OBJECTIVE

Proper education is the foundation for better learning and practice in any profession, and this is no less true for coaching female athletes. Asynchronous courses that allow for self-guided learning allow freedom, but a course should be effective and not just a box to check. Therefore, the purpose of this study was to examine the efficacy of an online course intended to improve understanding and practice for those working with female athletes.

WHAT THEY DID

An eight-week online course, consisting of four modules (medical & dietary considerations, training & performance, communication & psychology, and strength & conditioning/injury prevention, see Figure 1) was offered to staff that serve female athletes via social media, as well as state/national sporting organizations. The content was pre-recorded with an opportunity for message board discussion.

Participation was voluntary and a survey was completed immediately pre- and post-course by 93 participants, with an additional 6-month follow-up survey from 37 participants.

Survey results were analysed to determine whether the course content was effective at increasing and retaining knowledge about coaching female athletes.

WHAT THEY FOUND

Based on pre-post survey results, participants who completed the course improved their perceived knowledge and confidence in the range of topics covered when training and coaching female athletes.

Further, based on those who completed the 6-month follow-up survey, the information they learned was retained above their pre-course level of understanding and practice.

Survey results showed support for the online asynchronous format, with appreciation towards interacting and connecting with colleagues along the way to best facilitate learning.

Practical Takeaways

Knowledge is power. An athlete will often more effectively communicate when the coach shows interest and concern for their well-being. Therefore, coaches need to be actively seeking out ways (e.g. online courses, networking with other coaches, attending conferences) to learn and grow in a range of fields (e.g. physiology, nutrition, psychology, communication, etc.) to best serve and support the athletes they work with.

Although at-home online educational courses are a preferred method for coaches who are constrained with time and expenses, there still needs to be discussion and reflection with others to best understand and apply the information. Therefore, a blend of self-pursuit and content consumption paired with application and dialogue will be most productive to success. Not to mention, transparency and honesty with reflection and communication.

Just as was asked in the survey, a coach should ask themselves, "How do you rate your confidence and perceived knowledge in being able to appropriately manage and monitor female athletes for health and performance?" or "How do you rate your current knowledge on training female athletes and the menstrual cycle?" If you can't answer those confidently, and you work with females, you should probably spend time educating yourself by reading research or seeking an online course.

Ultimately, don't make an excuse, make an effort. Don't be the problem, be the solution. Athletes deserve the best opportunity to succeed and should not be limited by their knowledge. Schedule time to regularly discuss with others what you're learning, reading, and consuming. It will hold you accountable and grow the profession.

Cody's Comments

This study encouraged coaches to avoid complacency and promote a continued pursuit to do more and better for athletes. Just as we would ask our athletes to develop their skills and performance potential. As coaches, we need to have a growth-mindset to learn and develop. This is especially true when working with female athletes. Research to date has been scarce but is improving and new information on how to best serve and support female athletes is improving in the field of coaching and training.

The opportunities to learn are readily available but have to be sought out. Research, educational content, and the sharing of information are arguably higher than ever. Coaches need to create their network, learn from others, as well as be willing to share and help others learn. We are in this together. Competitiveness on the playing field is expected, but we share the common goal of doing what's right and best for the athletes we serve. Therefore, learning and growing needs to be the foundation of that pursuit.