Coach Working at Different Levels within the UK - Essay Example

Critically examine the applied role of the coach working at different levels within the UK 1. Introduction Sports Coaching is defined as “the practice and activity of getting trained by a person to learn the skills that will help to obtain proficiency in a sport” (Jones, 2008). The person who provides coaching is called as a coach. The term coach can refer to an informal arrangement with a senior member of the community who offers free training, tips and guidance to others. The term can also refer to full time paid positions with professional sports teams, universities and colleges and other sporting community organisations. All type of sports such as cricket, football, basketball, boxing, track and field athletics, tennis, water sports, cycling and others have a coach who can be a female or a male (Baker and Cobley, 2001). This paper critically examines the statement 'By 2012, the practice of coaching in the UK will be elevated to a profession acknowledged as central to the development of sport and the fulfilment of individual potential.' 2. Understanding the function and role of coaches Sports coaching have followed the trajectory of sports in the international market. Some coaches such as Alex Fergusson are as famous as the players whom they coach. This section discusses the functions and roles of coaches and helps in developing an understanding of their use. 2.1. Coach’s historical role Sports’ coaching is linked to the economic and social events of the past and coaching follows the story of sports. Modern sports such as football, cricket and others were not invented in the ancient times and the common people had neither the energy nor the inclination to take up sports after a hard days labour. The ancient Greeks conducted the Olympics and the first mention of athletes who trained under special trainers is known. Plato, Archimedes, Hippocrates and other philosophers also served as coaches for they believed in a sound body and a sound mind. Wealthy patrons brought in expert wrestlers and runners, winners of Olympic events became celebrities, and wealth was showered on the winner and his coach (Jones, et al, 2008). Imperial Rome had trainers who trained slaves for gladiator contests and training was limited to war games such as wrestling, sword fighting, archery, Javelin, horse riding, running and other such events. Kings and Lords maintained armies and these were kept in fighting shape through constant training. Coaches toured villages and picked up fit and strong youths and these were trained as soldiers. Contests of strength and skills were held during community feasts and trained soldiers participated in these events. The common peasant or tradesmen never participated in these contests or sports and coaching was limited to only events that helped in war (Stefanovi, 2008). In the Tudor and Stuart period from 1485 to 1714 AD, and Hanoverian period from 1714 to 1790, Puritanism was in vogue and merrymaking, sports and leisure activities were banned. Large gatherings for watching sports were discouraged as it could lead to social order. From 1790 to 1830, the industrial revelation started and the Church encouraged sports in a bid to discourage people from drinking. By the Victorian period from 1830 to 1901, sports were practiced by common people and games like cricket and football became popular along with Golf. However, professional paid coaches were still not available. Personal coaches for the noble classes were available (Craig, 2002). After WWI, sports such as baseball, cricket and other games became popular and government encouraged these sports as physical education exercises. Sports emerged as a national culture, the first football and cricket clubs were formed, and coaches made up of retired players were hired. Coaches soon were available for other sports and athletic events, boxing and so on. After WWII, the amount of money in sports increased dramatically and coaches had a much better future. Coaching was recognised as a skill and trade and training academy’s for coaches were started. While coaches were paid a salary, it was usually bare maintenance wages and it would help the coach to survive (Jones, 2008). Modern sports see tremendous investment in the form of player’s fees, advertisements rights, sponsorship fees, endorsements by players, gate entry fees and so on. Coaches are an integral part of the game and they command very huge fees. However, the fees they command is mainly due to the results they deliver. In other words, the coach is praised for the team’s victory and blamed for its rout. A coach has multiple roles and functions that go beyond training and coaching (Jones, 2008). These are discussed in the next section. 2.2. The modern coach - performance vs. participation Today’s sports events are high-pressure events where a game has the potential to earn million of Pounds. With such high stakes, the pressure on the team and the coach to win and remain ahead in the rankings is high. Winners of football events such as the FIFA world cup, the Euro Cup, Cricket World Cup for the 50 and the 20 overs games earn huge sums that can range for a few million Pounds. Star players such as boxers Floyd Mayweather earned 85 million USD in 2011 while Manny Pacquiao earned 56 million USD and Le Bron James a basketball player earned 53 million USD (Badenhausen, 2012). Sport Stars earn this money due to their performance, skills and dedication. With the pressures of modern sports, a sports person needs a full team of fitness and diet consultants, manager, coach, and marketing agent and so on. However, this team will appear only when the budding athlete has become a start. In the initial years, the rookie sportsman must practice hard, toil endlessly, overcomes pain and stress to reach his goal. The coach is with him in the early years, spots the talent, gives him the initial training, gives him tips and tricks and keeps him motivated. When the budding athlete cannot afford fitness and dietician experts, the coach mentors and provides him with the support network, gives him access to the equipment and provides encouragement (Ward, et al, 2007). Thus, the position of a coach is very high. Coaches of big teams such as Manchester United have a team of assistant coaches, fitness experts and trainers who support them. Bill Belichick the head coach of the Patriots gets a salary of 7.5 million USD. Another coach Mike Holmgren earned 7 million USD as the head coach of Seattle Seahawks while Tom Coughlin earns 5.25 million USD as head coach of Giants team and his is more than 65 years. It is interesting to note that while these coaches have played professional football and other sports, they were certainly not sport stars and many of them never played for the big teams. It is their skills at managing the sports team picking out the game strategy, getting the players to play as a team, manage the egos of individual players, decide the position for each player and understand the strategy used by the other team and counter it with another, that makes their role important (Riper, 2012). 2.3. Comparison of coaches’ current role in different sports The role of coaches will depend on the sport and the level at which they coach. Team events such as football, basketball, rugby, cricket and other such games mean building a successful team where the best players are identified for their skills, endurance, temperament, dedication and then trained together. For individual events such as athletics, tennis, badminton and other sports where the player often plays as an individual, the focus of coaching is on this person (Stuntz and Spearance, 2007). The level, intensity and content of coaching for high school and amateur levels are different from the level of coaching for professional teams. In other words, the coach will use more basic training and be involved intensely when teaching a ten-year-old football player. The student will be taught how to dribble, kick, tackle, kick, block, and head the ball and other such skills (Sports Coaches, 2012). A professional player such as Rooney will know of all these basic skills. The coach in this case plans various on field moves to control and push the ball, studies the field placement of rival teams and then develops a strategy. The coach also monitors the health and fitness of each player through the team of fitness experts and physiotherapists to decide if a player is fit to play in a match or not (Helsen, et al, 1998). The coach studies various charts and data of individual players, their past performance and then decides who will play in the final team and persons who will be available as substitutes. He also motivates the team with encouraging talk to keep their morale high even when the team is losing. This is very important since a disheartened player cannot play well and give his best to the team (Sports Coaches, 2012). While coaching professional level teams is an opportunity that very few coaches get, the rest have to work at the school and county level. At this stage, the talent is very raw and many children participate because they want to be like their stars such as Rooney. The coach then develops a training schedule where students are taught all the basic skills and they slowly develop fitness levels to gain speed and strength. This phase is tiring and most children leave the coaching camps after a few days. A good coach keeps the interest level high by telling anecdotes, splitting the exercise and training regimes into manageable levels and encouraging the students to concentrate on learning (Prospects, November 2011). The coach interacts with other sporting bodies, government agencies and other sporting bodies to find opportunities where students can participate. He also serves as a role model and gives advice to the children on nutrition, managing injuries, avoiding over exercising and maintaining a high ethical standard. In other words, the coach is the single most influencing person who can encourage and nurture the initial spark of interest in sports. In short, coach develops a special bond and elation with the students and this relationship can help the student to put in intense efforts and succeed (Jowett, 2007). 2.4. Comparison of coaches in UK and other nations The basic duties of coaches in UK and in other nations such as USA are the same. The difference is in the funds and support available for coaches in UK and other nations. UK coaches need to be certified as coaches for specific sports disciplines. They can qualify for different levels as per the UK Coaching Certifications (UKCC, 2012). In other nations such as USA, coaches must pass three levels of the National Coaching Certification exam and qualify for coaching certification in specific sports such as bodybuilding, football, basketball and other games (NCC, 2012). Differences are seen in the USA governments approach towards sports. It provides sufficient funds, infrastructure, use of stadiums and provides access to amateur sporting events across the country. This support and funding is lacking in UK and it remains to be seen if the promised 25 million GBP funding would be made available. 3. Conclusions The previous sections have discussed the role of coaches and their function in developing raw talent into professional level players. Coaching is a specialised skill since it involves training and conditioning a student physically, emotionally and mentally to withstand the stress. Coach also encourage, motivate and train students and provide them with the basic skills needed to become full-fledged sports persons. Since this an area where other teachers such as teachers in mathematics, science and other subjects cannot play any role, the importance of coaches in developing and promoting sports among students in very important and unique. The statement in the introduction about elevating coaching to a profession and trade is very relevant and important. It is important for coaches to be treated as professionals, at par with teachers, doctors, lawyers and other specialised and skilled workers. While the government may provide funding and infrastructure, these will not be of any use unless skilled and dedicated coaches are available to lead and guide the students. Such a classification should encourage more people to take up coaching and building the sports levels in UK. References Badenhausen, K., June 2012. The worlds highest paid athletes. [Online] Available at [Accessed on 26 October 2012] Baker, J., and Cobley. S., 2001. Does practice make perfect? (Eds) Developing elite athletes. London: Wiley publications Craig, S., 2002. Sports and games of the ancients. Westport, CT: Greenwood Press Helsen, W. F., Starkes, J. L. & Hodges, N. J. 1998. Team sports and the theory of deliberate practice. Journal of Sport and Exercise Psychology, 20, pp. 12-34 Jones. R. L., Hughes. M., and Kingston. K., 2008. An introduction to sports coaching: from science and theory to practice. Oxon: Routledge Publications Jones. C., 2008. Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice. NY: Routledge Jowett, S., 2007. Expanding the Interpersonal Dimension: Closeness in the Coach-Athlete Relationship. International Journal of Sports Science & Coaching, 2(4), pp. 513-517 NCC, 2012. National Coaching Certification in USA [Online] Available at [Accessed 26 October 2012] Prospects, November 2011. Sports coach : Job description. [Online] Available at [Accessed 26 October 2012] Riper, T. V., May 2012. The Highest Paid Coaches In Sports. [Online] Available at [Accessed 26 October 2012 Sports Coaches, 2012. Coach Manager: Developing your System [Online] Available at [Accessed 26 October 2012] Stefanovi, T., 2008. Syncretism of coaching science in ancient Greece and modern times. Serbian journal of sports sciences, 2 (1-4), pp. 111-121 Stuntz, C and Spearance, A., 2007. Coach-athlete and teammate holistic relationships: Measurement development and prediction of motivational factors. Journal of Sport & Exercise Psychology, 29, pp. 206-207 UKCC, 2012. Coaching Qualifications and CPD [Online] Available at [Accessed 26 October 2012] Ward. P., Hodgesb. N. J., Starkesc. J. L., and Williams. A. M., 2007. The road to excellence: deliberate practice and the development of expertise. High Ability Studies, 18 (2), pp. 119-153 Read More