Exploring Strength and Conditioning Coaches’ and Stakeholders’ Perceived Value of A Workshop for Learning Psychosocial Coaching Competencies

Abstract

Commonly used since at least the middle of the 20th century, action research can bridge the gap between science and practice, but within the field of strength and conditioning (S&C), it is a novel research approach. The education and development of S&C practitioners is essential to their understanding of evidence-informed practice and the application of knowledge to improve athletic performance, fitness, and other outcomes, including athlete-centered outcomes, such as well-being. Using a novel, multi-method action research approach, the purpose of this study was to understand S&C stakeholders’ perceived value of learning psychosocial S&C coaching knowledge. In collaboration with the United Kingdom S&C Association (UKSCA), we designed, delivered, and assessed a workshop that included modules on psychological, pedagogical, philosophical, and sociocultural S&C psychosocial coaching competencies. A total of 11 UKSCA participants, including 6 S&C coaches (5 men, 1 woman) and 5 stakeholders (3 men, 2 women), between 38-57 years of age, attended one of the two workshops. Multiple learner-centered activities were completed in the workshop, and then, participants completed data collection methods, including reflection grids and semi-structured interviews. Researchers performed a thematic analysis on the interviews, reflection grids, and field notes that resulted in two overarching themes: participants’ learning and instructional approaches used in the workshop. Participants perceived value from the content and instructional approach used in the workshop, while expressing challenges and recommendations for improvement. This original action research study advances the knowledge about S&C through a novel methodological approach and the education of S&C stakeholders’ psychosocial competencies.