GOOD NEWS: The four elements of a successful player-coach

GOOD NEWS: The four elements of a successful player-coach

WHAT ARE THE SKINS OF AN EFFECTIVE COACH?
When I started as head coach of Saracens Amateur RFC in September 2019, I asked myself this question.
ACL and MCL repair might keep me off the field for a whole season, so I soon discovered that coaching presents both thrilling and difficult obstacles in addition to a strong internal yearning to return to the game.
The Covid-19 epidemic put off my comeback to contact rugby for even longer, but when the 2021–2022 season approached, I was excited and full of optimism as I started my first season as a player–coach.
It did really teach me a lot.

One: Assume that even if you haven’t experienced hardship, surround yourself with those who have.
Our coaching staff, which included myself in addition to the newly established post of director of rugby, consisted of two player-coaches, an assistant coach, and a manager. Our obvious objective was to advance.
I was nervous, as was the team, when we lost by one point in the first game of the season. Losing to a club we didn’t think was a promotion opponent so early in the season made it impossible for us to even think about promotion.
I realised that I needed to alter my working style since I was feeling a little overburdened. I thought about it, modified my coaching style, session layout, and feedback technique, and started making plans for the 2022–2023 season in order to help players become more adept at handling adversity by putting an emphasis on process objectives (that’s a topic for another essay).
That one-point setback, which served as the foundation for the coaching staff that “went” to Harvard, undoubtedly contributed to the success we have since had this season.
Effective coaches are very valuable in grassroots rugby. We are currently enjoying the benefits of ambitious recruitment and creating a coaching team that embodies authenticity, belonging, and growth by hiring two new senior coaches, elevating an injured player to a senior coaching position, appointing a permanent head coach of the U17/18 Colts, and hiring a new senior physiotherapist.
TOP TIP: Assemble a coaching staff that will believe in the strategy, support it, and provide you the time and space to practise and perform at your highest level.
TWO: AUTONOMY LEADS TO ENGAGEMENT; CONTROL LEADS TO COMPLIANCE
Growing up, I have always enjoyed taking on responsibility, and trying to do everything myself has been one way that I have expressed this.
In my coaching and teaching, it has taken some time to give up control and let those around me be supported, grow, and trusted in their areas of accountability.
Giving people too much power may result in inflexibility, conformity, and a lack of innovation, but granting them some authority fosters trust, role ownership, and a team that works far more effectively. My ability to collaborate with others and have faith in people around me is what enables me to be a productive player-coach.

Those with autonomy are happier. Effective coaches and players are happy people, and happy people will engage more.

Consequently, higher levels of involvement result in more enjoyable sessions. Gamers who are open to challenge are more likely to have a feeling of flow with each session (a topic for a long pedagogical debate).

This self-directed learning environment is well-received by coaches and players alike, and involvement fosters a culture of buy-in.
Embracing the culture via autonomy has a good effect on the field by developing resilient people who can solve problems on their own, feel empowered, and modify their approach to suit changing circumstances.
TOP TIP: Maintain regular routines for both players and coaches while allowing coaches to be creative and autonomous in session design.On the field, Jack is playing his second role.
Third: You Encourage what you Permit.
I have always had the firm opinion that the worst conduct that a leader or coach is prepared to put up with may form the culture of any business, sports team, or group.
The difficulty for a player-coach is having to wear many hats in order to maintain connections with their players both on and off the field. It is crucial to establish unambiguous expectations and maintain transparency in order to foster and strengthen relationships.
Encouraging an atmosphere of open communication, approachability, and sincerity by modelling these qualities so fosters a positive club culture.
Provide a good example both on and off the field—this is frequently the toughest part, and one I’m still working to get better at—even when emotions are running high.
Develop genuine, meaningful, and trustworthy connections with all members of the club, including the managers, coaches, players, and support personnel.
Face off against actions that jeopardise the culture we want to advance. Your culture is only as powerful as the unquestioning conduct inside it.
FOUR: FREE EDUCATION IS FEEDBACK. ACT FIRMLY IN YOUR SEARCH AND ACCEPT IT WITH GRACE
Providing feedback is an essential part of a coach’s toolbox.

“Buy-in to the culture through autonomy positively translates onto the pitch…”
But players often forget to ask for comments, particularly when they’re younger and playing at a lower level. This aptitude and mindset may set exceptional athletes apart from the competition.
Player-coaches may also easily get into the trap of putting their own playing growth on the back burner in favour of wearing the coach’s hat. This is because they often play at a level that suits them.
While asking for input as a coach is comfortable, secure, and generally doesn’t hurt their coaching self-efficacy, getting feedback as a player may not go over well because of the position they play and the belief that they must always be a “model” player.
In her book Dare to Lead, Brené Brown makes the argument that asking for feedback from people in positions of authority can make you feel vulnerable because you should already know the answers. However, asking for feedback, putting aside your “armour,” and working with others can actually be a very effective way to build genuine, trusting relationships with other coaches and players.

Above and beyond asking for or expecting for compliments from other players and coaches, spend some time introspectively and actively thinking back on your teaching and playing.
Recognise whether feedback causes an immediate negative reaction when you get it.
Accept that vulnerability and realise that it won’t compromise your moral character in the long run and will help you grow as a player-coach.
Instead than relying on niceties and self-conscious actions to establish trust and provide opportunity for reciprocal feedback, embrace these candid interactions.