‘The role of coaches of wheelchair rugby in the development of athletes with a spinal cord injury Holly Tanse, Gordon A. Bloom, Catherine M. Sabiston and Greg Reid partment of Kinesiology & Physica Education, McGil Unive, 45 Pine Avene Wet, Mo Qutb Caras, H2WTS# (ceed 9 arch 2012 final version rected 10 March 2012) Whelair rgb allows individual ing wih quadriplegia lo compet in an ‘hele spor iecareny aoe ofthe Estaegowing dealt petite Steed and te ony fil coms yt layed by athe witha Sas The Dasgose of tis sy war a explo the personal expeeces of bela ‘ily concen i he develpnet ofthe aes ho hd ete he pet ‘her squrig 9 spinal cod in. esr ete where rghy coches were {ndowad wring # sum sacred pide. Data clecon std le ello {i iacpreatve phenomenological apron Pariepant dct te mye Poh ty side at wi raphy caches and te dene range of ther coaching responses, They ako sided to ter posts talk {he ronal ed ale devlopman of a aes ad he aque Sees they ulocd mi them The reas hil he pan ok of a coach In Fling ats dovetpmnt matey par Keynords: coaching: paniynpis whee rgb (nthe reqest ofthe British Government in 1944 Si Ludwig Gutman introduced sport as 2 feabiiaton tool for persons witha spinal cord injury (SCI) at Stoke “Mandevile Hospital(Sehtke 2001). This haspal later became the site ofthe fst, Fnemational multi-sport gamss for persons with an SCI (Anderson 2003) which led to the present Paralympic Games (Intemational Paralympic Commitee 2009) The Paralympic movement has expanded over the pas few decades from 400 athletes representing 23 counties atthe inaugural Paralympic Games in Rome in 1960 to Spproximatcly 4000 thes from 146 eunties at the 2008 Summer Pasympic ‘Games it Beving (Intemational Paralympic Commitee 2009), Despte the growing size and heightened popula, esearch within Paralympic sport has been limited to predominantly physiological and biomechanical factors (Gr Gocsey-Tolrey oa 2006). Whle te scope of psychological researeh is sti Tinted te eli athletes who have a physical dissbty, a related apd growing body of reseant has mvestigted the psychological implications of ble bodied athletes’ ‘etum o sport following serious Injury (Gould tal 1997, Taylor and Taylor 1997 Bianco 2001, Podlog abd Eklund 2006). comicn theme fiom these studies was the diicuty im the transitioning pmacess for retming athletes, Athletes who returned 10 sport flowing a seriols injury experienced fear of reanjury (Kiet, *Garspading nth. Foal goon BoowamegilcaQuattative Research i Sport, Exorese and Health 207 al, 2005), showed a dectine in confidence levels and performance (Wiliams and Rocpke 1983), were concerned about their bit to perform upto preinjury levels (Crossman 1997) and experienced feelings of alienation fom letmmates, coaches and even oneself (Exmler and Thomas 1990). However, coaches have provided postive impact onthe quality and experience ofan able eff in inary feo {ey (Gould et af. 1997, Johasion and Caroll 1998, Bianco 2001,” Podlog and Fkiund 207). For example, Canadian ational team skiers in Bianco’ sty emphasised the importance of socal support from ther coaches in reassuring they ‘would getter, helping them focus on future opportunites and encouraging then to adhere t thee rehbiliation programmes. .A similar response was elcted from ‘American apie and feotyle skiers who believed their coach's nee and asso tance helped to facilitate tei injury process recoven (Gould eal 197). This pe ‘of reenrch asually includes coaches who are comining to coach the same athletes before and ster an injury, and the oes is on anstion and stu fo sport. Lite |s known about the roles of coaches working with postnjury athletes who have Sustained a permanent and debiliating injury, sich ae SCL Fourteen men ho received ther SCI daring fotball rugby were interviewed to determine wheter nat- ratves of hope were prt of their stries (Smith and Sparkes 2008). With the excep- tion of one man who responded with litle hope and great deal of despa, TT cexpresed hope in medical progress fora eure and to believed they had changed in postive ways, becoming beter people with more shoices of who they mht ‘become. Soci sopport from health profesional, family and friends were noted, bout there wis no mention of former coaches. Ir sem those coaches missed an ‘oppornnity to encourage their former athletes to retin to sport and benefit om Sich involvement ‘Coaching isan enormously complex underaking with inerdiscplinary research needed to understand the complexities and expeienes faced duly by sich individ uns 3s coaches, athletes, parents, physiotherapists and medical taf (Bush and Sik 2010), One af the most important roles of the coach in helping alte tasition back to spor postinjury is the provision of social suppor (Johnston and Casrll 1998, Podlog and Eklund 2007} Coaches asp hold a myriad of roles in sport including teching and instiling We skills such as leadership, teamwork and charac ter building thei athletes (Vallée and Bloom 2005, Duchesne eta 2011), Ele level coaches establish an environment where the skis an valves taught ffom their Sport are promoted and encouraged both on and of the cout (Vallée and Bloom 2005, Duchesne ct af. 2011), and which are enhanc by a postive coac-athlet feltonship Jowett and Cockerill 2003). The Tole ofthe coach inside and ouside the competive context may tbe pariculy valuable when the athlete has a alsa. Empirical research on couches of athletes with physical disabilities is underde ‘eloped (e Cregan eral. 2007, Hanrahan 2007, Goodwin ef a 200% Barack fal 2011), This disconcerting ‘since seven priority arcs fr research in dia iy spon were proposed over 25year ago, including one on coaching (Reid and Prupas 1998, Since ths proity was idented, litle growth i this eld been schieved. In fact, recent doctment listed 976 coaching acts published om 1970 to 2006 and fund that few ofthese arles included coaches of elite athletes swith disaiigy (Rangeon eta 2009} Coaching athletes, resadless of thet (8) abilities, requie Foundational and fundsmenal skis (Cregan et af, 2007) such a3 Providing appeoprate feedback, sexing realise goals and developing skill208 Towne ab progresion: (DePauw and Gavron 2005). Beyond these skills necessary for all ooching, tere are skills and knowlege that may be specifi to coaching an ahete With a disci, such as recognising necessary biomechanical adaptations, unde Standing te nature ofthe athlete's disability and promoting independence (Sheril 1993, Quale 1999, DePauw and Gaveon 2008). Moreover, Cregan and colleagues ‘examined tse career evolution and knowledge of caches of Paralympic swims Coaches hd fo eam about the varying types of disabilities of thet alee, the importance of communicating with the athlete” caregivers and support workers ‘wel as leaning about accessibility issues (2. tansportton, ling). Cregan and alleges also found thatthe coaches fostered independence for ats that improved toth their athletic performance and their qualty of fe outside of sport ‘Thus, the coach ofan athlete witha disability most possess foundational knowledge common to all coaches as well as unique knowledge related 10 the athlete with ‘teal. ‘A consequence 10 the limited research on coaches of athletes with a physical isabiy i te lack of avaiable ceaching resourees inthis field. Coach edcaton Brogrammes in the disability sport field were almost non-enisent pcr to 2005 (Coaching Associaton of Canada 2005) and therefore selt-ooehing was commen practice (Liow and Hopkins 1996, Bradbury 1999, DePauw and Garon 2005) Settcoaching occurs when ables lam the eehniges, tactics and skills that ate traditionally taught by a coach (Bradbury 1999) This coaching education pacice was needed due to 0 lack of ualiid and trained exaches for cite athletes with ‘ksaility Bradbury 1999), Many crrent Paralympic cashes hve competed couch ‘education programmes tht were designed almost exclusively of strategies and skill focused on able-bodied athletes (Cregan eta. 2007) As such, Paralympic coaches te pot aed in the specie circumstances tha define disability spor. Whesebaie righ, fr zxample,is'2 spor that poses many unigue challenges Tar coaches. I was developed i Canada i the 1970s for alte with SCI and became an official Paralympic spor atthe 2000 Sydney eames ‘Wheeetir rugby allows individuals living with quadriplegia a chance to com pein an elite-level spt has gained enormous popolary in recent years aid Eurrently ove of the fastest-growing disability spots inthe work and i the only full contact sport played by athletes with a disailty (DePauw and Gaston 2005) All wheelchair ruby players are held to @elasieaon system whereby they must ‘have impaiment in tee out of four of ther limbs to be eligible to compete (Deas and Gavron 2005). There ae seven player clsifcations ranging fom 0 (the lowest clas who hae linsted functon of arms and ands) to 3.5 (he higher ‘lass who have moch greater funtion). Four players frm each team ar allowed fon the cour at atime but a maximum sum of player classifications of BO is pet ‘ited on the court at any ome time (USA Quad Rughy nd). This chsifictton stem im wheelchair rugby maximises the range of plyers with quadriplegia ad ther abilities to ensure equal representation anong team players and to foster postons ard roles tht are unique to the various dint represented on a team (Goodwin ca 2008), Ths,» person with alow point valve wil ply « defensive rol, whereas a hgh point player wall be uilied in more ball handing and caying Suatios (Goodin el, 2009) Despite the growing popularity of Paralympic spos such as wheelchair rgb coaches of athletes witha disability need effective coach edveation programmes. Soch progemmes should blend practical experiance with research-based knowledge,Quaitave Research in Sport, Exercise and Heath 209 Knowledge about players, couches and game tactics will be cite. Goodin eal (2000) exrored whecehat rugby from the perspective ofthe players, an theefoe sxploration fom the viewpoint of coaches seems warranted. ‘The purpose of ts study was t explore the personal experiences of wher chat eusby soeshes nthe evelopment of thei athletes with am SCI. Ths focus guided the central reacaeh oestion, How do whecichsir rigby coaches suppor the development of tei ath, lets with an SCI? The results of tis study will brsden coaching teach By including couches of athletes with a physical disability and conve te the rscarch bise of coach education progammes by providing knowledge ot best ‘otehing pucces specie tothe spoof wheelchair isby Methods Gives that he purpose ofthis study was to explore coaches’ experienes of work: ing with wheelchair rugby athletes, interpretative phenomenologieal analysis (IPA, Smith nd Osbom 2003, Smith era. 2009) was the methodology tha fnfoones research, According to Smith (2011), IPA is theoretically grounded in understanding eons’ lined experiences (eg. phenomenology), a process of engagement 2nd Interpretation (¢. hemencuis) and a balance of convergence and vergence of themes (c.idingrphy). Is also experiential sich tha the researcher's mere, ‘ion of the pancipant’s sens-making of thir own expeienes 8 done ins pede, jotical context whershy the researcher is being taught about the” partion ‘experiences (Reicher 2000, Sith 2011) Participants Consistent with IPA (Smith and Osbor 2003, Smith 2011), a purposeful sample of| for elite Canadian wheels rugby coaches volunteered fortis sty. There par Usipents were identified asthe top coaches inthe country by the Canadian wheels hr spot association (CWSA), ha a misma of 3 yeas of coaching expences in the spon tthe provincial andor national levels and had elvant cous ang 8 evidenced by a minimum of Level 2 coaching cetifiation. The study included thre coaches wit a disability and one able-bodied coach Al partipans were mle ‘because here are only few ian, female wheelesirrigby couches i Cana Procedure Consent was obtained from both the university research cihics board and the CWWSA. Sampling, inerviewing and data analysis were guided by IPA (Si 2003, ‘Smith and Osborn 2008). The ineriews laste for 50-120 min, andthe math gue tions addressed athlete development within the context of coaching athletes with a SCI. Prior o the main questions the interview began witha Bexcal enquiry ee the coaches’ ule experince, their disability (if they had one) a denon ot their curent tlt, and ther eoaching knowledge acquisition and evolution, This Information was designed 1 establish rapport withthe coaches and to provide the research team with important information that would be used to help eet the result, However, this information was confdentil and. if reported would aden ‘mine sues of anonymity given the small number of wheelhair rugby aches, “These data wee coded but were not analysed within the mai findings20H Towe ea ‘The sin interview questions were dete at understanding the coaches’ expe riences in working with alte with SCL In ight of extques for the sm Strustured nature of iteriews within TPA methodologies (Broeki and Wearden 3006, Ale Collinson 2009), we wed an open-ended interview guide that consisted ‘mainly of prompts 1 help tigger specie expenences ofeach coach in developing their knowdedge and experiences working with SCT athlete. Inline with IPA (Smith fd Osborn 2003, South 2011), specific questions were also asked to build rapport fn to beter understand the coaching perspectives. Specie questions were directed ft cooching pilosopies (eg what ae your coaching belie and howwhere did You develo these”, coaching fles (eg primary duis on and off the cout, and Tasks in ining sessions and comptison), ahete sess management (eg, what (ppes of tess do your ableter face and how do you help them cope wih these?) an alete support (describe haw you support your athletes). The preomi- tantly openended nitre ofthe interview guide prevented any theoreti or pet Sonal prevonceptions from the recarchers from influencing the participants’ onsntons of their experiences (Allen Collinson 2009) The inerview guide can be oblanad fiom the coresponding author upon request. Interviews were suJio- Fecordd end tanseribed verbatim andthe data were stored and organised wing the (nt sore sofware QS NVWvo 8. Follow-up interviews lasing approximately Somin sho occured and added richness 1 the data, clanfied misundertandings nd allowed participants to discuss any relevant ideas that di not aise the fist Interviow Smith snd Osbom 2003) ‘Siith and Osbom's (2003) recommendations for IPA were followed to analyse tne data. PA isan inductive double heeneue method in tht it involves bot te patcgans understandings ad the researchers interpretations tat are grounded in the dte (Larkin ea 2006). Furthermore IPA i idiograpic in that iti concemed wih the mxperiences of a stall number of people within @ specifically defined aperiene (Smith and Osbom 2008, Smith 2011). Given these conditions, in addi tion fo the phenomenological perspective that casches understand thir experiences in eltoe 10 their context (ie varying coaching backgrounds, eam spo athletes ‘vith an SCI, IPA involves conducting detailed analyses of one case before analy ing subsequent casce (Smith al. 1998, Smith 2004) The primary investigator ‘ga by reading he fist wanscrpt several ines. Notes were mae im the margins (ofthe transept in Tneby-ine analysis tht resulted in coding te patipans fxpeienes based onthe research questions. Coded txt was organised into esego fev base of corimion meanings ad interpretations (as well as delayed literate Searches ind theory review), and eateganes were mersed into Memes. ‘Once the analysis had been completed for one transcript, a second transcrip was code, A table of themes was used as_a guide for rekevant data and was Cxpanded fo incorporate new codes a they emerged with subsequent transcripts {Grith and Osborn 2008) Dung ths process, the emerging themes were contin Sly compared back tothe orginal tenecrps to ensue all data were coded. Once fil wanscrpe bad been coded, they were resead and the coded data were reviewed to ensure rlevant text as represented i the theres. The Second author also read ai transept while reviewing the coded tex, themes and Ibe 10 ensure that the Interpreten were grounded n pricipans’accouns. Tiroghout the research process, Yarly’s (2008) four principles for demon- stating validity in qualitative esearch (ie, sensitivity to context, commitment nd Tigour tanepareney and coherence, impact and impertane) were followed. WeQualtave Research i Sport, Exercise and Meath 211 established ‘sensitivity to context” throughout the research process though lose Engagement withthe purposefully selected research participants who shared lived faperences of working with lees wth am SCL. The spec intrvew questions ighlighted above were developed to infor a wellsdvived interview in an appeci- tion of the meracton tetween the data callction and the interview context, The fae in colleting and analysing the dara while maintaining awareness thatthe iner- Dreatons were grounded inthe coaches’ experiences demonstated sensitivity 0 EontentYorlley 2008), To establish ‘comnvtment and vigour the researchers prac hed prolonged engagement with the topics, the lead author developed competence and sil interview methods, and all researchers wee immerse nthe relevant theoretical and. empirical dia. In this way, there was prolonged, erative and tempahic exploration ofthe man themes inthis study to transcend serial under- ndings and interpretations (Yardley. 2000). We established ansparency and Cherece ky clearly arcing and presenting te ndings while being ind of the grounding within the participant’ lived experiences. We also del all steps of (du collecton and analysis presented the themes, definitions and sarmple quotations ‘shle mainbining the context. The final principle for assessing the quality of our Fescarh was the “impact and importance" of the study, a eiteson that ulimatly Fests onthe wsefuiness ofthe findings for advancing theory, practical application and future resewch (Yardley 2000) We have analysed and presented the data grounded Within the ved experiences of coaches who werked with alts with an SCI with the gal of roving infomation and context to is understudied tpi. ‘Conssient wih the guidelines for assessing our qualitative sty (Yardley 2000, 12008)" and 15 an itmportant sep inthe phenomenological tradition (Allen-Coinson 2009), ave sonsanly refleted om the impact of oureves as researches on the feveach isl (ie eflexiiy) and atemped 1 suspend our assumptions (.. bra: ‘eting). Bracketing was pracined throughout te dita collection and serpreation. While impossible to bracket completely, this a process of suspending one's sumption to be open fo discovery ia such a way thatthe patipats exper nce canbe highlighted (Allen-Collinson 2009). The act of bracketing involves the ‘rcarcher”identfeation of their oun preconceptions and theories of knowledge tnd interest to sport the philosophical stance of phenomenology perspectives. ‘Thravghout te planing, iting, and analysing and sterpreing pases of this stu the primary author maintained relate joural about her preconceptions ‘Shout diay sport and coaching. Ke was immpotant fr her to be mindful of er interest in laring how coaches fester growth and potent in their athletes who Sf SCL Tn her role as 4 member ofthe 2010 World Whesichsi Rugby Cham- bpionsips Commies and part of the development of Wheelchair Rugby Schools Program curiclum fie. lepacy iii coining with that championship), the Tend suthor was anmersed inthe cltre and context ofthe dsablity sport She aso IMeoded ant observed the National Wheelchair Rugby Championships and Par fon Winta Games The second author hasbeen 2 Youth spor coach for number St year ard has conducted a research programme foased coaching sence ‘The itd author hos conducted a research programme focused on psychological growth follwing trauma and the mental eath outcomes of physical activity pate {pation anc the fourth authori an expert disability and adaped physical educa ton All cuthors have. played competitive spor. However, itis important 0 Sskoowledge that none of the authors were wheelchair rugby athletes oF eooches, therefore, positioning the lead author (and interviewer) and the remaining authors22H Tavse ea outsiders the experiences that were discussed by the paricipants i the study. In line with phenomenological research, this lack of experiential nowledge enabled a context whereby the panicipants were able to ‘teach’ the inferviewer about their teaperienes (Reicher 2000, ller-Colliason 2009, Smith 2011. Resul ‘Tarough a9 indoctive data analysis process, a tou of 21 subthemes and 0 higher-order themes emerged. A thil primary theme was aso identified as porta ing the participants athlesc career, disability (i they had one). evolution 36 a conch, kmwledge aquisition and inerpesonal charetersics a well as those of| the alta” that they coach. Due to lnsoes of confidentiality and anonymity this third there isnot presented. The two themes ted Coaching the Spor Gesibed With 14 aibshemes of athicte ability, athlete autonomy, alte buyin, erating {Tbe 1,“ of hemes and bso ees by cach papain ae ems i oo seas can ace. ee Cee a ececmete emee ete eae Ee ese Skil seveopment ‘ough ve “Teaco fn ‘ern sll lene le C2 Alt abt eels Fsterag al ingependence ‘ikl stony [Een tothe abies reang igh peormuce environment Pop fale evlopent {Game pier Pricey of ronal develope Gecatring “oaph lve Mya of les ‘Stil deeloet eran ate aden le Atheists retin extn At anon ower alte npendene ‘Greig hgh yerormanceemvronment Posy of alt development Evotutn of whedcha hy Pinoy of pron Seveernet Goabeting eainaon of ne poses Morag of role Tough love Sur esetopet ‘esau ole C4 Athlete tity eet Fovtng shee independence ‘Atte atone Limenig tothe alte Ghatsetng Prony of aire deveopeot owls meer fom plan: Pils of personal development Fein rrr safnoanees Rest fn pote Sti development Teaching indentsalae Research i Spor, Eee and Heath 213 high perfomance envionment, game pilosopy. gshscting, fring alee Connie importance of suppor sta ia of rls, sil development tach ing fandatal, veteran ult edesip role evolton of whch rugby and owledge tani fom player) and Coaching he Tndvidval (scribd with 7 Subemes of cresting easton, lnteing tthe alee, fostering athlete inde- ‘pendence los of ate dele. piosopy of peer development Talaton stew poser and Tough bv) are resented bot within the xt dnd in abe I Patna suots ae sed Yo Hsin the coaches’ experiences fn are Iba a Cl (Coach 1) eg C4 (Coach 4) for Kenton and cnt iy in he nfrmation povided Coaching the sport “The participants described the evoition and spoctng environment of wheelchair rughy The discusted the diverse tang of their coaching responsibilities tht they Felt challenged them and that contbuted to their pasion for ther oles in coaching ther playes as athletes. The couches alo dncwwed the important contribution of Neceranettes within the sport, and their apreiation for these senior players beng pt of the tearm, "Aetoring 10 the coaches, wheelchair ruby has developed significantly sine inepion it te late seventies It beesme apparent i thelr discussions that there Curentiy a higher degree of professionalism in. wheelchair rughy, which is Impacted te expectation of coaches andthe ros they now play within the spor. ‘Two ofthe coaches discussed the inerational expansion of wheelchair rugby and fel that i had challenged thei athletes, particulary ther veteran athletes who were Used fo an environment tat was ich les stuctured and professional. You could sense iom their responses that they were driven by the wansformation of their sport When fred paying there were ao Wold Chanpionstps or Parymni Games, the ny ltcnmool compton nck ae at Soke Mande nag. There were oli fo the Nato am oft pt sled to be on H You Inve ty advan exes pt Gna ere hy (C3) (ts changing the mindset of he ining enviroment. We have ear ado get hi tetsu threesome gu who have teen am the mato ey fr Bye Sear even lose C1 ‘You hove 1 stot chaning he clue, Te new ables undesand the exes {them na hey se taal fo them now tbe stan aes hay ave fac wth becnse ey te tony ound for 1Oyean tnd thy brew what os Bieter 1) All of he coaches discussed the imponance of erating an environment where players wee treated as elie atlees, The passion in their voices while discussing this lop acted they Fel this was an mporane topic: 1 do telve jo conching an aie as an hl, You have sft of people who ae Involved in esby pore ah aril looking tthe bi, Then you have de {EN tt are ke spf ms gund cn tha or 'm am anpute and Tot ively lng tty dwt fave and eps af wht oF RO26H Tawse etal you coh t's the same mesa; you'e ting ge thet Dest poten ut of wba ‘hoy eae secompish (CI) ‘My ale ere curently ya she gs 0 ee wht eas Be a ath ei tScanging he ela dynam andthe previous rndl of Paap spo- Now payee cade abies though some of than sil want tobe ner rile ye gating pido sya Spo, you're a profesional ae. (C1) ‘Whescha righ is no longer solely a recreational sport. Because ofthis transfor tation, he coaches deseribed how they hive set and istiled. higher expectations {or al of thei lees. regardless of ait level. The coaches do not letter ath ets use the limitations of their debility as an excuse. During these discussions, it ‘became apparent tht the coaches were driven by the siRs inthe sport and enjoyed the now Gllenges of coaching fo, and abesd of, these advances in competion, I {cemed like the evoltion of heleair righ) gave them a chance t personally develop and evolve tee coaching sles ‘Each oartipant ned an imporant component of coaching wheels ruby was undestnding the varios ability Ives ofeach atlete with an SCI and the dit Tere clasifcation levels inthe spor. They loved this feature ofthe sport and felt ited + new dimension to thei coaching ole. Some ofthe parcipants farther echoed by CI, who ssid T always bug the guys and ask them Why they ae sil ving van with ik when they ae 6 or C7 and an nsf Despite the typeof approach the participants wed with ther athletes, al of them wanted to msximise the potential of ther athletes This occured by creating and Seting expecxions for their players ‘Toe the gets thing you have ats conch changing the expestaies. Whether ue woding in abled Spr or no, you te Seng at xpectaon td or ine reang th envionment fr thers Penn Toe tat fs Bp eer a Sonching ving pour nlaes the ears in ms of aw ae how So out ot ‘These expectations fom their coaches provided the athletes with certsin standards Coaches belied strongly ha they would not let thei atlecs se ther dab an excuse within the sport and wanted wo ins 8 stone work ethic within thee Player. Fursmore, the coaches were enputhic that they had stony tranny expectations an how they fostered the understanding of commitment with et ah lets. All of te coaches reinforced the imporaace of what meant toe an ables and tow thr players needed 10 train in onder to become one. “A Tot of time we only have so stuch gym time, so T wil tel thm to go and do thee pushing your, Self eusde of practice” (C4) All thee ys would show up for ining bu hey would’ do sything ouside oF pais Fs woting ther fo war oui ator So tt when he nto28H Tiwse eval pate, we wore ready We only had 2 to hour ptes fom 6:83pm ond gtye Seid show up atop: Thy mld pat pe op and by Te tne they got ging Tease ance he o wrap up pm, We had to get he guys fo show Up ‘pm oh ve cold beady frpacice Mp. (C1) The coaches described their fristaton with the lack of commitment shown ty ome athies, but understood it vas pat ofthe coaching and alte developnent ‘process in whlch ruby. “The imporance of commitment was slso emphasised to new athletes in wheel chit maby, All of the parcipants encouraged their new players t0 bocome more independent when entering the sport. The coaches encouraged tei athletes 10 per font chairto-hair transfers, fo. wanspor themselves t0 and ffom practice and 0 transfor in and out ofthe bot baimbs all independently. They provided thei ah- lites an enrtnmeat which allowed them t lam these sil ad wo gin the conl> dence nected (0 perform these tasks independently. The pride which all of the aches exuded while discussing this top indicted the importance that they ‘ached tothe personal growth and development ofeach of thei athletes. Fer example, how ge in ca was new fe en But you rng ths ee guys ight Sete Ream al shop thy The now gay lus op Der and ook at ‘BE Sn tie thow a ting incom 91 ilng me up Lowe SB miro Us soto il ope a aru Jos echt co, One of 8 kun payer il coef and el in pu your gs ‘repo oay He will eu fe somone who hasbeen ing fo yen C2) ‘ne ofthe guys onthe inl tam was 90 clean (ow pit» alime peta Soe shen denier Afr lye whodea roby fr yea he rcane» player wo inependent)Irnsfed no» Ford Thunder end was ‘Siete ake chr end ow nk he set by msl. As «0.5 payer ta was pet pogens twas boenne he played whch op ta ware xa {rhino that (C1) It as clear from the discussion tat wheelchair rugby was highly infuenil tan let's ead to the coaches” Hives a5 well “Three coaches reinforced the imporiance of fostering alee indepenience when their fam traveled to tumamen My pitnony and ons share wh sever ter conc i that sors the pest ShBlene!t cn fr scioe with» SCL Yow sent dpe thre unl 700 ieee osm He nerve ing et Ii you So you er aby teins You especialy fe by tan inet ptjencaniesigts wo bave ben ome af years You Et fo the tau ie mgr cons fore yn gomg W te bulyoom and aking 3 Rows or bath (2) ‘The coactesstesied how traveling was an important component for alte devel pment. Coaches believed leaing how to kavel was a vial skill fo ther player ‘Continued individual growth and development “The esahes not only challenged their athletes 1 become independent invidt- ais, but aso pushed them to sooeeed inal apests of thet lives Each paieipnt Encouraged thir athletes © Become wellounded individuals and to pursue newuatative Research in Sport Ecorse and Heath 219 pessibilites ouside of spor afer sequiing an SCI “I try and push them to carers bo tell he to go 1 schol or do something wih your life. Don't just be one ‘imensonal try other things and get more stuff going” (C3) fen se the peti othr f the cout a wel a aways encorging them 4o prs fing oir tan Spore woud keto eet some ace esa coming ‘Wither players help ham ah cars gong back shea (C1) "eteve tat you med to do more than ae hing However, tee are mot x of ‘ptons we i comes ote spor hur tps of des Tsou Hem arcptenweclchr holes uhesklui tease or whch erkng Beceas ‘The more cia teratoma the ors te) can pcp. he Beer (3) “Te couches! role ened more than just coaching the spor, but also motivating thei athletes fo excel outside of it. They infemed how leadership skills gained in tei sport would help ther athletes become valuable leaders and ole models both within the welehairragby community and beyon In summary, all of the coaches were invested in fostering athlete development both on and off the cour, They st high expectations and coniqally challenged thee atlees to maximise their pots. They alo tinforeed the ‘mportance of commitment and dediation fom thir athletes and fel stongly tht this mas an imporant element of their spar. The coaches loved to challenge their ttes snd ercourajd and supported them to ay new endeavour after their SCL ‘They also gained new motivation with every noviee alte who joined the team, and encouraged these players to become’ more independent in sport and. it Iitesyie Discussion ‘This study highlighted the experiences of wheelchair rugby coaches inthe develop- iment of thei athletes who had entered thee sper after acquiring an SCI. Qualitative methods using IPA were used fo beter understand the experiences of coaches Work. ‘ng with lit atletes wit a disability within a natrl, yet understudied elite sport context. The participants disused the coaching races they employed working ith athcts who have an SCI and highlighted the statis they wtised for athlete Aevelopnent th this population, ‘The participants” described how they weted their players “thees' and chan ged the cule of how their payers were pereived. Other research in ability poet has previously highlighted the importance of distepading the sisabiliy and aching the individual as an alte (Hanrahan 1998, 2007. DePauw and Casron 2005, Cregan etal. 2007, Goodwin eta 2009, Sherer an essa, 2010). tn por "cular, reviews by Hanrahan found it was smportnt fr sport poyehology pret ners fo provie the same services to athletes with a diab at to ahebodics sthlts. in the current study, coaches discussed the sporting culture of wheel hei thy, how their players were now viewed as ahltes athe thn "quad and tht new expects accompanied being an athlete The coaches ako reinforced the ‘importance of adopting an lite alte mindset to both thet new and experienced players in whvelhair rugby. The need ofthe caches to foster an ele ate ato splice may inicte that wheelchair migby remains in a site of transition om commited eceatonal athletes intemational elite ahetes,220A Tae ta ‘Coaches in the cumentsudy were very supporive ofthe invent ole veteran athletes played inthe development of whedlhair ugh In pariculr, they discussed their experiences with veteran athletes who were vical for athlete recultmest, “Sharing Enowledge aboot the spor and their dsabiliy, and asising with coaching land mettoring. Peer mentoring through social suppor. has bown show to be an invaluabe component in the adjustment to an SCI for a newly injred individual {Boschen fal, 2003, Sheman eta. 2008). In parieulsr, Boschen and collegues Found tht peer mentoring helped improve activities of daly living and enhanced the lie satisfcion for individuals with an SCI who recived mentorship. While there i » paucity of empiscl research investigating peer mentoring in spor with hibsts who have an SCI, the current ndings on the vole of veteran athletes in Uubeschir roghy suppor ihe peer mentoring research inthe general SCI populs- tion Future research questions should be focused on exploring the evluton ad practic of peer mentoring in lite sport for atltes with physical disbiy, spe [ealy within the spor of wheelchair rugby which has embraced the prominent tole by ublte lenders both inside and outside of sport ins simlar manner, the importance of wisi suppor staff and family mer bers toss with alte and feum development emerged in the cueat ste. In particule, the national eam coaches deserbed the importance ofthe IST (ghysiox {herpins,massige terapst, nusionists, physiologists, spor psychologists, ‘Stength and conditioning specialists) in sthiee development The snporance of| ‘coaches forming a strong working relationship with suppor staff has previously been dovamented (Cregan et al. 2007, Hanrahan 2007, Werner and. Coleman 2008), Tor example, Werner and Coleman noted how the IST helped with the holistic development of thelr athletes ty providing indvivalised taining. pro- tame, nition plane and testmen for injury recovery to athletes. The coaches Inthe caret study wetedeling with athletes who were entering wheelchair rugby folowing a senous SCI that left hem paralysed that undoubtedly changed the qual ity of ter hfe Isues rated to personal independence, tavel,acessibilty and commitnent were rized, Ths, it reasonable 1 postulate thatthe information| Sd suppor offered by the cooches and IST would be far more reaching than in foter ete sport seings, ineluding when an athlete retured to sport following 2 Serious njuty (eg. Gould to 1987, Taylor and Taylor 1997, Jonson and Caroll 1998, Bianco 2001) Exploring this pespecive could be the focus of fire reseich ‘Covthes in the curent study encouraged ter athletes to pursue new possibil- ties outide of sport afer acquiring ther SCL For example, they encouraged ther lls fo further ter eduston, become more independent, pursue cae, p Tcpate in addtional wheelchair sport and recreation opporuniies, and become involsec in coaching. The role of the cach in the holistic development of ahletes has previously ben identified both in elite able-bodied sport (Vallee and Bloom 2008, Duchesh el. 2011) and in ete dsb sport (Cregan ea. 2007), How ‘verte cent sy extends ti erste by providing insight nt elite coaces Svorkng spatially with athletes who have an acquired dissbliy. As such, these putiipents encouraged their ates fo realise they could pursue endeavours they Paticped in before their nj, sich a continuing their education, sn adton 10 Fealising new possibile after their SCL, The couches in the eaten tidy under Stood de impact this had on thir thlces and consinoed t foster this, so that their players decame posive role modesto ables entering the sport. They also wantedQuatatve Recaro in Sport, Exercise and Health 221 to se the payers giving back 1 the sport and envisioned them serving in cose ing and administrative leadership positions in wheelchair rugby. This is consistent ‘ith most ations of hose coaching (ef. Cassidy 2010, Mallet and Ryone 2010), snd this dscussion fuer supp te ell for move research to elif the deine tion and we of holistic sports ccaching In various contents, Ete athetes in wheel. ‘hair rghy should be regarded as ahlets fit, but the reality is tht they have ay SCI impatnnent that impacts thet lives. Coaches should dstas these rely and ‘he implestions with each oftheir athletes. Holistic coaching hes been argued tbe conextually end culrally specific without « common ilertinalsfaiton (Cassidy 2010. Perhaps one ofthe outcomes of research in disability pom wil be slaricaton ofthe concept of holistic coaching which wil iform cosching prac "ies and cach education for ll coaches, disblity sport or not ‘The exaches in the curent study alowed thei athletes to make thir own evsions tnd encouraged them to increase thei independence. Research om both sble-odied and disability spor coaches has shown that coaches sed autonomy. supportive sttegies wih ther athletes (Le, Mageau and Valecand 2003, DePauw 4nd Gavros 2005, Cregan eral. 2007, Banack et ol, 2011), Aonomy-suppaive strategies se those whieh provide athotes with choise, opportunites fbr fiative taking and constructive feedback. For example, Bansck and cllegues Found that Paralympic athletes who felt thir coaches weed autonomy-supportve. acai experienced Selfletermined meivation, Inthe current stay, autonomy-sopptive Stategies vere specie to the context of wheelchair ugh, such as couches coco ‘aging thee shits to increase their independence by lesming to manually Use ‘wheolhai, to selfanfer and to work on bowelbladdr management skit Sat abled ther alts to improve their Rrctioning Both in whecchat rugby and thei daily iving, This offen wok place when wheclhair mgby teams travelled and when inecerenced players were exposed to. non-accesible seings Coaches described tow they provided informational and frail support to tee athletes and how they encouraged their experienced sets fo provide suction and ae {ance in leaning necessary sks onthe road, such as how to goto the bathroom how to tke a shower in & hotel This nding of sport being integral tothe promo. ‘ion of independence for individuals with acquited SCL is consent with previous findings (Shike 2001, Goodwin etal 2008, Sheer and Bresan 2010), Tht finding is of particular importance sine there ta pavity of research investing the role a eoch plays inthe oveal development of athletes with an SCI Wath snd off the court Future research should explone the context of sport and the specific mechanisms that enable the Tostrng of independence for daly living ay well the promotion of human pote and athletic performance excellence ‘The findings fom the caret study using an IPA could be famed within exist ing concep rodelst haip explain the interplay of the comextua spats ofthe uly sport and how coaches develop and work with their ahletes While there ac ‘many model in coaching science that could help make sense ofthe current Rndings (eg, Mulicimensions! Leadership Model (Chelladurai 1978). "Coaching, Mel {Cote eral. 1998), 4 model that resonates withthe underanings of the coathes experiences inthe wheechar ruby context ie Hom’ (2002) working model of ‘oaching efiztiveness. Hom’ meet is founded on the Basie assumptions tat sor textual facts (eg the sport enveoament of wheelchair rugby ahd tested cons ruining and enabling factors of coaching in disability spon) and athlete: posenel characteristics (eg, level of injury. Skil experience, ec} nfluenes coach's behoe22H Manse eta iourindieay through 3 coach's expectancies, belief and goals. As drawn ffom the fen fnings, the coaches discussed ther expectations and goals related (0 the Lilet” performances both on and off he playing surfice. AS part of Hom’ novel a coach's behaviour deol afets athletes" perceptions and evaluations of ‘coach's behaviour, which in tum affects athletes” motivation apd performance “The next sep In advancing thie model andthe elated literature ist conduct phe romenologkel research wih wheschar ruby athletes To examine ther personal f2owth ane development in their sport and in heir ie, Hom's model of coaching ‘etvenes provides one framework to make sense of the inate relationships involeed in coaching and plying within diab spot. ‘Although the study enhanced the understanding of how elite wheelchair ruby coaches supported the development of their athletes wih an SCI, some imitations hee fo be addressed. Fist, the interviews focused solely on coaches’ perceptions therfore, sng the views ofthe shcte would appear have ment. Second Fess might be specific to male coaches. While our sample could only include Imales because there are cuenityno Female coaches in Cana, it may be interest ing for fre reeach to expand on these results wit a sample of female coaches from the yester whocchsir rugby community. Given the known general gender di ferences in mandging cllenges (Tarte ef a. 2002), this may be an informative Tine of further eoguiry. Tit, one mst exhibit auton whea transfering the curent Findings to coaching athletes wih a congenital disability or other acquired sabi tis, Fourth we analysed the dita consistent withthe guidelines for IPA (Smith and (Osborn 2033, Smith 2011). There some debate onthe applicability and usefulness fof using thematic snalysie within IPA methodology (Chamberlin 2011). However, the themes presented in the carent paper are meant to be Musaive ofthe analy fal inerpetation and we have used extended interpretative raratve (© provide ‘esning snd content within «double hermeneutic lens in sum the cuentreslts ae of interest to the wheelchair rugby community, 3s weil a tothe broader coaching community. The national coaching cerifeaton pro- tam in Canadn in whecleairroghy i sll in its early stages of development ‘These rests, showing the importance of practical and experiential leaming, in tation tw femal coach taining. can be utlised by the CWSA and the CAC to felp inform the development of formal cosch waiting in wheelchair rugby. Both of these components have been tented as valued components to coach education by the CAC through © competeny-tased approach to coach eduction (Coaching [Association of Canada 2008) The results ofthis stay can also be used to demo State sucessful coaching methods surounding the reiteration of individuals into Sport ater tei acquired SCI. These sucesfal methods included coaching an ath Tee as oposed to coaching pemen with a dsabiliy,seting personal and spor felted youl encouraging independence and developing wellzounded athletes and Common Iades. The cure fesulls can provide information to coaches onthe tnportaner of thet role ia influencing athletes to become independent individu imoing the IST to eahance alee development and in festering menarng state ities such as using veteran alts in supporting new players in wheelchatr ruby. sy els fom the crfnt study cane used to sow the influence of coaches in fostene the holistic growth of wheelchair rugby aietes both sport and in tte This suggests that wheelchair rugby coaches m Canada ply a prominent role inenkaneng the quality of ie for individuals wih an SCT by creating and setting igh expestations for alts to continually challenge them t become independentQualitative Research i Spor, Exercise and Health 225 individuals in oth sport and if Thy have positively impact the lives of several athletes throughout he county apd increasingly do” 80 8 the spoetcontinies ‘ow and develop in Canada and around the world Notes on contributors Holly Tavs sn infepenen scholar ving in Vancouver, Reich Conia, Gorton, Bho is an saci profesor withthe Deprmen of Kinny and ‘at Econ Mec Uae Caine M.Sibison is an associate peso with the Depart of Kinley and Djs Edun st MEG Univers regedit profesor withthe Deparment of Kinesiology and Physica Edsstin a otal Univers References AlleCotsaon, 1,200 Sporting embodiment spas sis and te (soning promise St phemoniey: Qa rh prio ci (30.98 Anderton I 303. 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