Coaches' representations, barriers and dilemmas concerning pedagogical intervention in youth sport

Abstract

This qualitative study aimed to explore the primary perceptions, barriers, and dilemmas associated with pedagogical interventions in youth sports, drawing on the insights from youth coaches. The sample comprised seven coaches (five men and two women), aged between 26 and 56 years (M = 37.1; SD = 10.8), all of whom were working part-time. Data were gathered through individual semi-structured interviews, which were transcribed verbatim and analysed using thematic content analysis. The key findings highlighted three main themes: (i) pedagogical intervention was viewed as an intentional process that articulates sport-specific instruction with personal and social development, positioning the coach in multiple roles, including teacher/educator, emotional manager, and relational mediator; (ii) significant barriers identified included parental interference, the prevalence of a results-oriented sports culture, structural constraints, and the challenges posed by the distinct characteristics of current generations; and (iii) the COVID-19 pandemic was perceived as an amplifying factor for existing issues, including sedentary behaviour, motor skill deficits, communication difficulties, and relational tensions in both training and competition environments.