| dc.description.abstract | This study investigated the learning experiences of one novice coach navigating the complexities of coaching teenage girls aged 12-14 over the course of one season. This included consideration of how to balance competition, inclusivity and player development while formally introducing competitive structures. This research contributes to the overall understanding of how novice coaches learn to coach and offers a guide to coaches on how to introduce competitive practices while supporting teenage girls to remain in team sport.
Using a self-study approach, the lead researcher explored her own practices to seek improvement and better understand her coaching. The research was conducted in one Limerick Ladies' Gaelic Football club over seven months. Participants included 47 children aged 12-14 and a wider coaching team of 6 adults aged 25-45. Data was obtained using various data collection methods from the researcher, fellow coaches and child participants. The researcher generated data involved engaging in post-training and post-games reflections (n=30) recorded in the researcher’s reflective research diary (n=7,500 words). After three months and upon completion of the league phase of the season, the researcher engaged with a critical friend (n=1) who challenged and questioned the researcher’s assumptions before starting the season's championship phase (n=4 months). Additionally, the researcher engaged in mentor observation and feedback sessions (n=4), where the mentor observed, challenged, and provided feedback on the researcher’s practice, which were recorded in the researcher’s reflective diary. Additionally, key learning moments provided by the mentor to the researcher were recorded in the researcher’s reflective diary (n=6). The players in this research took part in post-training (n=10) and post-match (n=7) reflections generating 304 player responses. Furthermore, critical incidents and comments (n=15) made by players were recorded in the researcher’s reflective research diary. The data gathered from these sources was analysed thoroughly using Braun and Clarke’s (2021) six phases of reflexive thematic analysis. Findings illustrate the coach’s learning journey with changes in her coaching philosophy and developments in her communication skills with coaches and players, which all led to an increase in her confidence when making decisions. The findings illustrate the complexity of balancing competition with inclusivity in youth sport, specifically for girls. This research also indicates the value of novice coaches engaging in self-study research and the benefits it holds for developing and improving current practices. By engaging in self-study, the researcher
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developed self-awareness and awareness of others through the actions taken to provide meaningful, worthwhile experiences for players.
On a personal level, this research has proved an enlightening and worthwhile experience for me as I continue to progress on my coaching journey. The contribution of this research lies in sharing my experiences as a novice coach navigating the role of competition and inclusion. These findings can extend understanding of coaching methodologies to enable more coaches to better understand the complexity of competition and coaching teenage girls. | en_US |
