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Female Parent-Coach Experiences Coaching Daughters in Youth Sport

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Female Parent-Coach Experiences Coaching Daughters in Youth Sport FEMALE PARENT-COACH EXPERIENCES COACHING DAUGHTERS IN YOUTH SPORT By Cassandra J. Coble A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Kinesiology 2010 ABSTRACT FEMALE PARENT-COACH EXPERIENCES COACHING DAUGHTERS IN YOUTH SPORT By Cassandra J. Coble The purposes of this study were to examine the experiences of mothers who enter the role of parent-coach. Using Eccles Expectancy Value Model of Achievement- Related Choices (1991, 1998, 2004) and Model of Parental Influences (1998) as a framework, three research questions were addressed: (a) What are the factors that motivate female parents to coach youth sports; (b) What are the experiences female parent-coaches have within youth sports; and (c) What are the factors related to the withdrawal of female parent-coaches from the position of youth sport parent-coach. Ten mothers who were coaching their daughters were interviewed. Interviews were transcribed and analyzed by three researchers using content analysis procedures. Results revealed nine general dimensions including entry into coaching, enjoyment, value associated with coaching, goals as a coach, positive aspects of coaching, negative aspects of coaching, challenges, perceived differences between male and female coaches, and reasons for discontinuation. The results indicated mothers experience both positive and negative feelings related to coaching and occasionally perceive a bias from players, parents, and coaches related to their gender. Experiences mothers have as children appear to influence the experiences they have as coaches as well as the activities they choose to socialize their daughters in to. For my parents: To my mom and dad who always provided love, encouragement, and support through all of my ventures and for teaching me the importance of following my dreams. iii ACKNOWLEDGEMENTS I would first like to thank my advisor and mentor Dr. Marty Ewing for her guidance and support throughout this project. Your knowledge and patience throughout this project will never be forgotten. Additionally, I would like to thank my committee members Dr. Crystal Branta and Dr. Dan Gould. Your insight and support were incredible. Finally, I would like to thank the participants in this study for taking the time to talk about your experiences and shed light on the wonderful work you do. I would also like to thank my friends at Michigan State University for supporting and assisting me throughout my time in East Lansing. A special thanks to my fellow graduate student Katie Griffes for enduring this experience with me. Finally, to John, for being my biggest supporter through the good and the bad. Thank you for letting me experience the world and live my dreams while still being there in the end. iv TABLE OF CONTENTS LIST OF TABLES……………………………………………………………………...viii LIST OF FIGURES………………………………………………………………………ix CHAPTER ONE: Introduction……………………………………………………………………1 CHAPTER TWO: Literature Review…………………………………………………….5 Expectancy Value Theory……………………………………………………………....5 Model of Parental Influences…………………………………………………………...6 Gender role stereotyping…………………………………………………………….10 Coaches as socializing agents in sport…………………………………………........12 Socializers‟ Experiences in Sport………………………………………………….......13 Parent experiences in sport…………………………………………………………..13 Parent-Coach experiences in sport………………………………………………......15 Parent entry into the parent-coach role………………………………………….......18 Parent-Coach withdrawal from coaching……………………………………………18 Gender Influences in Coaching……………………………………………………......19 Gender segregation in sport………………………………………………………....19 Gender role stereotyping…………………………………………………………….19 Youth sport coaching efficacy……………………………………………………….20 Female coach expereinces…………………………………………………………...21 Developmental Levels in Sport………………………………………………………..22 Developmental impact on parent-coach……………………………………………..22 Parental involvement in talent development in youth sport…………………………23 Long –term athlete development…………………………………………………….24 CHAPTER THREE: Methods…………………………………………………………...26 Participants………………………………………………………………………….....26 Procedures…………………………………………………………………………......30 Recruitment of participants………………………………………………………….30 Demographic survey………………………………………………………………...30 Interview protocol…………………………………………………………………...31 Data Analysis……………………………………………………………………….....31 Transcription…………………………………………………………………….......31 Content analysis……………………………………………………………………..32 CHAPTER FOUR: Results………………………………………………………….......33 Entry Into Coahcing Role………………………………………………………….......33 Reasons mother chose to coach……………………………………………………...33 Personal reasons for coaching…………………………………………………….....37 Concerns about coaching………………………………………………………........43 No issues considered prior to coaching……………………………………………..45 v Enjoyment……………………………………………………………………………...46 Social Aspect………………………………………………………………………...47 Seeing development in players………………………………………………………47 Miscellaneous enjoyment factors……………………………………………………48 Value Associated With Coaching……………………………………………………...49 Affiliation……………………………………………………………………………50 Opportunity to create change………………………………………………………..50 Goals As A Coach……………………………………………………………………..52 Personal goals………………………………………………………………………..52 Creating a positive environment…………………………………………………….53 Goals for players…………………………………………………………………….55 No goals at current time……………………………………………………………..56 Goals for own child………………………………………………………………….57 Positive Aspects of Coaching………………………………………………………….59 Positive aspects of coaching…………………………………………………………60 Perceived impact of positive experiences on child………………………………….62 Perceived impact on relationship with child………………………………………...63 Negative Expereinces as Parent-Coach………………………………………………..63 Negative off-field experiences as coach……………………………………………..64 Negative personal expereinces………………………………………………………64 Perceived impact of negative expereinces on daughter……………………………..68 Perceived impact of negative expereinces on mother-daughter relaitonship………..70 Challenges……………………………………………………………………………..71 Coaches……………………………………………………………………………...71 Dual role conflicts…………………………………………………………………...73 Mis-involvement of parents…………………………………………………………74 Challenges dealing with players……………………………………………………..76 Time constraints……………………………………………………………………..77 Coach doubts effectiveness………………………………………………………….79 Dealing with administrative tasks…………………………………………………...79 Dealing with developmental differences……………………………………………80 Perceived Differences Between Male and Female Coaches…………………………..80 Women perceived as more nurturing………………………………………………..80 Perceived gender bias in coaching ability…………………………………………...81 Differing coahcing philosophies…………………………………………………….81 Women perceived as better organizers………………………………………………82 Discontinuation………………………………………………………………………...82 Summary……………………………………………………………………………….85 CHAPTER FIVE: Discussion……………………………………………………………89 Experiences of Mother-Coaches……………………………………………………….94 Implications…………………………………………………………………………..105 Recommendations for Future Research………………………………………………107 Conclusion……………………………………………………………………………109 vi APPENDIX A: Informed Consent Form……………………………………………….112 APPENDIX B: Demographic Sruvey…………………………………………………..114 APPENDIX C: Interview Protocol……………………………………………………..117 APPENDIX D: Themes and Quotes of All Participants………………………………..120 REFERENCES…………………………………………………………………………196 vii LIST OF TABLES Table 1: Mother demographics…………………………………………………………..27 Table 2: Mother coaching demographics………………………………………………29 viii LIST OF FIGURES Figure 1: Entry into coaching role: Reasons mothers chose to coach…………………34 Figure 2: Entry into coaching role: Personal reasons for coaching……………………...38 Figure 3: Entry into coaching role: Concerns about coaching…………………………...43 Figure 4: Entry into coaching role: No issues considered prior to coaching……………46 Figure 5: Enjoyment……………………………………………………………………..46 Figure 6: Value associated with coaching……………………………………………….50 Figure 7: Goals as a coach: Personal goals………………………………………………52 Figure 8: Goals as a coach: Create a positive environment……………………………...53 Figure 9: Goals as a coach: Goals for players…………………………………………55 Figure10: Goals as a coach: No goals at current time…………………………………56 Figure 11: Goals as a coach: Goals for own child……………………………………….57 Figure 12: Positive aspects of coaching………………………………………………….60 Figrue 13: Negative aspects of coaching: Negative off-field experiences………………64 Figure 14: Negative aspects of coaching: Negative personal experiences………………65 Figure 15: Negative aspects of coaching: Perceive impact of negative expereinces on daughter………………………………………………………………………………….69 ix Figure 16: Negative aspects of coaching: Perceived impact of negative experiences on mother-daughter realtionship…………………………………………………………….70 Figure 17: Challenges: Coaches……………………………………………………….72 Figure 18: Challenges: Dual-Role conflict………………………………………………73 Figure 19: Challenges: Mis-Involvement of parents……………………………………75 Figure 20: Challenges: Challenges dealing with players………………………………...76 Figure 21: Challenges: Time commitments……………………………………………...78 Figure 22: Challenges: Coach doubts effectiveness……………………………………..79 Figure 23: Perceived differences between male and female coaches………………….80 Figure 24: Reasons for discontinuation………………………………………………….83 x CHAPTER ONE Introduction Youth sport participation has grown in the United States over the past several decades (Smoll, Magill, & Ash, 1988). With the increase in participants, there is a corresponding increase in the number of volunteers needed to fill the
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