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November 10, 2023
Coach experiences during a pandemic: Navigating
change in a challenging environment
thesportjournal.org/article/coach-experiences-during-a-pandemic-navigating-change-in-a-challenging-environment
Authors: Todd Layne , Kelly Simonton , Jamie Brunsdon , & Marko Pavolic
College of Health Sciences, University of Memphis, Memphis, TN, USA
Division of Kinesiology and Health, University of Wyoming, Laramie, WY, USA
Corresponding Author:
Todd Layne, PhD
495 Zach Curlin St.
Memphis, TN, 38152
telayne@memphis.edu
901-481-8081
Todd Layne, PhD, is an Associate Professor of Physical Education Teacher Education at the
University of Memphis in Memphis, TN. His research program examines the use of the sport
education model as well as coaching effectiveness.
Kelly Simonton, PhD, is an Assistant Professor of Physical Education Teacher Education at
the University of Wyoming in Laramie, WY. His research focus revolves around achievement
motivation in physical education and physical activity, specifically as it relates to student and
teacher emotions and their motivational effects.
Jamie Brunsdon, PhD, is an Assistant Professor of Physical Education Teacher Education at
the University of Memphis in Memphis, TN. Dr. Brunsdon’s research interests are largely
focused on teacher/faculty socialization and applied ethics.
ABSTRACT
The purpose of this study was to understand coaches’ response via their day-to-day
experiences during the COVID-19 pandemic from the lens of coaching during the COVID-19
national health pandemic. This study utilized qualitative analysis via two zoom-call recorded
interviews. A total of nine current head coaches (middle and high school) of teams that
participated in the 2021 spring season were involved. Data were analyzed using standard
interpretive techniques. Final analysis resulted in general themes that reflected perceptions
of the coaches. Themes included (a) new purpose, (b) extra preparation, (c) mixed emotions,
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(d) creating connections during isolation, and (e) finding relief in helping hands. Coaches are
faced with challenges each season. With the recent COVID-19 pandemic, coaches
experienced difficulties never seen before. Coaches learned to adapt and respond to
situations with a goal of togetherness as a team and competing again. These experiences
will prepare coaches for future unexpected changes that can occur within a typical sport
season.
Key words: coach, emotion, COVID-19 pandemic
INTRODUCTION
The sport coaching profession has expanded with the increase of undergraduate coaching
education programs (12). Students are educated in the coaching field with an emphasis on
advanced coaching theory and practice. For example, programs will examine a wide array of
topics such as coaching team and/or individual sport, how to motivate athletes, best
practices for performance training, and understanding how to serve as a sport administrator.
Within each of these topics, students are challenged to examine various possibilities to
develop their understanding and better prepare them for the coaching field. While some
future coaches take the specialized education approach, many individuals often enter the
field as a result of becoming a teacher and coaching a sport team as part of their school
duties. While some may thrive in both roles, the time commitment to fulfill both roles and to
excel can be challenging (15). Often, one role is selected as a primary focus leaving little
time to devote to the secondary choice. Regardless, becoming a coach can be enticing to
many as it allows the opportunity to stay connected with a familiar sport and the potential to
have a positive influence on young people. Others may be influenced by the attraction of
coaching at highly competitive levels (i.e., college, professional, etc.).
While the appeal of coaching may be strong, it does come with challenges and potential
emotional stress, particularly for those with less education and formal training (3). Research
on the emotional experiences and difficulties associated with coaching has been limited (10,
13). This area of research is particularly important for occupations such as coaching because
it requires considerable time, commitment, and passion, in addition to teaching (or other job)
responsibilities. Research does indicate that teachers, in general, are invested in their
coaching duties (22). A primary goal for a coach may be player development with a
secondary goal of winning. Both development and winning can produce positive emotion, but
the pursuit of both may create psychological stress (10). Research on coaching has
examined a variety of emotional categories (i.e., stress, burnout, emotional labor, and
exhaustion) (13, 16, 20). During the COVID-19 pandemic, teachers experienced increased
non-teaching related responsibilities on an already demanding job. This led to an increase in
emotional uncertainty, frustration, and exhaustion (25). In line with the already emotionally
demanding occupation that coaching is, it would appear that the pandemic significantly
shifted coaches’ roles and took time away from developing players and teams (Sanderson &
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Brown, 2020). This study intended to capture several middle/high school coaches’
experiences from the beginning to the end of their sport season during a national health
pandemic.
The COVID-19 virus is a respiratory disease caused by the SARS-CoV-2 virus transmitted
through airborne pathogens which caused severe bouts of illness and death across the world
in recent years (4). The initial phases of the COVID-19 pandemic placed an unprecedented
physical and emotional toll on coaches (17-18, 21). In early 2020, the COVID-19 virus forced
coaches to re-evaluate their procedures as well as how they planned to continue player
growth and development. In addition, the unpredictability of players contracting the virus
forced coaches to take ‘one day at a time’ instead of their normal planning procedures. By
consequence, this created undesirable conditions as seasons were not guaranteed, player
participation would be inconsistent, and changes to procedures could occur at any moment.
For example, in order to practice or play in games, some school districts required players to
pass a temperature check and answer a series of questions related to their health. This
procedure took time and effort to set up, placing increased burdens on coaching staffs. If a
player exhibited higher temperatures or was exposed to the virus, then measures had to be
taken to ensure no one else would potentially be affected. At the conclusion of practices and
games, the equipment used would be cleaned by coaches to reduce the potential of
individuals contacting the virus in preparation for the next day.
Another inconvenient situation that coaches had to learn to manage was when players would
test positive for COVID-19. If this occurred, players and those impacted would have to miss
practice, games, and/or other team engagements for an extended period of time. By
consequence, coaches would have to reexamine their lineups and methods of practice to
ensure everyone was accounted for and that their team was prepared. All of these extra
requirements could potentially place an increased burden on coaches and their already
existing responsibilities.
As a consequence, the pandemic prompted a shift in normal coaching routines and
expectations. One suggested approach was implementing individualized training programs
for players to complete from home (9, 17). As a result, the suggested approach for coaches
and athletes allowed for more examination into the emotional aspects of sport as the
pandemic produced unfamiliar feelings for all (17, 21). When the environment is changed, it
can prompt consideration of changes to one’s coaching philosophy, training techniques, and
overall goals for their team.
Another change has been the expansion of sport specialization. This has created a need for
coaches to expand their work beyond their normal season (29). When a season is complete,
players will transition to preparing for the upcoming season by training with individualized
coaches, complete strength-and-conditioning training, or participate on a club team. Similarly,
coaches will spend time in preparation for the next season receiving formal coach education
hours (11). The motivation to improve as a coach comes with a time commitment beyond
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their expected contribution. Combining this with the increased demands from an unexpected
event (i.e., COVID-19 pandemic) can potentially create an undesirable situation for any
coach. Research is needed that could potentially provide information for improved methods
for dealing with unforeseen circumstances and navigating challenging times more effectively.
Additionally, research may provide evidence on how to navigate changes to help mitigate the
existing shortage of quality coaches for middle/high school programs.
With the pandemic impacting the world, one must consider how we respond in this type of
climate. For example, researchers have discovered that coaches can experience a variety of
emotional symptoms (i.e., frustration, anxiety, apathy, etc.) (1, 16) which can lead to a
negative impact on a coaches’ performance and overall well-being. Because of these
feelings, it is imperative to understand how coaches respond during a pandemic and how to
best prepare for unexpected events. Results from this study could potentially provide
preparation measures to ensure that coaches have a healthy response to any unforeseen
challenges. Therefore, the purpose of this study was to understand coaches’ response via
their day-to-day experiences during the COVID-19 pandemic. In addition, we explored the
events that increased their emotional response as well as learn about the different coping
strategies they employed to deal with their specific situation.
METHODS
Participants and Settings
Participants were nine middle and high school sport coaches located in the Southeastern
region of the United States. At the time of the study, seven participants identified as Male
(Pseudonyms: Aaron, Blake, Chris, Craig, Grant, Sean, & Kaleb) and two identified as
female (Amy & Rachel). The approximate age range of the participants, and their average
number of years coaching was 33.3 and 7.1, respectively. The participants were recruited
based on being a head coach of a spring sport at the middle or high school level. The
participants predominantly coached invasion and striking/fielding sports. More specifically,
Blake, Chris, and Grant coached soccer, Aaron and Rachel coached lacrosse, and one
participant coached golf (Kaleb), baseball (Craig), track and field (Sean), and softball (Amy),
respectively. All participants were Head Coaches at the time of data collection. For complete
demographic information on participants, see Table 1.
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The participants were recruited to participate having coached middle and high school sport
prior to and immediately following the time in which the COVID-19 pandemic restrictions
were the most severe on schools in the Southeastern region. Furthermore, despite coaching
a number of different sports at several unique locations with varying urban, suburban, and
rural restrictions, the homogeneity of the participants working conditions was high, in that
they all lived and coached in areas and schools that ‘generally’ maintained the same level of
COVID-19 restrictions (i.e., mandated social distancing and mask wearing, standard hygiene
practices). What was unique, however, was how the different schools, sport teams, and
coaches responded to the restrictions that were prompted, by, for example, a community
outbreak. Thus, while congruency in terms of the level of COVID-19 restrictions placed on
the participants were established, how the participants responded to these conditions
differed due to each having specific situational experiences. Prior to the study, the
participants gave consent agreeing to participate and were provided a pseudonym in which
to protect their anonymity.
Data Collection and Procedures
After obtaining university Institutional Review Board approval and informed consent from all
participants, data were collected through one qualitative data collection technique. All nine
participants were formally interviewed individually on two separate occasions. These
pre/post season interviews were semi-structured in nature, allowed for multiple follow-up
prompts throughout, and sought to capture the participants initial and follow-up practical and
social-emotional experiences related to coaching during the COVID-19 pandemic. This
approach was similar to previous research which gathered information on teacher
experiences during the COVID-19 pandemic (25). Specifically, topics discussing in both
interviews focused on the socio-cultural school climate, the coaching environment, coach
perspectives and practices, coach emotions, coping mechanisms, emotional labor, and
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exhaustion. For example, questions such as, “What do you see as the purpose of your
program?”, “How do you feel typically feel while coaching at the beginning of each season as
you begin to start and why do you typically feel this way?”, “Now that we’ve all been
impacted by COVID-19, what restrictions is your school under (i.e. school, district, state)?
What type of support are you receiving?,” and “Have you been asked by your administration
or colleagues to concede on/or make special accommodations on any sport related
expectations for the season? If so, how has that made you feel? What are your plans to meet
these concessions?,” were salient during the first formal interview. In addition, questions
such as, “How do you feel the season went for you and your players?”, “Were you able to
achieve your goals during this year of COVID?”, “Do you think your coaching was better or
did it suffer?”, and “Emotionally, how do you feel now that the season is over?” were
prominent in during the second formal interview. For a complete list of questions for both
interviews, please refer to Appendix A.
All interviews were conducted by one of the authors using Zoom and were scheduled at a
time that was most convenient for the participant. Each interview lasted between 35-55
minutes, respectively, and were audio recorded and transcribed verbatim immediately after
completion. Any identifiable data (i.e., school and club names, personal contact information)
founded during the transcription proofing stage was destroyed prior to the data analysis
phase to further protect the participants anonymity. Each participant was given a pseudonym
to help protect their identity.
Data Analysis
Data were analyzed by the research team using standard interpretive techniques (19). This
multi-step process included: (a) organizing the data by time point; (b) reading, reviewing and
then coding the data by identifying data chunks, circling and/or highlighting them, and giving
the data a descriptor; (c) reviewing the codes and descriptors, and grouping them into broad
categories based on their similarities and differences; (d) reviewing the developed
categories, and reducing these into more focused themes; and (e) identifying and selecting
data in which to represent the themes in the manuscript. To help with this process, a
codebook was created by research team members using line by line open and axial coding
for each participant for both the pre-and-post iterations. Data trustworthiness was
established via the depth of data collected via the 18 formal interviews, searching for
discrepant cases within the data during the second phases of analysis, conducting follow-up
informal interviews at the end of the data analysis phase, and by having the participants
complete a member check of an earlier version of the manuscript. Each researcher would
share their data with the research team to compare and check for fidelity across coding (5) to
allow for any adjustments to be made.
RESULTS
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Final analysis resulted in general themes that reflected both pre-season and post-season
perceptions of the coaches. Themes included (a) a new purpose, (b) extra preparation, (c)
mixed emotions, (d) creating connection during isolation, and (e) finding relief in helping
hands. A description of results for each theme follows.
New Purpose
Prior to COVID-19 most coaches would agree that player development and having fun would
be identified as important goals for the team, along with winning for those highly competitive
environments (26). The priority of these goals is interchangeable dependent upon the coach
and their overall philosophy. However, when the pandemic occurred it created a shift in what
coaches found to be most important. This shift occurred due to not having the opportunity to
play for a season (Spring 2020) and experiencing some changes and modifications to
competition the following season (Spring 2021). As a result of missing out on a previous
season, coaches indicated that players identified a new purpose which included having
secondary goals such as enjoying the moment, having experiences together, and realizing
that winning was not the most important thing. Sean summarized his feelings on player
development with no competitive season with regards to purpose “…the success of this
season won’t be decided in the next 24 hours. Like the success of this season depends on
what kind of men and women they grow up to be.”
Coaches also noticed that players experienced a shift from focusing on winning to enjoying
the moment when getting the opportunity to play competitively again. One reason for this
shift may have been the idea that the season was not guaranteed. Sean mentioned “I told
them in our team meeting like when it comes to COVID my goal is to finish the season.”
While winning was still important, it took a backseat to being thankful for a season. Chris
shared this
“obviously we expect to win, we want to win, we are going to do everything we can. I
just I want them to enjoy this time. Just go out there and compete, that’s one thing that
I always tell our guys, and you hear it all the time, you know the game can be taken
away from you, well last year it was.”
Rachel said that her team realized how much they missed being together after missing a
season of competition, “I think not getting to play last year kind of gave them a new
perspective on exactly how much they had missed out on and how much it meant to them.” It
was also clear to participants that parents wanted to have a season. Craig stated, “the
parents were willing to do whatever it took to have a season, because we didn’t get any kind
of play, last year, so they were happy to do whatever it took to make sure we had the
season.” Overall, the coaches wanted their players to have fun. Blake mentioned “You know
not getting a season really was a very emotional thing, and this year, I just want my kids to
have fun.”
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Extra Preparation
In a typical season, coaches will spend a vast amount of time planning their practice
schedule to ensure that time is maximized, and that player development is highlighted.
Following a normal progression of skill development, there is an expectation of where
players will be at a given year or developmental stage. Due to COVID-19 restrictions and the
missed season, coaches were behind on skill development due to the missed opportunities.
Coaches noticed that players were developmentally behind, meaning more time would be
needed to address areas of concern. Chris stated, “this year preseason was a challenge, as
we were trying to cram two years into one.” Amy mentioned that the extra time needed for
development led to an increase in anxiety:
“I got to a point where I got mad, and I yelled like ‘how many times do I have to say this
for you guys to understand’ and I feel like in a normal year I might have been more
patient with that. I’m concerned that if I can’t keep my anxieties and intensity at a level
that beginning players can handle, I might scare them off.”
Another reason player development was more challenging was the fact that additional time
was needed to ensure player safety. Coaches were forced to change routines and take on
additional responsibility to increase the likelihood of players not contracting COVID-19. Kaleb
indicated “extra time was needed for practices…for you know, taking temperatures and
asking the questions.” This extra time consistently cut into preplanned practice time resulting
in lost opportunities for players. To alleviate this lost time, coaches talked about how players
were so excited to have an opportunity, that they would stay after practice just to get
additional time. Grant said “my players were begging me to get field time. Even when the JV
was practicing, the varsity players just wanted to be out there. They just missed it.” Coaches
realized that the extra time in preparation was worth it if it resulted in players getting to have
a season. Grant shared these thoughts “I felt more for the kids that missed out last year, the
seniors. I’m just glad the kids got to go and play soccer and I’m glad that I wasn’t stuck in the
house”. While students demonstrated increased motivation for practice, extra coaching and
non-coaching duties were identified by all coaches. As a result, time was devoted to ensuring
that players had an opportunity to compete, thus extending the limited amount of time that
coaches had available.
Mixed Emotions
In a typical season, coaches will begin with excitement about the potential for a new season
with new goals and expectations for their athletes. This enthusiasm from coaches strives to
assist player development and instill effort from players. These characteristics of a coach
were found to be associated with confidence, enthusiasm, and vigor from players (7).
However, at the beginning of any new season, coaches often face the challenge of team
cohesiveness due to the fluctuation of rosters at the end of each season. Additionally,
coaching requirements include preparing a season plan, a competitive schedule, and
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ensuring all equipment and supplies are available for use. After missing a full season of
competition due to COVID-19, all coaches were excited to be with their team and competing
again and they endured the new year challenges. Grant stated, “there’s an internal drive and
excitement to begin working with your new team and shaping them and molding.” Sean was
excited about the idea of just being with his players, “just being able to practice with those
kids two hours a day. Getting to coach and laugh and talk and just be around each other, like
I thoroughly like this.” This desire from coaches helped prepare them for new tasks
associated with being able to compete.
To help prevent the spread of COVID-19, coaches were given additional responsibilities for
testing and ensuring that players were not contagious. These responsibilities did provide
some anxiety for coaches, “I think the big thing is just all the uncertainty and it just creates
such high levels of anxiety” stated Amy when discussing the new season procedures to keep
athletes safe and healthy. While it did provide some frustration, coaches believed the extra
work was worth the effort. Chris believed the extra tasks was worth it for the athletes to be
able to play,
“I am doing this, but I’m doing it for a reason…it’s for the kids. They need to play, they
need to have sports and so I’m just thankful that we’re finally, you know, hopefully
getting able to play a game.”
Kaleb knew that if they did not complete the extra requirements, players would not be able to
compete, “Although it (COVID) was frustrating at times, I knew that it was worthwhile,
because without these things you’re not going to get what you want to do.” Even with the
frustrations of dealing with COVID-19, coaches were thrilled to be with their team and doing
what they love. In fact, the break from competition created a new sense of appreciation for
what they get to do. Blake shared this thought, “You know the (Seniors) not getting a season
really was a very emotional thing, and this year, I just want my kids to have fun.”
Creating Connection During Isolation
One challenge presented by COVID-19 was the transition of being socially active as a team
to being more independent and isolated. With restrictions being mandated, players had to
practice on their own at home and when they returned, they had to practice social distancing.
Sean described how he worked to maintain a sense of team connection, “I tried to be
intentional about making sure that we are having time together as a team….I kept sending
out emails with workouts and encouragement. Just trying to keep kids bought in and
connected.” As challenging as it was to maintain being socially distanced, Chris explained
why it was so important,
“when we practice, if we put them in groups, let’s say player one is in that group, he
tests positive. If we can prove that they were socially distanced, and stayed within that
group, only the group will have to quarantine and not the entire team.”
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Kaleb believed that keeping players separated during practice had an impact on team
cohesion, “kids enjoy getting to know each other out on a team level. (During COVID) They
are not as open to being as much kids as what they would have been before COVID.” The
loss of social connection during an important developmental stage was identified by coaches
as a challenge during the pandemic. The restrictions and challenges of isolation during the
pandemic resulted in player excitement being at an all-time high due to being together again
as a team. Grant shared this story: “[After a big win] Everybody’s cheering and screaming
and that to me was my favorite moment of the season, and I think a big part of that was
because we didn’t get to do that last year. That was definitely the high.” The coaches shared
that excitement for being connected as well. Blake talked about his feelings for the season, “I
had a genuine energy and excitement going in to just about every practice.” In a normal
season, team cohesion and commitment are typically prioritized by coaches. However,
physical and social restrictions forced these coaches to adopt new strategies to facilitate a
sense of cohesion among the team. Coaches not only had to create non-typical ways of
building cohesion, but they also identified how essential connection is for enjoying and
getting the most out of their sporting experience. Regardless, after missing a season of play,
coaches and players would have done anything to be able to return to the playing field.
Finding Relief in Helping Hands
A crucial factor for all coaches was the support provided by administration and other vested
groups. Without this support, many coaches believed it would have been difficult to maintain
all the responsibilities that come with being a coach and the requirements for COVID-19
protocols. Chris shared this about people who assisted the program, “…our administration,
all the coaches, the booster club and our parents really helped a lot…they took everything off
of me that they possibly could.” Aaron talked about how he experienced limited impact due to
the help around him, “(It would have been difficult without) the parents and the board. We
also have a school sponsor that’s a counselor at the school that represents us and assists
the team.”
Another coach, Rachel, believed the COVID-19 season allowed her lesser-known sport
(Lacrosse) to gain support from school administration due to the communication that had to
occur, “I went from nothing but heartache at the beginning of the season to the athletic
director showing up at our game.” Rachel alludes to this experience of heightened
administrative presence as a source of support and recognition of her hard work that she did
not necessarily feel in previous years. Previous experience also helped Sean make the
transition to handling extra expectations
“As a track and field head coach, you are accustomed to handling multiple groups [i.e.,
different events] practicing in different areas with their coach. You are the administrator
of the team in charge of making sure everyone is where they are supposed to be, and
that work is getting completed.”
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These previous duties helped prepare him for the extra responsibilities associated with
COVID-19. Overall, the COVID-19 experience for coaches held a positive aspect in their
perspective as more individuals and groups wanted to share the workload to assure a full
season for their students and children. Coaches suggested that balancing many new duties
can be difficult, but when all stakeholders are supportive they felt a reduced sense of stress
and anxiety in their already overburdened roles.
DISCUSSION
The purpose of this study was to understand coaches’ response via their day-to-day
experiences during the COVID-19 pandemic from the lens of coaching during a national
public health pandemic. The study also intended to understand the events that produced
emotional responses as well as the change that occurred for coaches. Based on this study, it
was evident that the pandemic produced a new purpose for teams due to a previous season
being canceled and the continuous threat of additional lost time. Because of this threat,
coaches appeared to adopt a whatever it takes mentality to ensure that players had a
chance to compete so that more time was not sacrificed. The additional time needed to
complete tasks and the unpredictability of the pandemic produced mixed emotions among
coaches. While they were willing to commit additional time to their job, it did produce a
variety of emotions that were not experienced in a typical season. The loss of a season
produced an eagerness to be with their team while the unpredictability of the pandemic
produced a new level of anxiety never associated with their sport. Through it all, many
coaches found support from different people that assisted them with different tasks and
provided the much-needed emotional support. As a result, teams were able to be together
again and enjoy the culture that for many, is the motivation for being part of a team.
Although there are a variety of reasons for entering the coaching profession (i.e., familiarity
with sport, help young people, etc.), participants from this study indicated that the pandemic
enhanced their desire to compete and to be with their players. A byproduct of the pandemic
was a new purpose for their team and what they wanted to accomplish. While coaches place
an emphasis on player development, there was an intense motivation that was present to
compete and win. From this desire coaches will typically place an emphasis on season
preparation and developing strategies for their upcoming season of play. However, the
pandemic shifted their focus to ensuring a season was played and doing whatever was
needed to be together with their team. Participants indicated that winning was still important,
but that it took a backseat to competing and being together. While this shift in purpose may
be different for coaches, this approach does match the desires of youth sport participation
(28). While winning is important to players, the desire to compete is enhanced by having fun,
developing as a player, and being with friends. Losing a season due to the pandemic could
potentially lead to increased motivational levels and an internal drive to get better. In a typical
season, coaches may have to develop strategies to ensure that this occurs with their players.
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In addition, the formal training of coaches should continue to place player development and
needs (sport and non-sport related) at the forefront to maximize the positive experience sport
can have for youth as evidenced through this unique time period.
Based on the desire of coaches and players to be on the field together, participants stressed
that they were willing to do whatever it took to have a season of competition. In a typical
season, coaches commit to their job knowing that there will be a considerable time
commitment for the pay that they receive. The pandemic brought on additional duties, forcing
coaches to consider the amount of work that they were willing to complete for any season.
Normally, a coach’s workload will increase based on the demands of their job and the
expectation of winning. For example, a coach for a recreational soccer team for elementary
students would be expected to commit less time to coaching as compared to a highly
competitive high school team. Research suggests that the more competitive the league, an
increase of demands are placed on the coach (10). Regardless, participants in the study
indicated that were willing to do what it took to ensure that their players had an opportunity to
compete and finish out their season. The results of this study identified that coaches need
specified training in balancing the workload for success and overall well-being. Bentzen et al.
(2) offered these suggestions for maintaining a healthy work balance for coaches. First, they
suggested that each coach should create a manageable workload for their staff. If a coach is
doing more than what should be expected, it should be anticipated that exhaustion will occur.
Secondly, autonomous motivation for coaches needs to be encouraged. Finding ways to
enhance the internal motivation for coaches will potentially lead to greater outcomes for their
particular situation. Exhaustion may also be mitigated by adjusting one’s goals and
philosophy for coaching. For example, if coaches can prioritize development and health
safety over winning, it may be more likely they can cope and reduce fatigue. Those who
cannot shift these philosophies may experience exacerbated feelings of burnout during times
when the environment changes, like those resulting from the COVID-19 pandemic. Coaching
education should consider prioritizing non-technical aspects of coaching such as developing
a time balanced work schedule, formal techniques for delegating duties, and instructional
techniques that aid student-athletes in taking autonomous roles in daily sport related duties.
While participants were willing to put in the ‘extra work,’ it did produce mixed emotions
regarding their experience. Coaches were excited to be with their team and to do the extra
tasks needed to have a season. However, this did create frustrations with inconsistencies of
players being available and the created interruptions prevented a good flow for season
preparation. High quality coaches will display abilities such as being prepared, managing
player development, and creating a vision for their team (27). The pandemic challenged
these in diverse ways. It was challenging for coaches to be fully prepared due to the
inevitability of a player having to miss practice, or a game, due to a positive COVID-19 test
preventing close proximity to a positive player. As a result, coaches expressed that they did
not feel as prepared in previous seasons. An added challenge was the fact that players did
not compete in the previous season meaning a year of development was lost (24). Due to
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this loss of time, coaches had to change their typical plan of skill practice to better
accommodate player abilities. The opportunity for assessment added the need for additional
practice time. This led to coaches believing that their team preparation was not as successful
as prior seasons. Ultimately, the vision established by coaches was to enjoy the moment and
to give your best effort. A shift to more progress-based goals can be beneficial for teams as it
can reduce the pressure on players and thus allow them to focus more on enjoyment and
reducing the anxiety that can typically be present (6). Coaches should consider individual
improvement plans such as encouraging athletes to find times to practice and improve
outside of the formal team practice time.
One emotion that did change for coaches was the reduced anxiety from dealing with parents.
Participants indicated that they received more assistance and appreciation for having a
season. Parents were willing to provide support to help avoid losing an additional season.
Elliott et al. (8) found that parents can provide an athlete support in a multitude of ways and
play a significant role in the success of athletes. When parents are supportive and avoid
applying unwanted pressure, players can produce greater results. In future seasons, it may
be beneficial to provide parents with informational sessions that show how they can impact
player success. This would allow coaches to better communicate with parents so that a plan
can be created for their involvement and support. In addition, we believe training should be
provided to new coaches on how to develop strong coach-parent relationships that provide
key elements for sharing expectations and supportive tactics.
Participants did indicate that the pandemic produced a great culture within the team when
everyone returned. At times it was difficult for coaches to decide on how much to restrict
player interactions and time together. During the pandemic, most players had to train on their
own. Coaches would create workouts for players to follow from home and any interaction
would occur via online communication. This approach has resulted in athletes experiencing
less anxiety, perceived more control, and more motivation to return to sport when
confinement from COVID-19 ended (23). After a period of time of training alone, players had
a desire to be together again. One coach even mentioned that players would request to join
a different team (i.e., junior varsity, freshman) practice just so they could have more time on
the field practicing. The dilemma of deciding on how much time to spend together was
challenging. If players had no restrictions during practice, the result of a positive test would
have impacted more players. Even with restrictions, coaches tried to get creative with ways
for their teams to be together. As a coach, you have to consider the importance of team
comradery and getting to know one another. While it is not mandatory for teams to have
close personal relationships to be successful, it can increase the ability to work together
towards a common goal (14). Having an environment which can stimulate growth and
togetherness can help create the positive energy that coaches desire for a team. While the
isolation, as a result of the pandemic, ended up motivating athletes and coaches to get back
into their sport, coaches will likely see an assortment of athlete motivation (i.e., burnout,
disruptive behavior, lack of motivation to practice) in a typical year that may not be as
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conducive for comradery and commitment. It is clear that coaches must create environments
that embrace comradery and commitment as these characteristics are highly related to
success and effort. As a result, using instructional techniques that target these areas has the
potential to reduce stress of the job and lead to more satisfaction.
Coaches in this study did in fact believe that their first season back after the pandemic was
possible due to the contributions of all parties involved. Players were willing to do whatever it
took to play. Parents noticed the disappointment in their child(ren) after missing a season.
Administration knew that it was important that every team returned to an environment that
was reflective of their normal learning environment. All of these factors combined created a
situation that was encouraging for coaches and motivated them to go the extra mile to
ensure that their season was completed and that it provided a positive experience for
everyone involved. Ultimately, the pandemic created emotions that should be present for any
sport season. It provided players and coaches with an opportunity to do something that they
enjoy, develop personally, and establish memories that will stay with them forever.
LIMITATIONS AND FUTURE RESEARCH
While the findings from this study are beneficial, this study does have some limitations.
Although there was a good range of ages and years of coaching among participants, the
number of participants (N=9) can be seen as a limitation. However, the amount of data was
sufficient in addressing the purpose of the study. Another limitation was that the distribution
of sports represented was not even. Future studies should examine a wide variety of sports
as well as varying coaching ability, experience, and diverse team population. In addition to
this, the pandemic created restrictions in visiting coaches at their job. Thus, supporting data
like coach and practice observations were not possible, limiting the researchers from
expanding on the existing data. This would have provided researchers the opportunity to
observe coach and player interactions which would have led to a better understanding of
what both the coach and player were dealing with as it relates to the pandemic. Future
studies should include more face-to-face evaluations during a pandemic to better understand
coach and player emotions.
CONCLUSION
Secondary school coaches are faced with challenges for each new season of competition.
With the recent COVID-19 pandemic, coaches experienced difficulties never seen before.
Through it all, coaches learned how to adapt and respond to these situations with a goal of
being together as a team and competing once again. Through these experiences, coaches
experienced a renewed love for their sport and team, as well as a desire to see players
succeed. In addition, coaches realized that they would commit their time and effort to ensure
that players received the best possible experience. Finally, coaches learned that all parties
involved are invested and want the best possible situation for the team. These emotions will
lead to positive involvement and outcomes for the team. The experiences during the
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pandemic will prepare coaches for future unexpected changes that can occur within a typical
sport season. Although exacerbated in the times of the COVID-19 pandemic, the personal,
social, and emotional sides of coaching that can dictate behavior, success, and well-being
need to be presented to current and future coaches.
APPLICATIONS TO SPORT
Sports can provide an abundance of benefits for coaches and middle and high school
athletes. Through participation, players have an opportunity for enjoyment,
development, and competition. Unfortunately, it can be taken away when a national
pandemic, such as Covid-19, occurs. Coaches and players must be prepared for these
type of unforeseen events so that when it does happen, proper procedure can be
followed to ensure benefits are still received by all parties. With a proper plan in place,
athletic programs will be able to utilize available resources and personnel to carry out
the responsibilities of responding to the situation.
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