Trust and distrust in coaching: Better understanding sporting relationships

目的与研究问题本研究旨在探讨运动教练中信任的本质。这一总体目标将通过五个相关的研究问题来解决; 1。教练员和运动员之间的信任可以定义为什么？2.运动员和教练员通过什么方式建立信任关系，在实践中这些关系是什么样的？3.教练、运动员和环境之间的信任/不信任是如何表现的？4.个人如何证明自己是值得信赖的？5.当信任被破坏时，如何进行修复工作？在过去的十年中，教练越来越多地被描述为情境构建的，包括背景中无数社会参与者之间的协商互动（例如，桑托斯，琼斯和梅斯基塔，2013年）。然而，作为这种关系议程的一部分，尚未参与的一个方面是信任;也就是说，存在于教练环境中的信任（或不信任）使活动能够或抑制活动发挥作用。这似乎是一种毫无根据的忽视，因为信任被认为是发展建设性关系的重要功能（Purdy，Potrac &纳尔逊，2013）。同样，考虑到信任是所有牢固关系的基石，（Reina & Reina，2006年;哈丁，2002年），了解如何与信任和不信任的概念，如承诺，交流，不可预测性，能力，可信度和意愿，在教练实践中的应用似乎具有相当大的价值。该项目的主要意义在于更好地把握时间关系教练，运动员和环境之间的相互作用，特别是与信任概念有关（Rompf，2015）。在这方面，超越“什么是信任？“向”哪种信任，如何以及何时？在增进我们对信任与教练实践的理解方面具有相当大的价值。对于教练和教练教育者来说，这项研究的另一个价值在于破译从业者经常期望和声称的“文化变革”的各个方面。尽管这种观念很流行，但它除了夸夸其谈之外，缺乏一种批判性的真实性。因此，探索的信任本身，持有的潜力，以阐明如何这种文化的变化或创造可以切实着手，开发和维护在给定的时间框架内。MethodologyQualitative方法在一个案例研究框架内将被用来解决确定的研究问题。该案例研究将包括一个团队运动俱乐部在整个赛季（约9-10个月）的过程中进行调查，重点是在训练和比赛期间观察，解释和质疑教练实践。案例研究俱乐部将包括至少3-4名教练，以及各种支持人员。参与者俱乐部将使用有目的的抽样技术进行选择，其基础是它符合预定义的标准，因此被视为“信息丰富”（Patton，2002）。更具体地说，行动过程分析（Theureau，1992）将被用作一种手段，以更好地参与所讨论的非线性现象的复杂性（即，教练关系中信任的性质和发展）。这种方法可以做到这一点，因为它试图从行为人的角度，结合局势的特点，描述和分析行为人的行动。在这方面，行动过程分析是一种视角，它增加了分析的重点，不仅包括单个行为者或环境，还包括这些元素之间随着时间的推移而发生的相互作用。因此，它可以检查教练和与他们一起工作的人看似直觉的，计划外的行动。反过来，收集到的数据将被转录，组织和分析，一旦他们已经收集，从而允许一个持续的解释和意义的过程。

Aim and research questions The purpose of this study is to explore the nature of trust within sports coaching. This overarching aim will be addressed through five related research questions; 1. What can be defined as trust between and among coaches and athletes?2. By what means do athletes and coaches develop trusting relationships, and what do these look like in practice?3. How does trust/distrust manifest itself between coaches, athletes and context?4. How do individuals prove themselves to be trustworthy?5. How is the work of repair undertaken when trust is perceived to be broken?Significance of projectDuring the past decade, coaching has been increasingly depicted as situationally constructed, comprising negotiated interactions between a myriad of social actors in context (e.g., Santos, Jones & Mesquita, 2013). An aspect not yet engaged with as a part of this relational agenda, however, has been that of trust; that is, the trust (or distrust) that exists within coaching contexts which enables or inhibits the activity from working. This would appear an unwarranted neglect seeing that trust is deemed a vital function in the development of constructive relations (Purdy, Potrac & Nelson, 2013). Similarly, considering that trust forms the bedrock of all strong relationships (Reina & Reina, 2006; Hardin, 2002), an understanding of how notions related to trust and distrust, such as commitment, exchange, unpredictability, competence, trustworthiness and willingness, apply in coaching practice would appear to hold sizeable worth.The principal significance of the project lies in better grasping the temporal relational interplay between coaches, athletes and context, particularly in relation to notions of trust (Rompf, 2015). In this respect, moving beyond questions of 'what is trust?' toward 'which trust, how and when?' holds considerable value in progressing our understanding of trust as related to coaches' practice. A further value of the study, for coaches and coach educators alike, lies in deciphering aspects of the 'culture change' often desired and claimed by practitioners. Despite its prevalence, such a notion lacks a critical authenticity beyond rhetoric. Consequently, an exploration of trust per se, holds the potential to shed light on how such culture change or creation can be realistically embarked upon, developed and maintained within a given time frame.MethodologyQualitative methods within a case-study framework will be used to address the identified research questions. The case-study will comprise a team sports club being investigated over the course of a full season (circa 9-10 months), where the focus will be upon observing, interpreting and questioning coaching practice during both training and competition. The case study club will comprise at least 3-4 coaches, in addition to various support staff. The participant club will be selected using purposive sampling techniques on the basis that it meets pre-defined criteria, thus being regarded as 'information-rich' (Patton, 2002). More specifically, course of action analysis (Theureau, 1992) will be used as a means to better engage with the complexity of the non-linear phenomenon in question (i.e., the nature and development of trust in coaching relationships). Such a method can do so, as it seeks to describe and analyse the actions of agents from their point of view in relation to the characteristics of the situation. In this respect, course of action analysis is a perspective that increases the focus of analysis to include more than just the individual actor(s) or the environment, to the interaction that occurs between these elements over time. Hence, it enables the examination of the seemingly intuitive, unplanned actions of coaches and those they work with. In turn, the collected data will be transcribed, organised and analysed as soon as they have been collected, thus allowing an on-going process of interpretation and sense making.