On and Off the Field

• Published in: Journal for the study of sports and athletes in education 2009-04, Vol.3 (1), p.99-121
• Main Authors: Liddell, Debora, Westefeld, John, Colangelo, Nicholas, Kellogg, Angela, Pearson, Jill
• Format: Article
• Language: English
• ISSN: 1935-7397; 1935-7400
• DOI: 10.1179/ssa.2009.3.1.99

The involvement of high school students in interscholastic sports has been linked to many positive outcomes, including grades, school attendance, persistence to graduation, positive self concept, and emotional well-being (Lopez & Moore, 2006; Donaldson & Ronan, 2006). Playing sports is also associated with several social values, such as loyalty, dedication, sacrifice, and responsibility (Lumpkin, 2002). However, with more pressure to specialize in a sport at an earlier age, and with year-round access to private coaching and pre-college scouting, the pressures on high school athletes-particularly those with high ability-may be mounting, leaving them vulnerable. The relationship between that student athlete and the high school coach is therefore essential to the student's success. This study examines that relationship and other aspects of coaching high-ability athletes.Using a qualitative method, we identified, in a purposive sample drawn from a Midwestern state and using snowball sampling techniques, male and female coaches who exemplified the most highly successful coaches in high school sports. We completed extensive, in-depth interviews with eleven coaches-a sample that was diverse based on the type of sport coached, size of school, and balance of male/female sport and coaches.The data clustered in six thematic categories, including the components of effective coaching, pressures on athletes, the gifted vs. the spoiled athlete, gender differences in sport, how coaching has changed, and the role of parents in the lives of high school athletes. Implications for those involved in athletics, especially sports educators, are discussed.