Tenth International Conference on Sport & Society

Abstract

While youth sports coaches have a crucial impact on children’s motivation to participate in competitive sport (Cushion & Johnes, 2001), scholars have questioned their occupational nature and field of expertise (Gould, 2009). Many sport coaches develop their skills through personal experience and by watching others, rather than following a structured protocol (Farres, 2004). This study aims to examine the ways in which coaches constitute their occupational role. As these workers often integrate sports into their personal identities and life histories, an ethnographic design was employed. Accordingly, through a life-story strategy, ten youth sports coaches (i.e. basketball and soccer) were interviewed. This was triangulated with over 50-hours of youth training sessions ethnographic observations. Findings revealed three main themes: Coaches’ professional knowledge largely stem from their self- constructed life story narratives, rather than institutional training; Coaches narrate their work as a response to practices that accompanied memories of childhood sporting experiences. Despite their reactive narrative, a discrepancy was identified between their self-perceived professional image and practice. The study suggests a circular model in which personal experiences, weigh upon coaches coaching-practices, that in turn shapes their self-image as professionals. These findings elucidate internal motivations of coaches and illuminate professional impediments of their occupational status. Thus, it appears that in their practice, coaches perpetuate their life experiences rather than advancing professionalism and knowledge-expertise. Study implication can contribute to inform youth sports policymakers regarding training programs and professional development as well as provide a basis for future comparative research.