Coaching Practice and Policy

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Assessment 2 Coaching Practice and Policy

Coaching Practice and Policy Assessment 2

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Introduction

This report will examine the history of Sports Coaching and discover how, why and

when it became much more professional. Sports coaching has become much more

widely accepted as an academic discipline and as a career; this has led to the

professionalisation of sports coaching, Lyle, J and Cushion, C (2010). However it

has taken a long time for the professionalistion of sport coaching to come to fruition.

Houlihan, B (1997) highlights that, the debate over amateurism in UK sport went well

into the 20th century. Furthermore this essay will study what is going on in coaching

today. This will be achieved by looking at the role of SportsScotland, UK Coaching

Framework, the UK Coaching Certificate (UKCC) and the Scottish Government

policies on sport such as Reaching Higher: Building on the Success of Sport 21. In

addition this report with try to create a link between the ClubGolf initiative and how

current coaching policy and initiatives work with ClubGolf in practice.

Brief History of Coaching

Taylor, B and Garratt, D (2010) highlight that Sports’ Coaching was restricted to

‘grass roots’ activity and it relied upon the ‘good will’ of amateurs and volunteers.

This was achieved from a wide base of voluntary and community focused

organisations. Sport in the UK in the pre-industrial period had a wide range of

popular games and contests Holt (1989). This was in the form of hunting, animal

baiting and village based games, Houlihan, B (1997). As sport continued to develop

and grow it coincided with the increased involvement of the government, Houlihan, B

(1997).

“Sport has certain characteristics which perhaps impel it more readily than other

activities towards an association with politics” McIntosh, P.C (2008:15).

The government involvement in sport was due to the fact that it wanted to set rules

and regulations in order to control the people, Houlihan, B (1997). The term

Sportisation was first coined by Elias and Dunning (1986); these are the changes

that have occurred since the late 19th century when the majority of sports moved

away from the so called “Folk Game” image. This was achieved through the

formulising and taking control of sport through the implementing of set rules,

governing bodies and setting time limits on games. Governments’ intervention in

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sport was usually a response of specific problems such as poor standards of health

in urban areas, military requirements or outbreaks of disorder. It was seldom the

importance of the recognition of sport as a distinct policy area, Houlihan, B (1997).

Sport for all can be defined as a government policy designed to increase physical

activity among the general population. Historically Sport for all was seen as a way in

which the government could increase the fitness levels of the population and this, in

turn, would help to reinforce the military’s capacity to hire new recruits after the end

of National Service. The early sport participation policies were predominately

focused on different segments of the population especially the young. They were

based on instrumental values and specific social objectives, Bergsgard, N et al.

(2007).

According to F.A.M. Webster, who is widely acknowledged to be the founder of

British Athletic coaching, England Athletics (2012), he discovered that coaching was

a key element if talented British amateurs were to match with and compete against

their foreign counterparts, British Library (2008).

Britain had to wait until the second half of the 20th century for a structure of coaching

qualifications to be finally established. However, it is clear from the writings that

coaching of one kind or another was an acknowledged part of competitive sport long

before this. One of its main champions was the sprinter Harold Abrahams, who is

depicted in the Oscar-winning film Chariots of Fire as fighting to recruit professional

help with his Olympic training, British Library (2008).

The Central Council of Physical Recreation decided in 1957 to recruit an

independent committee to look at the position of sport in the UK. CCPR wanted to

see what roles were taken by constitutional and voluntary bodies in their campaign of

health and well-being in the community. The CCPR is in England, Wales and

Northern Ireland. However the promptness of the Scottish Council of Physical

Recreation made it possible for the inquiry to cover the United Kingdom. The

committee was worried with the drop in sports participation when children left school.

The suggestions from the Wolfenden Report were mainly targeted at younger people

and it saw the importance of them as the future of the country that could possibly

compete at an elite level, Sport Development (2009).

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The report that was brought forward was the Wolfenden Report in 1960. The key

findings of the Wolfenden Report for Scotland were that the Scottish Council of

Physical Recreation is a fully independent body. Its council is made up of

representatives of 117 Scottish national organisations and 33 individual members,

Wolfenden, J (1960).

Up until the early 1970’s, many governments in the UK had an ‘at arm’s length

approach’ to sport. However during the 1970’s, the UK government began to build

closer ties between sport and the state through the use of reports and policies;

policies such as the GB Sports council in 1972, Roche, M (1993).

In addition in recent years there has been a great rise in the number of higher

education courses that deliver sports coaching, Taylor, B and Garratt, D (2008). Also

within the UK, further education courses have helped to develop individual elements

that are found within the coaching discipline, Taylor, B and Garratt, D (2008).

People now see Coaching has a career and a profession. With the majority of sport

coaching as being a paid, part-time paid and full-time paid pursuit it has steered itself

to the expected analysis of its standing as a professional area of activity, Campbell

(1993). However Taylor, B and Garratt, D (2008) suggest that UK Sport coaching

structure is still on the whole voluntary in culture and make up. In addition Taylor, W

(2007) highlights that volunteering in sport coaching helps to create a sense of

independence and social commitment; this builds interdependence and mutual

support within the community.

Moreover the professionalisation of coaches was further advanced as a result of the

Olympic Games movement. Bernstein, A (2000) indicates that the Olympic Games

have been transformed into the most prominent regular global sporting event. In

addition the effect of the Olympics is having is gaining more momentum than ever

before in terms of developing sport and sport coaches, Beutler, I (2008).

Understanding of current strategies ,policies and initiatives.

This section of the report will discuss the landscape of coaching in UK today. Sport

coaching achieves a significant public purpose as part of the broader sport service

sector across the world, Lyle, J (1999, 2002). Moreover, data highlights that millions

of adults provide coaching sessions to sport partakers on a regular basis, with up to

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1.5 million people involved in coaching in the UK every year North,J (2009). One of

the key areas in coaching in the UK today is the UK Coaching Framework. The UK

Coaching Framework is responsible for providing the coaching sector with a mutual

vision and a practical reference point in which to further develop coaching

excellence, Sports Coach UK (2015). The UK Coaching Frameworks moto is,

“Excellent Coaching, Every Time, For Everyone.” The organisation claims that by

working in partnership with other sporting originations it will improve the facility of

sports coaches who support the youth, players and athletes at all levels of their

development, Sports Coach UK (2015). According to Robson,S (2008) there are

benefits of working in partnership with other sporting organisations. The more

streamlined and cost effective the partnership is, the more time, energy and

resources it will have to dedicate to efficiently and effectively delivering the best

possible programme for the participants.

On the other hand though for the UK Coaching Framework, if active, creative, and

considerate coaches are to be developed, those accountable must give thoughtful

deliberation to content, structure, delivery, and desirable outcomes, Nelson, L and

Cushion, C (2006). Not doing so could lead to a rebranded version of earlier

methods to coach education, Cushion, C et al (2003).

The UKCC has helped to develop the coaching profession, Taylor, B and Garrart, D

(2008). Furthermore the UKCC has given sport in the UK an influential incentive for

change, Nelson, L and Cushion, C (2006). The UKCC is part of Sports Coach UK

which is the UK body for coaching, Sports Coach UK (2015). The UKCC is a

development structure which supports three key areas:

“Development of governing bodies of sport coach education programmes;

Endorsement of governing body of sport local- education programmes; The ongoing

improvement of the governing body sport coach- education programmes”, Sports

Coach UK (2015).

The development of the UKCC levels 1-5 has provided coaches with a training and

educational pathway, Taylor, B and Garrart, D (2008). However to be critical it

appears that Sports Coach UK need to be continually aware of and reviewing the

UKCC levels of coaching. This is to make sure that the UKCC is delivering “best

practice” of coaching to its demographic, Taylor, B and Garrart, D (2008).

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Additionally a coach with years of experience of coaching may not have the relevant

UKCC coaching levels which means that they are limited to what they can do.

According to Taylor, B and Garrart, D (2008) the UKCC expects coaches to meet its

“minimum standards”.

SportScotland is the top organisation for sport in Scotland. Its aim is to ensure that

sport is seen as a way of life in the country. SportScotland’s main aim is to aid

development and to support a world class sporting system at each level,

SportScotland (2015). SportScotland’s vision reinforces the Scottish Governments

vision that by the end of the decade people in Scotland will enjoy the benefits of a

healthy lifestyle. Furthermore it sees sport as a social mechanism that contributes

toward the Governments 5 strategic intentions that bring together all public

organisations in Scotland: wealthier and fairer, smarter, healthier, safer and stronger

and greener, SportScotland. (2015). The SportScotland trust company has a

separate board and it looks after the running of the three national centres of sport.

The centres are Glenmore lodge, the Isle of Cumbrae Centre which focuses on

watersports, and Inverclyde, SportScotland. (2013)

The key sport development policy document in Scotland at the moment is Reaching

Higher. The Reaching Higher document was produced after a review of the Sport 21

document 2003-2007. The Reaching Higher paper wants to build on the success of

Sport 21.

The key points that emerged from the previous Sport 21 document which need to be

delivered in Reaching Higher are:

For greater clarity of roles across the sporting sector between various organisations

particularly in relation to player pathway: Improve links between sports governing

bodies and share resources: Improve coach education: Provide a large range of

sporting opportunities at an early age, Scottish Executive (2007).

Furthermore it is perceived that in Scotland the Reaching Higher document is out-

dated. There should be a new document produced after the Commonwealth Games

and the Ryder Cup in 2014. This should set the Scottish Government aims and

objectives for sport and see if there will be a lasting legacy from these major

international events.

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One of the key points that emerged from the previous Sport 21 document which

needed to be delivered in Reaching Higher is the need to improve coaching

education in Scotland: Scottish Executive (2007). SportScotland produced a

document which highlights the need for a high level of coaching in Scotland. The

document is called, Coaching Scotland 2011-2015: A Framework for Sport Coaching

in Scotland. The aim of the strategy is to aid SportScotland and its key associates to

develop better educated coaches in Scotland. The 5 strategies action areas in the

SportScotland document are: coaching model, front- line coaching, support for

coaches, a professionally regulated vocation and research and development,

SportScotland (2010).It will be interesting to discover the results of the strategic

document by the end of 2015. According to the SportScotland it wants to see, more

coaches in Scotland enjoy and strengthen the impact of what they do for other

people, to enhance the education, knowledge and skills of coaches and participants,

coaching to be valued by more people in Scotland and for our coaches and coaching

system to be world renowned, gov.scot (2014).Results are showing that the

strategies are proving successful. For example SportScoltand invested almost £3

million in 2012/2013 to help educate and further develop coaches and volunteers,

gov.scot (2014).

How does policy affect delivery?

For this section of the report I will discuss the role of the ClubGolf initiative and how

current coaching policy effects ClubGolfs’ work in practice. According to Houlihan, B

(1997) it is only recently that the UK Government have sought to narrow the focus of

sports policy, giving priority to a more limited range of sport and concentrating on

youth/ school sport.

ClubGolf was introduced in Scotland in 2003 and the policy came about due to the

fact that the Scottish Government wanted to introduce all schoolchildren by the age

of 9 to the game of golf, ClubGolf (2009). And according to Green, M,and Houlihan,

B (2005) Governments see sport as a crucial component of their policy framework.

ClubGolf works in partnership with SportScotland, Scottish Golf Union, Scottish

Ladies Golf Asocciation (which recently amalgamated with the SGU) and the PGA.

By working in partnership it creates a new form of governance and a self-organised

institutional network, Rhodes, R (1994).

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The ClubGolf programme links in with the Reaching Higher Documents main

recommendations; by providing a large range of sporting opportunities at an early

age, Scottish Executive (2007). The ClubGolf programme is trying to make golf a

socially inclusive sport. ClubGolf’s main aim is to provide every child in Scotland with

the opportunity to take part in and experience the joys of golf.

Currently the main aims and objectives of Sport for all in Scotland include that the

Scottish government say that it is highly committed to ensure that people from all

ages and communities in Scotland have the opportunity to take part in many different

sporting activities. This, in turn, the Scottish government believes will lead to sporting

opportunities and excellence in Scotland. From this statement it appears to be that in

Scotland the government is mainly targeting sport for all. It believes from using this

model of Sport for all that it will help further develop and enhance peoples’ skill level

and ability which then may lead onto elite sport, The Scottish Government. (2013).

ClubGolf (2014) states that their goal is to implement a development route from the

early grass roots stage through to the highest levels of success. By increasing the

access to golf, higher participation levels, improved standards of performance and

sustained growth ought to be achieved in the future. Another good point about the

initiative is that it has given the volunteers; who help implement ClubGolf the

opportunity to gain a golf coaching qualification. In Scotland more than 90,000

people are volunteer coaches. “Apprenticeship of observation” is the phrase coined

by Cushion, Armour and Jones, (2003) and it relates to the fact that we learn first as

observers & recipients of coaching. This ties in with ClubGolf, the volunteers are

working with and observing fully qualified PGA professionals it mean that they will be

impart their knowledge of golf on to the volunteers.

A negative aspect of the ClubGolf initiative is that, on the whole the initiative is being

delivered to the public through volunteers. This means that their principal education,

may be in a totally different area than sport, and they often do not have the university

degree in coaching required or the recommended PGA training for the profession,

Duffy,P et al (2011). But Sport coaching is chiefly delivered on a volunteer basis

around the world, Duffy,P et al (2011). Volunteer coaches provide a workforce that

allows people and clubs to offer sport programmes at a low cost, and those coaches

are often motivated, Duffy,P et al (2011). Horton-Smith, D (1981) developed a two-

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factor model for understanding volunteer motivation differentiating between selfless

motives which are intangible rewards such as feeling good about helping others, and

self-seeking motivation such as tangible rewards, the example being that the

volunteers gain a qualification through ClubGolf.

ClubGolf is similar in relation to the UKCC in the fact that ClubGolf has 4 levels of

coach development which a coach can follow, ClubGolf (2015). The increased

professionalisation of sport coaching in the UK has led to the “up- skilling” of the

workforce, Taylor, B and Garratt, D (2010). Level 1 ClubGolf (2015) allows

volunteers the opportunity to gain a level 1 coaching qualification, which enables

them to deliver sessions with a PGA professional. Level 2 ClubGolf (2015) provides

individuals with knowledge and belief to plan and deliver a coaching session.

However the downside of this is that it is very time consuming for someone who is a

volunteer. This level takes up to 25 weeks to complete. In theory level 2 is the

furthest stage in which a volunteer can get to in the ClubGolf initiative. For someone

to coach at the higher levels they must be fully PGA qualified, ClubGolf (2015) Level

2/3 PGA Professional.

Conclusion and Recommendations

A SWOT analysis is a planning tool whereby the sport organisation examines its

internal strengths and weaknesses and external opportunities and threats, Beech, J

and Chadwick, S (2007). For this section of the report a SWOT analysis will be

conducted on Coaching Practice and Policy.

Strengths- From reviewing sports coaching and its historical background it appears

that sport and coaching has moved forward greatly from an amateur pursuit to now a

much more professional structure. Also the rise of sport in the UK has led to a better

educated, and higher standard of coaching; for example more than 10% of 192

undergraduate courses at university are sport related, Bush (2007).

Government involvement in sport has also had major benefits for sports coaching in

terms of putting policies in place for which professional coaches are necessary in

order that the policies be delivered. Furthermore sports coaching has attracted more

Government funding and Charitable funding (Sports Coach UK which is a non-profit

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charity). And there is now an increase in awareness of and interest in sport

coaching.

Weaknesses- The landscape of coaching in the UK is fairly complicated. There are a

number of different bodies and coaching frameworks. Such complications may lead

to confusion on the part of coaches in relation to which practices and policies are in

operation and applicable .This might act as a disincentive to coaches to continue in

the field.

The literature has shown that sports coaching is now viewed as a profession which

can be a full time/ part time job. Whereas the professionalisation of the discipline and

its recognition as a distinct occupation and career is a good thing, there are concerns

about coaches being paid appropriately. According to Sports Coach UK (2014) the

hourly rate for a sports coach is on average £14.20 per hour. But 30% of coaching

positions pay less than £10 per hour. So can coaching be seen as profession? The

likelihood is that coaches will not be working 9-5, 7 days a week. In reality they will

most likely be coaching only a few hours per week, which is not enough to live on.

Opportunities- From reviewing the ClubGolf initiative it appears that volunteers play a

critical role when it comes to coaching and the delivery of the programme. As

aforementioned the role which volunteer coaches play in society should not be

underestimated. It complements the work of professional, qualified coaches. This

large group of enthusiastic, motivated volunteer coaches should be capitalised on

and encouraged in order to maximise effectiveness in coaching practice and policy.

Whilst utilising this resource care should be taken in not letting a reliance/ over

reliance on the volunteer group adversely affecting the role of professional coaches.

Threats- The number and variety of different coaching practices and policies might

run the risk of alienating volunteer coaches. This could occur because of the

multiplicity of Bodies; rules; regulations, conditions; targets and training

requirements. Ironically by professionalising the system of coaching, a large body of

less qualified volunteers might feel marginalised, less valued and too daunted by

their tasks. This could have a negative effect on encouraging people to engage and

participate in sport coaching.

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For professional coaches the pay and conditions – low pay and unsocial working

hours- could pose a threat to recruiting and retaining personnel.

Concluding remarks

Finally, it is useful to remind ourselves that coaching practices and policies have

been introduced in order to provide and promote a unified, professional, robust and

safe system to promote sport within the UK. Over the years various Governments

have recognised the need to improve the health, fitness and wellbeing of the

population. Providing a framework for the development of coaching is an important

component part in the package of delivering the Governments aims.

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Coaching Practice and Policy

Sports

Transcript of Coaching Practice and Policy