The Athlete and Coach Welfare


Research Paper (undergraduate), 2018
17 Pages, Grade: 94

Excerpt

Table of Content

Executive Summary

Table of Content

1.0. Introduction

2.0. Athlete-Coach Relationship

3.0. Motivation

4.0. Personality

5.0. Duty of Care
5.1. Main Duty of Care Issues
5.2. Other duty of Care Issues

6.0. Cultural Competence

7.0. Mental Health and Wellbeing
7.1. Mental Disorder
7.1.1. Evidence of Mental Disorders
7.1.2. Michael’s Factors contributing to mental disorders
7.1.3. Recommendations:
7.2. Problematic Behaviors
7.2.1. Problem to Michael and those around him
7.2.2. Who can help Michael
7.2.3. Approaches to Use

8.0. Social Support

9.0. Conclusion

References

Executive Summary

It took me some times to become the club welfare officer of this great club, Malvern Magic Soccer club. The most important steps includes; attending the FA safeguarding children welfare officer workshops, and by having an in-date FA accepted enhanced with children’s baring list. The two are crucial in understanding the basics of young athletes and their needs. After the certification as the welfare officer, the following two main roles are under my care; to be clear about the clubs responsibilities when running activities for young athletes such medication and transportation, and help club personnel in understanding their duty of care towards the athletes on what means and entails on a daily basis. Conceptualization states that the coach–athlete relationship can be defined based on the behaviors coaches and athletes manifest on the sport field. Based on the case study, Michael who is an athlete and Bill the team coach have an un-effective relationship driven from both Michael’s perceptions towards the coach and vice versa. Bill feels that as much as Michael uniquely talented and having self-confidence in the field, Michael does not respect him, not sure to trust him, and he is not honest. Self-determination theory tries to explain both intrinsic and extrinsic motivation of the athletes towards team’s success. Basing on the characteristics of Michael, it can be concluded that he has introversion personalities. Introverts tends to be more quiet, reserved, and introspective. Developing cultural competence is a process in which an athletic trainer learns to appreciate and respect cultural differences and take them into consideration in order to care for patients in a culturally congruent manner. Introvert disorders can be remedied in various ways. The easiest and most convenient approaches that could be recommended for Michael are; encourage Michael to explore and talk things out; this way, he will have less things to think about and much of the information on what is affecting him will be known to the immediate people surrounding him. Secondly, I recommend Michael to seek doctor’s advice in order for him to learn how to control himself when he is in a group of people. It is important for Michael to make some efforts of socializing with other team members and the family members such as Peter and Judy so that they can understand what he needs and advise him accordingly.

1.0.Introduction

It took me some times to become the club welfare officer of this great club, Malvern Magic Soccer club. The most important steps includes; attending the FA safeguarding children welfare officer workshops, and by having an in-date FA accepted enhanced with children’s baring list. The two are crucial in understanding the basics of young athletes and their needs. After the certification as the welfare officer, the following two main roles are under my care; to be clear about the clubs responsibilities when running activities for young athletes such medication and transportation, and help club personnel in understanding their duty of care towards the athletes on what means and entails on a daily basis.

Enhancing clarity about the club’s responsibilities when running activities for the children and young is achievable through; ensuring that every individual (including Michael and his team members) are aware of and understand his/her role, create a teamwork with the youth welfare officer to nurture him and acquire information pertaining the children and young people, and ensuring that the FAs’ respect programme and best practices are promoted and adhered to (Hargie & Dickson, 2004).

According to Barbour and orlick (1994), helping club personnel understand what their duty of care towards children and young people on day-to-day basis is essential in collecting the information on what is affecting the athletes and their needs. As for the Malvern situation, I explain to the young athletes their roles both in and out of the club, and the code of personal conduct in ensuring that the objectives of the club is achieved. For example, keeping teamwork spirit during and after training to help the athletes understand themselves and criticize each other on the mistakes they committed to promote improvement and fare competition among themselves.

In order to achieve the above roles, the following roles are followed not only by me but by all the welfare officers: i) putting in place the following; safeguarding children policies such as anti- bullying and equality; responsible recruitment process to ensure getting right people into the game; and putting in place FA’s respect programme codes of conducts. ii) making sure that understanding what the respect programme aims to do and its benefits, iii) communicating to club officials and parents as well as the athletes the aim of the club and the rationale of implementing respect codes, iv) encouraging parents to complete the respect education programme, and coaches and medics to complete FA’s safeguarding children workshop; and v) monitoring the repeated incidents of poor behavior and liaise with the committee.

2.0.Athlete-Coach Relationship

According to Wylleman’s (2000) conceptualization states that the coach–athlete relationship can be defined based on the behaviors coaches and athletes manifest on the sport field. Based on the case study, Michael who is an athlete and Bill the team coach have an un-effective relationship driven from both Michael’s perceptions towards the coach and vice versa. Bill feels that as much as Michael uniquely talented and having self-confidence in the field, Michael does not respect him, not sure to trust him, and he is not honest. This is evident when Bill explains how he has tried himself and with the use of the team leaders to convince Michael join other team members in social activities, which is a role of the club, which Michael has turned it down. Michael on the other hand, does not see Bill as a coach with high qualifications as he expected. This can be drawn when Michael says that he expected much from the sports to embrace his parents and siblings.

There are several factors that can be put in place by Bill to foster for effective relationship with not only Michael but also other athletes. Proper communication style, regular dialogue, demonstration of interest in athletes, mutual trust and respect, support, club family atmosphere, and keeping professional relationship.

Effective communication involves two or more parties exchanging both verbal and nonverbal cues to reach a point of shared understanding (Hargie & Dickson, 2004). In this approach, implementation of proper and effective communication between Bill and the athletes will foster for team spirit, improvised new playing tactics and enhancing athlete’s motive to the team. Since the morale of Michael in Bill’s coaching style is low, good communication will improve their relationship over time, making the athlete gaining the team’s confidence.

Regular dialogue between the coach and the athletes is very crucial since it helps the coach to maintain contact with the athletes during periods of good and bad form to preserve effective and successful coach-athlete relationship (Bennie & O’Conner, 2012). Dialogue will reveal the coach’s personal characteristics such as empathy, which is vital for team’s success. It will also encourage the athletes such as Michael to reveal what he feels and how he is faring on.

Demonstration of interest in athletes motivates them to compete positively (Burke, 2001). Having interest in individual athlete helps to establish not only self-confidence but also respect and trust between the coach and the athletes, which in the case study is a major problem. Demonstration of interest is through showing the urge and need of the athlete in the training camp every training hour.

Mutual trust, respect and support of each other plays an important role in athlete-coach relationship (Bennie & O’Conner, 2012). For the coach to win the trust and respect of the athletes, he needs to show them that he respect their ideas and trust in them fully. This will stimulate the athlete’s emotions and will respect the coach back and build trust in him. Support is either way, where the coach can support the athletes ideally and even financially if there is need. Support will establish mutual understanding of the team personnel hence helping in creation of the family atmosphere that will see every individual participating in his respective place of specialization, and enhancing team respect and effective athlete-coach relationship.

3.0.Motivation

Self-determination theory tries to explain both intrinsic and extrinsic motivation of the athletes towards team’s success. Extrinsic motivation refers to the one aimed at getting a reward or with aim to achieve an external goal (Burke, 2001). Intrinsic motivation on the other hand is inherent motivation within an athlete or the team coach. Both intrinsic and extrinsic motivations are crucial in enhancing good athlete-coach relationship and team achievement.

To enhance personal intrinsic motivation, the individual has the freedom of autonomy, competence, and relatedness. Autonomy is the urge for a person to feel like he/she have control over what he is doing (Wylleman, 2000). It is vital for both the coach and the athletes to have the feelings of control in order to work hard in achieving effective and successful relationship and team objectives. For example, to enable a good relationship between Bill and Michael, both should have the freedom of autonomy in the roles they play.

Competence is a situation where a person feel like he/she have done a good job. Competence plays crucial role in influencing team performance and relationship between the coach and the athlete (Aleksandra, 2008). For example basing on the case study in Malvern magic club, all the individuals should have the feeling of doing something good for the team; Bill should feel that he has done his job well as a coach and Michael as an athlete should also be appreciated for the efforts he is putting into the team in order to win full trust and respect.

Relatedness on the other hand is the meaningful relationships and interactions with other club personnel (Barbour & Orlick, 1994). Relatedness motivation is important in creation of teamwork and enhancing trust and respect between the coach and the athletes. Meaningful relationship enhances teamwork, trust and support among the team members and with the coach. This in turn motivates each individual to work harder for the team’s achievements of the goals and objectives.

Extrinsic motivation on the other hand may play a very vital role in ensuring that both the coach and the athletes achieves the external goals (Wylleman, 2000). Implementation of rewards to both the coach and the athletes will change the perceptions of each individual making them strike harder for the attaining of the best results. For example, since Michael expected much from the team in order to support his parents and five siblings, the club should reward his unique football skills through extension of his scholarship to another level and make him earn some salary, get a license and reduce the time he spends in his room by extending his training hours for more rewards.

4.0.Personality

Basing on the characteristics of Michael, it can be concluded that he has introversion personalities. Introverts tends to be more quiet, reserved, and introspective. He gains energy when he is alone in a cool place and environment, therefore expending energy in social situations. After spending time training and playing with other team members in the eyes of a large group of people, Michael often feel a need to recharge by spending a period of time alone in his room.

Introverts tend to enjoy simply thinking about and examining things in their own minds (Aleksandra, 2008). They like watching and playing games to arouse their self-determination. These features defines the behaviors of Michael. They can stand and perform perfectly in their roles, and appreciates being around the people he loves. In this context, Michael performs well in the field and from his reactions shows that he appreciates being around his parents and siblings.

[...]

Excerpt out of 17 pages

Details

Title
The Athlete and Coach Welfare
College
La Trobe University Melbourne
Course
PHES ACW
Grade
94
Author
Year
2018
Pages
17
Catalog Number
V454512
ISBN (eBook)
9783668885875
ISBN (Book)
9783668885882
Language
English
Tags
Athlete, Coach, Welfare, Introvert, Extrovert, Michael
Quote paper
M. Sc Environmental Science Marvin Namanda (Author), 2018, The Athlete and Coach Welfare, Munich, GRIN Verlag, https://www.grin.com/document/454512

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