Applied Coaching Research Journal Research Journal Volume 2 | Page 15

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2
One coach had learning difficulties that meant
he found it difficult to read and write. In order
to ensure that the environment catered for his
specific needs, his mentor ensured that formal
delivery and any follow up resources were more
visual. This allowed him to participate fully in the
training and practice confidently as a coach.
“I’ve got some learning difficulties so my biggest
challenge is when things are written down. When
I first met them I told them that I struggle with
reading and spelling. A lot of the support I’ve had is
less writing and more visual stuff. Being with this
programme is absolutely brilliant. I want to become
a coach even more now.” (Michael, aged 19)
Another coach first became involved with the
programme after volunteering at a sports session
for participants with intellectual disabilities. He
knew that he wanted to work in sport but was
unsure of how to progress as a coach, particularly
as a full-time wheelchair user. He was aware
that “there are a lot less disability coaches” than
able-bodied coaches, but whilst involved in this
programme he was able to start accessing training
opportunities and support. He is currently working
towards a HND in Sport Coaching and Development
in order to develop his skills further.
“I originally started volunteering for about two and
a half years and then I was put in touch with Street
Games and went on a dodgeball activators course.
That was about a year and a half ago now and
then they put me on the multi-skills Level 2. The
programme has given me confidence to say ‘look,
I have a disability but I’ve still got the coaching
knowledge’. It’s been fantastic as it has given me
the same opportunities to develop a coaching
badge and to get involved in sport.” (Sukhvir, aged
19)
Coach Developing+
In conventional coach education settings, there is
limited opportunity for the coach to access support
in other areas of need that might sit outside the
remit of the training. Coach Developing+ (plus)
aims to combine coach specific training with wider
social factors to aide ‘life after’ learning, and
support longer term relationships between coaches
and mentors.
Meet the coaches - Donovan
Donovan, aged 42, is a dad, originally from Jamaica,
who came to the UK to start a better life for his son.
He has received support to help him start a football
team and for good projects in West Bromwich.
Donovan is passionate about making a difference
in his community and has benefited from the
support offered by the programme. In his words:
“they help us help people. They support us and this
community.” He aims to keep promoting positive
development and education through coaching.
Donovan is hoping to offer the Level 2 multi-skills
training to his under-16s football team and outreach
work to ensure the sustainability of the club.
Consistent with the aim of providing ongoing and
progressive coach development, having continuous
contact with the programme enabled the coaches to
learn about other opportunities that were available
to them.
“If they hadn’t opened the door for us I wouldn’t
have the broad imagination that I’ve got now. This
is just amazing. There are so many opportunities
after that my head gets clouded. The amount of
emails, numbers, connections and links. It’s just so
overwhelming.” (Karen, aged 37)
For Karen, the connections afforded by the
programme were important, and although seeing
the vast amount of opportunities available
appeared overwhelming at first it further fuelled
her enthusiasm for coaching. There was a clear
sentiment that the coaches felt valued and that
their mentor believed in them. This in turn boosted
their confidence particularly with regard to
getting out of their comfort zone and taking on
new opportunities.
“I remember when he told me ‘Karen you’re going
there to help teach at the fitness academy. I know
you can do it.’ When I was in the waiting room I had
to take a deep breath and even though the boss was
there I thought, ‘remember what he said’. ‘Karen,
you can do it.’ I’m shy and a bit of a hermit lady,
but even when you feel your cheeks go red you’ve
still got to take that breath and think ‘I can do it’.”
(Karen, aged 37)
“Recently he’s pointed me in the direction of
different work like a couple of sessions of handball
at a secondary school near me.” (Leanne, a