Abstract
Our research in this pilot suggested that children prefer unstructured sporting experiences that allow them to sample a range of sports. Beginner coaches, however, can find it challenging when attempting to deliver unstructured, play-orientated sessions.
Throughout the report we acknowledge the complexity of training coaches to deliver child-first coaching and through our observations and interviews with children and coaches there were some useful findings, namely:
• Coaches acknowledged the value of play in children’s development but initially lacked the tools to deliver it effectively.
• Children highlighted enjoyment, choice, and relationships with peers and coaches as key components of a meaningful sport experience.
• Structured coach development workshops and child-led session design proved effective in bridging the gap between traditional practice focused coaching and child-first approaches.
The report highlights the transformative potential of centring children’s experiences and voices in coach education and session design. It calls for a shift in coaching paradigms to better align with children’s rights to play, be heard, and thrive in sport. It is, however, clear that more research is required to understand the challenges of developing coaches in real world settings.
Throughout the report we acknowledge the complexity of training coaches to deliver child-first coaching and through our observations and interviews with children and coaches there were some useful findings, namely:
• Coaches acknowledged the value of play in children’s development but initially lacked the tools to deliver it effectively.
• Children highlighted enjoyment, choice, and relationships with peers and coaches as key components of a meaningful sport experience.
• Structured coach development workshops and child-led session design proved effective in bridging the gap between traditional practice focused coaching and child-first approaches.
The report highlights the transformative potential of centring children’s experiences and voices in coach education and session design. It calls for a shift in coaching paradigms to better align with children’s rights to play, be heard, and thrive in sport. It is, however, clear that more research is required to understand the challenges of developing coaches in real world settings.
| Original language | English |
|---|---|
| Commissioning body | Sport Waikato |
| Number of pages | 30 |
| Publication status | Unpublished - 2025 |
