Following on from December’s blog post, looking at the importance of questioning, throughout Christmas period and start of this year, I have worked on and finally complied my question cheat sheet, accessible via link in blog post or via research page. As previously mentioned, I feel asking the right questions can both build relationships and close the gap through understanding athlete’s motivations, areas of importance for their development and how can the environment be structured to suit their needs.Asking questions using the linked document as a start, understanding the answers and whom they’re coming from will give you a snapshot for today yet this needs to be continually addressed and worked on, understanding people, personalities and environments shall change.

Following a few recent conversations I’ve had and other articles I’ve read recently, it made me revisit the power of questioning as coaches or teachers; are we asking or being asked the right questions? I wanted to revisit my notes, share some ideas and reach out to sports coaches, group leaders or teachers alike to try and find what’s the best questions we can ask in different contextual environments.

I have challenged coaches in the past to only use questions in training sessions or practice to allow the players or athletes to drive purpose and planning whilst developing understanding and connection of player’s background and decisions respectively as a coach. However, I have always wanted to dig a bit deeper and see if we as coaches, educators or administrators were asking the RIGHT questions to promote skill development, athlete commitment and closeness within coach-athlete relationships.

As we charge towards the end of a year which society within and outside sport shall NEVER forget, we have seen both professional, high performance sport and grassroots sports starting to come back to levels of a new normality yet what has changed from a coaching perspective? With professional seasons starting and concluding across the globe, what adaptations have coaches made or acknowledged as a result of the pandemic or reflective time available?

A recently written article by Magic Academy’s Russell Earnshaw offered personal support and reflection for some of my recent discussions with coaches across various sports. I have been fortunate to catch up and chat to coaches within different sports recently, looking at how their practices and methodologies have changed as a result of the COVID break. Many also discussed how THEY have changed as a person as well as a coach; I questioned whether they have greater levels of understanding, empathy and appreciation for fellow coaches and their athletes. Many coaches answered and discussed their concerns of the lost experience and traction in their coaching journey which promoted me to ask myself and others; what’s more important; time and experience in various sporting or high performance atmospheres or understanding who you are and be adaptable to cultivate your craft based on your player’s needs?

During this COVID isolation time, I like many have been able to further look into areas of research and articles to gain further ideas and perspective around new areas of interest. One of these areas is the concept of ecological dynamics in sports settings, an area widely discussed and written about during this period which I wanted to look into a bit deeper. Being a novice around the subject, I wanted to talk to coaches around the ideas and framework and largely found many other coaches were fairly new to the concepts and terminologies around the area which promoted me to consider and start writing “How does ecologicial dynamics translate or look like to grassroot coaches?”

This article highlights the complexity of coaching, not solely due to the dynamic nature of sports participation and development yet the added, layered intricacies of individual motivations and cultural influences. The challenge of successful coaching is acknowledging social interactive dilemmas within individual and team goal setting and development, offering suitable scenarios and choices with all members’ involvement whilst acknowledging the uniqueness of every individual and collaboratively dealing with social and sport matters as opposed to eradicating them.