What are the research needs of elite coaches?
Issue: Volume 29 Number 2
Background
There is little argument that coaches need to stay abreast with the latest developments in technology and training methods, if they are to optimise and maximise the performance of elite athletes. There is also little argument that those advancements in technology and training methods are, in large part, underpinned by sports science research. Yet despite this contribution from research there has been a long held perception amongst some coaches and scientists that research has often been conducted in areas of little interest to coaches and that the results of research are presented through forum inappropriate for coaches.
Fundamental to the practical application of sports science research into coaching practice is the method or process by which research topics/questions are determined. It’s true to say that in the past researchers have done themselves a disservice by conducting research that has been of interest to just themselves. However, the trend over the last decade has been one of consultation and collaboration with industry partners (including coaches) in order to meet client and ‘end-user’s’ needs, and dare I say it, secure funding. An equally important part of the research process is informing interested parties of the results of the research. The methods by which researchers disseminate their findings have come under criticism. It is perceived that researchers resent their findings through scientific forums (journals and conferences) in a language that is little understood by non-scientists, though there is no empirical evidence to support this perception.
To date, Australia has punched well above its weight on the international sporting stage, and sports science research, even with its short-comings, has played a large part in that success. However, with countries like China, the UK and Canada starting to invest large sums of money into research, Australia is going to need to be more strategic in the way it performs research in order to maximise its limited resources. A better understanding of the research needs of elite coaches will enable scientists to meet those needs.
Methods
In order to determine the perceived research needs of Australia’s elite coaches, a questionnaire was administered to 505 coaches (NCAS Level 3) and 357 sports science researchers (university-based and sports institute-based) - 222 coaches and 125 researchers completed the survey. Questions were focussed around four main themes, 1) the practical application of research, 2) information seeking/dissemination strategies, 3) sports science knowledge of coaches, and 4) qualities valued in coaches and researchers. Follow-up interviews were conducted at random with 15 coaches and 10 researchers in order to clarify and expand upon responses to the survey.
Results and discussion
Both coaches and researchers acknowledged the importance of research, and coaches and researchers believed that they (the coaches) need, and had, an appropriate knowledge of sports science. However both groups also acknowledged that coaches can’t possibly be expected to keep up to date will all aspects of sports science and that it is the role of sports scientists to inform coaches of the latest and most pertinent findings in their respective disciplines. Equally so, coaches and researchers agreed that coaches must continue to stay abreast with the principles and terminology of sports science.
Physiology and biomechanics were the scientific disciplines most often researched by scientists, and used by coaches, when preparing their athletes. However coaches indicated that they required more research in the area of ‘mental preparation of their athletes’ as this was an area they did not “have a handle on”.
The level of ability of athletes used in research and the setting in which research is conducted can influence the acceptance of research findings to coaches. Untrained or non-elite athletes might be expected to improve performance following some experimental intervention, whereas elite athletes have little room for improvement. Never-the-less, coaches in the study indicated that there was no need to use elite athletes as subjects in research unless of course the variable being measured is affected by the ability level of the athletes. The setting and/or the types of tests conducted can impact on the validity of the results, that is, how well they mimic the activity being measured. There is no denying that laboratory ergometers are no substitute for the real thing, but often they are the only way researchers can measure things. However, with advancements in technology and equipment (eg SRM cranks for cycling), scientists are starting to collect data in real training and competition settings. Coaches in the study acknowledged that there is a need for more research to be conducted in the natural training and competition setting, and this need is reflected in the AIS decision to be a partner in the Cooperative Research Centre (CRC) for Microtechnology. The CRC has developed several devices for measuring performance in training and competition environments. These devices include; a rowing telemetry system, an instrumented shoe innersole, an instrumented boxing suit and a device for tracking position, acceleration, velocity and estimated work output of athletes.
The methods by which coaches most often reported keeping up to date with the latest developments in their sports were: networking, coaching workshops and sport specific magazines. Yet researchers reported that they most frequently disseminate their findings via scientific conferences and sports science journals. However, a small percentage of researchers reported that they have presented research findings via coaching workshops. Responses from follow-up interviews indicated that coaches preferred ‘coaching workshops’ as a means for presenting research findings, as they allowed the coach the opportunity to ask questions, clarify issues and discuss informally with their fellow coaches.
Conclusion
Whilst sports science researchers are, in large part, targeting the research needs of coaches, there is a perceived need for more research in the area of mental preparation of athletes. There is also a need for researchers to disseminate their findings through forums more suitable to coaches, namely sports specific magazines as well as coaching conferences and workshops. To this end, research funding bodies such as the ASC, AIS and state institutes/academies of sport, should mandate that funding is conditional on research findings being presented through coaching forums. On the other side of the ledger, coaches need to keep abreast with the terminology and principles of sports science and communicate their needs in a collaborative manner.
References
Goldsmith, W 1998, Bridging the gap? Taking coach education to where it can have most impact. Sport Educator, 10(3): 4-6.
Goldsmith, W 2000, Bridging the gap? Now there is a gap in the bridge! A.S.C.A. Newsletter, 3: 2;4.
Sands, W 1999, Communicating with coaches: envisioning data. Applied proceedings: 17th International Symposium on Biomechanics in Sportsacrobatics, Perth, W.A., Edith Cowan University, School of Biomedical and Sports Science.
Spinks, W 1997, Sports research and the coach. Sports Coach, 19(4): 18-19.
