Coaching in the 'current' : the climate of an elite men's rowing training programme

Laura Grace Purdy

University of Otago

2007

University of Otago

University of Otago

web: http://otago.ourarchive.ac.nz/

The climate of sport has been undervalued as a contributing factor in athletes’ achievement of quality performances (Strean, 1995). Subsequently, the aim of this study was to generate insight into the climate created by New Zealand national rowing coaches in an elite men’s training programme. In particular, the participants’ (i.e. coaches, athletes and administrators) interpretation of this climate was sought, with specific attention to the factors which enabled and constrained its development.

This study relied upon ethnographic research methods using in-depth interviews, reflexive journals and observations to acquire a ‘thick description’ (Geertz, 1973) of the behaviour of the administrators, coaches and athletes in the programme and how that behaviour was interpreted. Data were collected over a five month period, as the athletes prepared for the upcoming Olympic trials. The participants in the study were two administrators, three coaches and eleven athletes.

The data were primarily analysed using concepts from grounded theory (Strauss Corbin, 1990) and, in light of the prevalence of structural and agential factors in the creation of the climate, Giddens’ (1979, 1984) structuration theory. Hence, two of the three discussion chapters are principally organised around the modalities of structuration theory, namely interpretative schemes and norms (Giddens, 1979). The third discussion chapter focuses on the concept of power. In this chapter I draw upon the work of Bourdieu (1989), Foucault (1977), Giddens (1984), Nyberg (1981) and Shilling (1991) to help explain the power dynamics in the training programme.

Most significantly, it was found that all participants relied heavily upon their previous experience to interpret what it meant to be involved in the elite programme as well as how they were ‘supposed’ to act. Whilst each participant had an idea of how they were meant to behave, they also acted in ways which were dictated by the rowing community and the traditions in the sport that were considered to be normative practices. In addition, the participants also had expectations of each other’s behaviour. Often however, these were not congruent with the actual behaviours, resulting in a degree of frustration. Frustration also stemmed from the power dynamic which existed between the members of the programme. Although the coaches’ role enabled them to exercise their power when working with the athletes, the athletes also exercised their power by sometimes defying the coaches’ orders. Additionally, the administrators drew upon their authority to ensure their particular agenda was met, often at the expense of the coaches and athletes. This, not surprisingly, had implications on the climate of the programme as it affected the athletes’ ability to trust those leading the programme which, in turn, affected their desire to train hard. The resulting climate was characterised by a degree of apathy on the part of the athletes which undoubtedly had consequences on their ability to support the programme and excel within it.

This research extends previous work in the coaching science community by examining the various layers of social interaction within the sporting environment. It highlights the interrelated, interdependent and sometimes problematic nature of relationships that construct and influence the climate of a training programme. The findings of this research support the importance of climate and raise the possibility it has on athlete performance.

Keywords:

Rowing; Coaching; Training

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July 24, 2013