Examining Factors That Influence Youth Sport Coaches' Transformational Leadership Behaviours
There is growing recognition that Transformational Leadership (TFL; Bass & Riggio, 2006) may hold significant potential for exploring coaches’ influence on athlete development (Vella, et al., 2013a). Although previous research demonstrates that transformational coaching behaviours may have important implications for athlete outcomes (Arthur et al., 2011; Charbonneau, et al., 2001), studies examining how these behaviours can be developed through coach education programs are limited. Recent reviews on coaching education reveal that there is need for programs that (a) focus on coaches’ interpersonal knowledge/behaviours (Lefebvre et al., 2016), (b) integrate behaviour change theories into their design (Allan et al., 2017), and (c) are systematically designed and evaluated (Evans et al., 2015). To address these limitations, the purpose of this study was two-fold: First, to explore the factors that influence coaches’ perceptions of their capability, opportunity, and motivation to execute TFL behaviours (COM-B model; Michie et al., 2014), and second, to obtain recommendations from coaches, using the RE-AIM framework, for a future interpersonal coach education program. The goal of this study was to provide pragmatic results to aid in the development of an interpersonal focused coach development program grounded in TFL theory. Using a mixed methods design, one-on-one interviews were conducted with 20 youth sport coaches. Coaches’ perceptions of their capability, opportunity, and motivation to perform TFL behaviours were assessed using both Likert-scale and open-ended questions. Results indicated that coaches perceived opportunity as the most noteworthy barrier to executing TFL behaviours, followed by capability, F(1, 18) = 18.55, p < 0.05, and motivation, F(1, 18) = 18.55, p < 0.01. Thematic analysis of the open-ended questions revealed a myriad of enablers and barriers to the execution of TFL behaviours such as time, (opportunity), experience (capability), and coaches’ roles (motivation). Lastly, coaches recommendations for a future workshop revealed themes that were mapped onto the domains of the RE-AIM framework. Recommendations included using reputable sources (reach), adopting a person-centered approach (effectiveness), establishing credibility (adoption), using qualified educators (implementation), and creating sustainable connections (maintenance). These findings offer insight into youth sport coaches’ use of TFL and provide practical recommendations for future interpersonal coach education programs.
URI for this recordhttp://hdl.handle.net/1974/24505
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