{"id":1211,"date":"2019-05-08T00:00:00","date_gmt":"2019-05-08T00:00:00","guid":{"rendered":"https:\/\/leadersinsport.com\/performance-institute\/reports\/why-coaching-qualifications-are-not-always-enough-in-sport\/"},"modified":"2025-12-15T05:12:34","modified_gmt":"2025-12-15T05:12:34","slug":"why-coaching-qualifications-are-not-always-enough-in-sport","status":"publish","type":"article","link":"https:\/\/leadersinsport.com\/performance-institute\/articles\/why-coaching-qualifications-are-not-always-enough-in-sport\/","title":{"rendered":"Why Coaching Qualifications Are Not Always Enough in Sport"},"content":{"rendered":"\n\n
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\n May 08, 2019 <\/p>\n \t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/span>Articles<\/a>\n\n\t\t\t\t\t\t

Why Coaching Qualifications Are Not Always Enough in Sport<\/h1>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n \n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n<\/div>\n
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Category<\/div>\n Coaching & Development<\/a> <\/div>\n
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The trick is to create meaningful learning and development experiences<\/p>\n \n \n \n

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By John Portch<\/h6>\n
One thing is clear: coaching qualifications alone are not enough. The Leaders Sport Performance Institute has spoken to myriad coaches who have obtained such qualifications, from soccer\u2019s Uefa Pro Licence to cricket\u2019s Master Coach Award, and there is a consensus that these credentials only take a coach so far.<\/h6>\n

The fact of the matter is that coaches work at different levels and are at different stages of developing their expertise. Where does an age-grade coach go for self-betterment and how does that differ from a coach working full-time in, say, the English Premier League?<\/p>\n

There is an ongoing shift from coach education towards coach development \u2013 the two are not mutually exclusive \u2013 but contemporary approaches at elite sports organisations suggests that coach development is a journey, not a destination, and you can be doing more to help your coaches progress.<\/p>\n

Adult learning at the LTA<\/strong><\/p>\n

The Lawn Tennis Association [LTA] runs a Pathway Coach Fast Track programme that allows ex-players who are coaching and obtained a top 1,000 ranking during their careers to fast track through the LTA coach education programme. The LTA, among its many facets, has become a hub of adult learning; a concept that Simon Jones, the organisation\u2019s Head of Performance Coach Education has considered at some length. \u201cAndragogy considers the principles of how adults learn and there are several things that stand out to me that we implement in coach education,\u201d he explains. \u201cAdults learn best when they have a say and are involved in what they\u2019re learning. They learn best when they are sharing their own experiences with each other. A good adult learning session will see a lot of interaction between candidates. They like to hear about other people\u2019s experiences rather than experience the disposition of information that you might see commonly in coach education to children.\u201d<\/p>\n

He continues: \u201cAdults don\u2019t like to learn by memorising things like they were at at school so therefore, we want practical learning; and what we also want is something that will solve our problem the next day in our training environment. \u201cThe best way with adults is to retrieve information, so it\u2019s not providing them with learning in chunks but doing a bit of everything regularly in smaller chunks and then \u201cretrieving it each time\u201d; the first bit is retrieval then practice, practice, practice. In tennis coach education, 80% of the work we do is on court. The coaches are practising as pairs; often with one as the observer and one as the coach. Then, with the players, they are practising and refining their methods.\u201d<\/p>\n

Progressing beyond industry basics at Fremantle FC<\/strong><\/p>\n

Both practice and learning in situ are fundamental to adult learning and how that looks differs from coach to coach. As such, customised approaches to coach development are not only desired but necessary, with organisations such as Fremantle Football Club of the Australian Football League offering a \u2018multi-faceted approach\u2019 that offer progress beyond industry basis. \u201cWe try to run a bespoke approach to coach development,\u201d says Tom Morris, High Performance Coaching Manager at the Dockers. \u201cI take each coach and run a series of assessments for their strengths or areas where they can improve.\u201d<\/p>\n

Far from it being a tick-box exercise, Morris will: \u201cDesign training or opportunities that both enhance their strengths but also balance that with challenges that push them; and we want to create a safe space for both of those things to occur. In some ways we can be objective about it but a lot of the time we have to be quite qualitative and objective in our assessment.<\/p>\n

\u201cThe industry itself has the basic layers of coach development and we try to take that to the next level by individually developing each coach.\u201d It starts with an assessment. Says Morris: \u201cWe have a good level of integrated support on our sports science and our player development program. We also use our team psychologist to run the coaches through each of our assessments. It gives us a baseline of information on the coach when they walk through the door. Second to that, I sit down with each coach and go through a series of questions and ask them a little about their background history as an athlete, and that\u2019s represents the majority in terms of their careers and coaching experience to this point. I then do a qualitative assessment of where they see themselves going and what their intentions are, their key drivers.<\/p>\n

\u201cRather than try to fit someone to the mould that we want, we try to say \u2018this is the person we have, where do they want to go and is that aligned to us?\u2019 If it is then it\u2019s really easy but if it\u2019s not aligned then how can we still get the best out of this person in the time they are here. Our goal is to have an idea of the job that needs to be done by a coach; we\u2019ll hire a coach that seems aligned to that job, but if they\u2019re not aligned, that doesn\u2019t mean they\u2019re not a good coach \u2013 we might need to find a better way to utilise their skills and strengths in the short-term while we work on the area that they want to improve as a coach.\u201d<\/p>\n

There is no singular route on the IRFU coaching pathway<\/strong><\/p>\n

Matthew Wilkie, Head of Coach Development at the Irish Rugby Football Union [IRFU], oversees coach development across the four provinces of Ireland\u2019s rugby infrastructure. He says: \u201cWe\u2019re in a constant evolution of our formal education and accreditation pathway from the community to the performance side of our game and we\u2019re making some significant changes to better fit the needs of our coaches. That means: \u201cMore flexible learning opportunities, more specific to the actual context they\u2019re operating in and making sure our interactions are making a change in behaviour.\u201d<\/p>\n

Too often coach development is held back by an organisation\u2019s approach but it could, perhaps even more easily, be down to a coach failing to make the time for their own development. Wilkie argues that the IRFU can have a hand in helping coaches find those opportunities, whether that is with coaches in the provinces, age-grade level, the sevens teams, or the senior women\u2019s 15s. \u201cThere wouldn\u2019t be a formal or structured offering that each of these coaches go through in terms of being exposed to or experiencing the same event, learning experience or investment task. It\u2019s very much around me trying to meet the individual needs of each of these coaches based on a variety of different things and then facilitating that learning and development in a way that\u2019s actually achievable for them based on their season and their availability; their flexibility to travel if need be.\u201d<\/p>\n

Similarly to Morris at Fremantle, there will not be formal education process at the IRFU but there is a structured approach to assessing where gaps may lie. \u201cThe first port of call is a sit-down conversation with the individual coach for me to get a good feel of where their perceived strengths and weaknesses are; their coaching experience to date; the areas where they want to improve and what sort of things they\u2019ve engaged with previously and even to the extent of how they like to learn and what\u2019s going to be achievable for them.\u201d Hence the \u2018bespoke\u2019 approach. \u201cYou name it, we\u2019re probably doing it in each way, shape and form to reach some of our coaches,\u201d Wilkie admits.<\/p>\n

Running alongside that sit-down with Wilkie will be a self-reflection survey so that he can gain a good idea of their self-awareness. \u201cOff the back of that we can explore different channels; and the most frequent one \u2013 and the one I\u2019ve had most success with and is the most valuable \u2013 is some early self-analysis through video capture.<\/p>\n

\u201cVery early on in the relationship with the coach, I get footage of them in action, using the radio mics. It\u2019s not too intrusive and I can sit on the sideline, sit at the back of the meeting room, and capture them in action. From my point of view, the ideal world is to capture every interaction and that they would experience and be responsible for as a coach. Where previously a lot of coach developers just focused on what we did on the training field, we know, particularly in high performance coaching, it\u2019s a hell of a lot more than that. I\u2019m investing as much time in team meetings, unit meetings, and training sessions and on a match day because I think there\u2019s a big gap in our education and development around what happens on a match day. I would take a similar approach through that match day experience, such as mic\u2019ing up one of the coaches, and then capturing what they do through the match day warm-up, through the game itself; that way they can review their own body language and behaviour; what they\u2019re saying, their messages, their communication. We then capture the half-times as well.\u201d<\/p>\n

Video analysis can form a staple of their ongoing development. \u201cIf I\u2019ve captured, say, a training session with all the data analysis software we\u2019ve got I can give that back to them so that they can watch themselves and also view training at the same time so that they can get more holistic approach to what they\u2019re doing and saying based on what they see and do in the live scenario and then facilitate another conversation at the end of that. They tell me what they saw, what they felt were strengths, what areas they want to improve, what things they weren\u2019t previously aware of. I will have done similar preparation for that meeting based on their interactions, comments, questions, feedback or frequency of feedback. That\u2019s an in-depth meeting and then from that we collectively agree some strengths, weaknesses and opportunities. What does a good next 12 months look like for you as a coach, to improve those perceived weaknesses and make those strengths super strength. And that\u2019s where it can become quite diverse in terms of what those experiences look like. Equally diverse will be the frequency with which Wilkie will check in with each coach. \u201cSome coaches take great comfort, if that\u2019s the right word, in knowing there\u2019s third party support in place that they can call upon frequently; just informal conversations or whatever it might be.<\/p>\n

\u201cOthers might put some things in place and beyond a few phone calls may not touch base for six months. Formally, they might not progress very far down the development pathway in six months because they get stuck in the cycle of week to week games, tournaments or whatever else, and for no deliberate reason six months has passed by.<\/p>\n

\u201cTypically, what seems to happen is off the back of that agreed learning and development plan, that first month there\u2019s a spike in engagement because it\u2019s still fresh, new and exciting; then there\u2019s probably a lull and I\u2019ll re-engage at about the three-month mark depending on individual coaches\u2019 time and availability.\u201d Wilkie is speaking prior to the start of the 2019 Six Nations rugby tournament, which represents a period of relative downtime for coaches on the island of Ireland. \u201cIt\u2019s not just coaches but people are not great at putting themselves first. A lot of our coaches, if they\u2019ve got a spare hour, they feel that time is best spent analysing another game rather than focusing on themselves – part of the process for me is shifting their thought process as well; to be a bit selfish, to understand that if they invest in themselves they\u2019ll improve the quality of the experiences they\u2019re providing for the players and that will be of greater advantage than watching one extra training session.\u201d<\/p>\n

Player outputs as a measure of progress at the LTA<\/strong><\/p>\n

\u201cUltimately, the reason we train coaches is to make better players \u2013 we don\u2019t train players to make better coaches, it\u2019s an important focus\u201d says Jones. \u201cTherefore, player results and outputs are our measure of efficacy of coaching.\u201d The LTA use an app to track the progress of its players and it doubles-up as a useful feedback tool for its coaches. \u201cWe encourage our coaches to work towards a clearly defined game style for their players. Each player on the pathway might have ten matches logged on this app by different people. We\u2019re able to look at that data and see if they are exhibiting that style more than they used to, which would mean that coaching intervention is working. We get a lot of feedback from coaches too, on what was valuable learning for them. We\u2019ve also gone back to coaches and asked them to give us further feedback a year later; to tell us what impact the course has had on their practice. Do they still use the resources we gave them? Do you still use some aspects from the course? Do you pass it on to other coaches?\u201d<\/p>\n

CPD at Southampton and workshops at Cricket Australia<\/strong><\/p>\n

While coach education is becoming increasingly practical, there is still scope for classroom learning. \u201cI think there\u2019s a place for both,\u201d says Michael Poulton, an experienced coach education consultant whose resume takes in stints at the AFL\u2019s Geelong Cats, the Gold Coast Suns, and more recent work with Tennis Australia and Hockey Australia. There is a discipline knowledge that we need our coaches to have but it\u2019s this sense for me that everything sits on a continuum; it\u2019s never one space or another, there\u2019s a whole space in between. If you just take one approach it\u2019s like having a hammer and only seeing nails. We need to be open, curious and humble enough to expose ourselves to a variety of experiences.\u201d<\/p>\n

In the English Premier League, Southampton FC have made continued professional development [CPD] modules an important component of their coach education and development. According to Edd Vahid, Assistant Academy Manager at Southampton, CPD events can take numerous forms. He says: \u201cRecently, we had one where we brought the coaches together for a module that focused on session design and learning environments; we\u2019d bring in guests from outside to offer insights on that. The one before was on developing resilience and the one before that offered an opportunity to understand the psychology around resilience, as we know resilience contributes to successful player progression. The next one will focus on our current football philosophy and getting people to focus on feedback. It\u2019s a range of content and we ensure that every CPD has a clear theme and our coach development team will ensure there\u2019s some pre-work for that, whether it\u2019s videos, audio or podcasts around, for example, resilience. One of the things we\u2019re trying to do better is making sure we follow up on that. Take resilience, again. We agreed ten things at the end of the day that we\u2019re trying to do better and it relates to managing expectations and creating changes.\u201d<\/p>\n

\u201cAnother thing we\u2019ve done reasonably well over the past few years is our commitment to study visits. We\u2019ve had coaches spend time within different organisations in football and beyond. Going to a different environment can give you space to think about what you do and it\u2019s a thought stimulus in front of you where you can look at what they\u2019re doing and it gives you a bit of time to ask yourself what does that mean for me? Then each individual needs to think about what works for them. Is it the drive home where they might have half an hour in the car and that\u2019s their time to unwind or download their thoughts or it might be taking themselves for a walk around our campus or the New Forest. We try to support individuals to find their way to create that level of headspace.\u201d<\/p>\n

Workshops can also relate directly to coaching and talent development, as is the case at Cricket Australia. \u201cWe recently had a coaching and talent workshop for our girls Under-18 national championship coaches,\u201d says Darren Holder, Elite Coaching Manager at Cricket Australia. \u201cWe spoke of attributes we\u2019d like to see these coaches developing because of what was required at the next level. We had an assistant coach there from the senior team, who had just been at the T20 World Cup and she was able to talk about their success and the skill-sets that have changed since she was a player and what she\u2019s seeing now as one of the coaches. Then our female pathways manager gave an update as well; it\u2019s about information sharing, education, and working together on how we want to develop our philosophy. Then there will be some open forum discussion as well because we want to hear from the room on what they\u2019ve seen as well as challenges they\u2019ve faced so that we can respond to the needs of the group. We have regular opportunities for the coaches to receive feedback regarding their coaching practice, in various environments (training, meetings and competition), and we\u2019re able to pick that up off-site; it\u2019s driven by the coaches, we don\u2019t want to force that upon them. What they invest is what they\u2019ll get out of it in return. They can book time with me and my colleagues to come in as flies on the wall, we\u2019ll take notes, and then debrief our observations, considerations and suggestions with them.\u201d<\/p>\n

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The trick is to create meaningful learning and development experiences when designing and running coach development programmes.<\/p>\n","protected":false},"featured_media":1212,"menu_order":0,"template":"","categories":[22],"pathway":[],"topic":[],"sport":[],"class_list":["post-1211","article","type-article","status-publish","has-post-thumbnail","hentry","category-coaching-development-performance"],"acf":[],"yoast_head":"\nWhy Coaching Qualifications Are Not Always Enough in Sport - Performance Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/leadersinsport.com\/performance-institute\/articles\/why-coaching-qualifications-are-not-always-enough-in-sport\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Why Coaching Qualifications Are Not Always Enough in Sport - 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