Written by In the realm of sports coaching, there’s a pivotal question that often gets overlooked: “Is this the
athletes’ team, too?” This seemingly straightforward inquiry holds profound implications for how coaching
should be approached and implemented. The ethos of player-centered coaching suggests that it
is the athletes’ team (Côté & Gilbert, 2009).
Modern coaching strategies have evolved from traditional, autocratic models to more democratic, athlete-centered ones. This shift is primarily due to an increased understanding of the benefits of giving athletes greater ownership and autonomy over their learning and performance (Lorimer & Jowett, 2009).
Cushion, Ford, and Williams (2012) posit that an athlete-centered approach encourages athletes to take
ownership of their development, which fosters self-reliance, responsibility, and empowerment. This
approach aligns with the philosophy that the coach’s role is more facilitative than directive.
The concept of the athletes owning the team extends beyond just their personal development.
As Mallett and Lara-Bercial (2016) identified, athletes should be at the center of all decision-making
processes, from training regimens to team policies and norms.
In practice, the coach must consistently keep the athletes’ needs, goals, and well-being at the
forefront. Côté and Gilbert (2009) further emphasize the need for coaches to balance instruction with
opportunities for athletes to self-regulate and make decisions.
The concept of athlete ownership is to maintain the coach’s role. Instead, it redefines it as a guide,
facilitator, and supporter rather than the sole decision-maker (Kidman, 2010). By giving athletes
ownership, we empower them to become active contributors, encouraging commitment, engagement,
and motivation, which are critical drivers for success.
The idea of the athletes’ team encourages a democratic, collaborative approach to coaching. It reframes
the traditional coach-athlete relationship, placing athletes at the heart of the process. As coaches, it is
essential to continuously ask: “Is this the athletes’ team too?” The answer, unequivocally, should be “yes.”
References:
Cushion, C. J., Ford, P. R., & Williams, A. M. (2012). Coach behaviours and practice structures in youth
soccer: implications for talent development. Journal of Sports Sciences, 30(15), 1631-1641.
Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise.
International Journal of Sports Science & Coaching, 4(3), 307-323.
Kidman, L. (2010). Athlete-centred coaching: developing decision makers. Christchurch, NZ: Innovative
Print Communications.
Lorimer, R., & Jowett, S. (2009). Empathic accuracy, meta-perspective, and satisfaction in the coach–
athlete relationship. Journal of Applied Sport Psychology, 21(2), 201-212.
Mallett, C. J., & Lara-Bercial, S. (2016). Serial winning coaches: people, vision, and environment.