“I am what I am”: narratives of effective change leadership in UK sport coaching systems

Walters, Jane Louise (2020). “I am what I am”: narratives of effective change leadership in UK sport coaching systems. University of Birmingham. Ph.D.

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The role of the leader in UK sport coaching systems has rarely attracted attention, either academically or within sport policy in the UK. Yet, individuals holding these roles within National Governing Bodies of Sport play a critical role in creating the structures necessary for the development of effective sport coaching strategy and coach education across the UK. This research addressed this gap by examining the experiences of effective change leaders within UK coaching systems, with the intention of gaining critical insights to inform future developments within the sector. Adopting a constructivist-interpretive approach within a collective case-study umbrella, this research used life-history interviews to co-construct individual narratives to ‘tell’ the stories of six effective coaching systems leaders. These narratives were then analysed to identify key themes for each individual, followed by a template analysis to generate five cross-case themes: ‘I know who I am’, Curiosity, Great People, Nurturing Environments and Courage. The findings are also synthesised in a new ‘Model for Coaching Systems Leadership in the UK’. It is argued that the sport coaching sector in the UK would benefit from a new leadership narrative that views authentic leaders as an integral component of coaching system development at every level.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
Licence: All rights reserved
College/Faculty: Colleges (2008 onwards) > College of Life & Environmental Sciences
School or Department: School of Sport, Exercise and Rehabilitation Sciences
Funders: None/not applicable
Subjects: B Philosophy. Psychology. Religion > BF Psychology
G Geography. Anthropology. Recreation > GV Recreation Leisure
H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
URI: http://etheses.bham.ac.uk/id/eprint/9950


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