influence the self-actualizing processes of these athletes?; (iii) Does the intervention appear to change team culture, and if so, in what ways? Using a case study design, a critical approach to thematic discourse analysis (Batel Castro, 2018; Braun Clark, 2006) and an interpretive comparative analysis (Fram, 2013, Thorne, 2000) was used to evaluate the effects of a solution-focused coaching intervention on coach learning and development, which was the purpose of this study. The effects were evaluated by their impact on team culture and the self-actualization processes of the athletes. Measures included coach learning sessions, weekly cycles of reflection, planning and action, audio recordings, observations, athlete interviews, written communication and artifacts. Through the perceptions of both coaches and athletes, the team culture transformed from disengaged to engaged, powerful team hierarchies were broken down and conversations became more inclusive, courageous and adult. The athletes’ ability to self-reflect, their agency, and personal insights were amplified. The performance of the team was enhanced. The findings of this collaborative study emphasize the utility of a humanistic, strengths-based approach to coach communication as a means of positively influencing athlete development and team culture. As such, it provides valuable information and insight that may contribute positively to our understanding of how to effectively influence coach learning and development, what constitutes coach learning and development, and the implications of emphasizing communication as a fundamental coaching skill.

Department dc:contributor.department

Exercise Sciences

Year dc:date.issued

2020

Author dc:creator

• Cook, Elaine

Advisor dc:contributor.advisor

• Kerr, Gretchen

• action research
• coaching
• cultural psychology
• self-actualization
• sport coaching

Handle dc:identifier.uri

http://hdl.handle.net/1807/101287

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/101287