A study of athletic coaching at the middle school level using the competing values framework

The purpose of this study was to examine and describe how middle school athletic coaches balanced the challenges of coaching as they strived to follow the established standards for coaches, adhered to middle school principles, and tried to field a competitive team. Qualitative research techniques were used as the activities of middle school girls' basketball coaches were observed. The source of data for this study was observations of practices as well as games and a post-observation interview with the coaches. Case studies were then written which revealed elements of coaching techniques, the coaches' own philosophies as they related to middle school principles, and strategies that the coaches utilized when they experienced a conflict in enacting their own standards and principles. Additionally, many of the established coaching standards of middle school coaching were revealed as the actions of these middle school coaches were documented. Next, coaching descriptions and information about a variety of actions were written in detail to support and provide examples during discussion of five major themes related to elements of coaching where challenges may occur. In addition, a cross-case analysis was used to compare the coaches' activities with relationship to the five major coaching themes as well as the established coaching standards. Research findings were further examined with reference to the competing values framework as the findings from the study were analyzed within the parameters of this framework. It was discovered that coaches with cognitive complexity were more successful coaches as they could move more easily through the various quadrants of the competing values framework. A rubric that middle school administrators can use to evaluate middle school coaches was also written. Final conclusions, implications, and further recommendations for additional research related to middle school coaching philosophy are proposed.