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Soccer Coaching Process University of Pennsylvania ScholarlyCommons Master of Science in Organizational Dynamics Theses Organizational Dynamics Programs 6-1-2012 The Analyze-Involve-Model (AIM) Soccer Coaching Process Robert Irvine University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/od_theses_msod Part of the Organizational Behavior and Theory Commons Irvine, Robert, "The Analyze-Involve-Model (AIM) Soccer Coaching Process" (2012). Master of Science in Organizational Dynamics Theses. 53. https://repository.upenn.edu/od_theses_msod/53 Submitted to the Program of Organizational Dynamics in the Graduate Division of the School of Arts and Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Science in the Organizational Dynamics at the University of Pennsylvania Advisor: Charline Russo This paper is posted at ScholarlyCommons. https://repository.upenn.edu/od_theses_msod/53 For more information, please contact [email protected]. The Analyze-Involve-Model (AIM) Soccer Coaching Process Abstract This thesis introduces a theoretical model for effective soccer coaching. The Analyze-Involve-Model (AIM) Soccer Coaching Process is a three phase, continuous, cyclical process that elite soccer coaches work within. Developed from an analysis of 10 qualitative interviews with elite men’s soccer coaches and a review of sports coaching literature, the AIM Soccer Coaching Process is a generalized theoretical model that can be applied to all contextual levels. The three main phases include a situation analysis (Analyze), direct participant involvement (Involve), and behavior modeling (Model). The three phases are all interconnected and influence each of the other phases. Each phase has three interconnected underlying pillars that influence the phase. A comprehensive review of the sports coaching literature is first presented, followed by an overview of Grounded Theory, the research approach of this study. Development of the model, which includes an analysis of the interview data as well as quotations from the soccer coaches who participated in the study and an introduction to the model are included. Implications for further research, lessons learned, and the author’s final thoughts conclude the thesis. Disciplines Organizational Behavior and Theory Comments Submitted to the Program of Organizational Dynamics in the Graduate Division of the School of Arts and Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Science in the Organizational Dynamics at the University of Pennsylvania Advisor: Charline Russo This thesis or dissertation is available at ScholarlyCommons: https://repository.upenn.edu/od_theses_msod/53 THE ANALYZE-INVOLVE-MODEL (AIM) SOCCER COACHING PROCESS by Rob Irvine Submitted to the Program of Organizational Dynamics in the Graduate Division of the School of Arts and Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Science in the Organizational Dynamics at the University of Pennsylvania Philadelphia, Pennsylvania 2012 ABSTRACT This thesis introduces a theoretical model for effective soccer coaching. The Analyze-Involve-Model (AIM) Soccer Coaching Process is a three phase, continuous, cyclical process that elite soccer coaches work within. Developed from an analysis of 10 qualitative interviews with elite men’s soccer coaches and a review of sports coaching literature, the AIM Soccer Coaching Process is a generalized theoretical model that can be applied to all contextual levels. The three main phases include a situation analysis (Analyze), direct participant involvement (Involve), and behavior modeling (Model). The three phases are all interconnected and influence each of the other phases. Each phase has three interconnected underlying pillars that influence the phase. A comprehensive review of the sports coaching literature is first presented, followed by an overview of Grounded Theory, the research approach of this study. Development of the model, which includes an analysis of the interview data as well as quotations from the soccer coaches who participated in the study and an introduction to the model are included. Implications for further research, lessons learned, and the author’s final thoughts conclude the thesis. iii ACKNOWLEDGEMENTS Studying in the Organizational Dynamics program at the University of Pennsylvania has proved to be a very meaningful experience. The knowledge and instructional acumen of the faculty in the OD program is second to none. Each class has provided new insight and perspective that I continue to apply in my current job, as well as in everyday life. In addition to the faculty, I feel very fortunate to have been involved in courses with fellow students who brought such a broad collection of experience and perspective to the classroom. Firstly, I would like to thank my capstone advisor, Dr. Charline Russo. Charline and I share a common love of sports, especially soccer. As I went through this process, Charline pushed, prodded, and challenged me. She was very adept at testing my linear thought process with her non-linear approach. Throughout the experience, we worked, re-evaluated, and moved forward. Like the effective coaches I interviewed for this study, she is someone who consistently sees the glass half-full. The two readers for this thesis were also exceptional. Dr. Alan Barstow graciously agreed to be a reader for this project and provided feedback based on his past experience as a Dartmouth soccer player and his current role as the Director of Academics and Collaboration in the Organizational Dynamics program. Princeton University head men’s soccer coach, Jim Barlow, served as my content specialist reader. It is not very often that someone’s opponent graciously works to help, guide, and serve their adversary. I am very fortunate to have such a knowledgeable, successful, and well- iv respected coach, as my content reader. Quite easily, I should have studied Jim’s coaching approach. There are also a number of other people who helped me greatly during this process. Sara Pasricha, Lauren Reddy, Christian Kittrell, and Julie Greger-Grant all contributed to the transcription of the interviews. Linda Pennington provided an outside perspective in editing an extensive literature review. Finally, Ethan Jones transformed a sketched diagram of the coaching model into an aesthetic, coherent visual. My many thanks to all of these people for taking the time to help me through this experience. Professionally, I would like to thank a few very important individuals who have significantly influenced my development as a coach. Dean Foti gave me my first opportunities in college soccer, both as a player and coach. His knowledge, passion, and diligence rubbed off on me. Angelo Panzetta began his coaching career at Syracuse University as I began my playing career at Syracuse. I was very fortunate to have two such influential coaches at an important stage of my life. For the past five seasons, I have worked under Rudy Fuller at Penn. During this time, we have experienced success, disappointment, and challenges. Both Rudy and I started the OD program at Penn, together. Throughout this entire capstone process, as well as through my professional development as a soccer coach, he has provided support, guidance, meaningful feedback, as well as the needed “push.” Personally, I would like to thank my parents, Peter and Christine Irvine. Both have always encouraged me to be passionate about my work and life. My brother, Paul, has also been an important influence in my life. Paul and I share a deep passion for sports. Throughout my playing days and into my coaching travels, my family has always showed support and encouragement. My girlfriend, Andrea Grasso, v has also provided support and encouragement throughout the capstone journey. As a coach herself, she could directly relate to the topic and the challenge. Lastly, this paper would not have been possible without the 10 impressive coaches who graciously gave their time to this study. Upon reflection, as much as I was aware of their coaching expertise, I became more impressed with the exceptional quality of their character. Each coach provided such rich insight into their lifestyle. Coaching is a lifestyle; it is a way of being in the moment. These people provided me with a special moment. Thank you. vi LIST OF TABLES TABLE Page 1 Interview Response Themes 71 vii LIST OF FIGURES FIGURE Page 1 Situational Leadership Approach 15 2 Kolb’s Experiential Learning Cycle 20 3 The conceptual model of Coaching Efficacy 50 4 The Coaching Schematic 52 5 The Coaching Model 54 6 AIM Soccer Coaching Process 91 viii TABLE OF CONTENTS Page ABSTRACT iii ACKNOWLEDGEMENTS iv LIST OF TABLES vii LIST OF FIGURES viii CHA PTER 1 Introduction 1 Sports Coaching 2 2 Literature Review 7 Sports Coaching Literature 8 Key Elements of Coaching 13 The Education of a Coach 19 Teaching‐Instruction‐Learning Environment 34 Relationship Building 44 Theoretical Coaching Models 49 Summary 58 3 Mology ethod 61 Introduction 61 Grounded Theory 61 Participants 64 Interview Guide 65 Procedure 66 Analysis 66 4 Developing the Model 69 Introduction 69 Overview 69 Emergent Categories 70 Emergent Themes 70 Coaches’ Responses 72 Summary 89 ix TABLE OF CONTENTS 5 The Analyze‐Involve‐Model (AIM) Soccer Coaching Process 90 Introduction 90 AIM Soccer Coaching Process 91 Process Overview 92 Analyze Overview 93 Formal Experience 95 Informal Experience 96 Emotional Intelligence 99 Analyze Summary 101
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