APPLIED COACHING RESEARCH JOURNAL 2018 , Vol . 2
Evaluation of the Coach Mate Connectors Programme
Rus Smith and Dr Kath Leflay
Street Games and University of Wolverhampton .
Abstract This article presents the key findings from the evaluation of the Coach Mate Connectors Programme , developed by Street Games in the West Midlands . The programme was developed to improve access to coach development opportunities , particularly for under-represented groups . This research has particular relevance for the implementation of the UK wide Future of Coaching Strategy ( 2016-2025 ) and the Coaching Plan for England , which highlighted the need to diversify the coaching workforce . An independent evaluation was conducted to assess the effectiveness of the programme . Several key strengths to the programme were identified . Of particular benefit to those coaches involved in the programme were : one to one mentoring ; ‘ little and often ’ interventions ; an inclusive approach to coach development and coach developing +, which incorporated wider support and career advice .
Background Volunteers and coaches play an important role in providing sporting opportunities within the community and tackling inactivity , an aim at the heart of the UK wide Future of Coaching Strategy ( 2016-2025 ). Good coaching not only provides physical and mental benefits for the people that participate , it also benefits individual coaches in terms of personal development and well-being . In addition , research has suggested that effective coaching impacts positively on social , community and economic development . With the many benefits of coaching in mind , there is a desire to transform how good coaches are identified and how they are supported in order to grow and strengthen the coaching workforce .
The ambition to devise creative models to attract and engage a more diverse audience in coaching opportunities presents a challenge for providers of coach education and coach development . Diversifying the coaching workforce was identified as an important factor to ensure that people from all communities can participate : “ to be coached by people who are empathetic to their needs and reflective of their social environment .” This is an approach that has often been referred to as ‘ people like me ’. Organisations were asked to consider a number of potential barriers when planning for coach education and development , such as : cost ; lack of mentoring and opportunities for continual professional development ; the format of assessments ; and perceptions of the value of one off training opportunities . Tackling these barriers is essential if the vision for a more inclusive coaching workforce is to be realised .
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