The purpose of this study was to explore elite coaches' perspectives on the athlete-centred approach to coaching. Semi-structured interviews were conducted with ten (five male and five female) current coaches of female athletes on Canadian national team sports. The data were analyzed qualitatively using inductive and deductive analyses. Data revealed that coaches attached divergent meanings to the term "athlete-centred" sport. They referred to a holistic philosophy of the athlete, coaching practices that involve athletes within the coach-athlete partnership, specific values as essential components of athlete-centred coaching, and a philosophy of success that extends beyond athletic performance. The coaches also identified barriers to implementing athlete-centred coaching behaviours. The findings of this study have implications for our understanding of athlete-centred coaching and holistic athlete development, as well as policy revisions, coach education, and future coaching research.

The purpose of this study was to explore elite coaches' perspectives on the athlete-centred approach to coaching. Semi-structured interviews were conducted with ten (five male and five female) current coaches of female athletes on Canadian national team sports. The data were analyzed qualitatively using inductive and deductive analyses. Data revealed that coaches attached divergent meanings to the term "athlete-centred" sport. They referred to a holistic philosophy of the athlete, coaching practices that involve athletes within the coach-athlete partnership, specific values as essential components of athlete-centred coaching, and a philosophy of success that extends beyond athletic performance. The coaches also identified barriers to implementing athlete-centred coaching behaviours. The findings of this study have implications for our understanding of athlete-centred coaching and holistic athlete development, as well as policy revisions, coach education, and future coaching research.

Athlete-centred coaching is proposed to enhance performance (Lyle, 2002), develop life skills (Kidman & Lombardo, 2010), and prevent athlete maltreatment (Kerr & Stirling, 2008). Despite the consistent recommendation, very little is known empirically about athlete-centred coaching, the extent to which it is implemented, or athletes’ experiences with this style of coaching. The purpose of this study therefore was to examine recently retired elite athletes’ perspectives on their most athlete-centred coach. Semi-structured interviews were conducted with eight male and female recently retired Olympians. The findings of this study provided mixed evidence for coaching behaviours characterized as athlete-centred coaching as defined within the literature. Specifically, at least half of the coaches did not use stimulating questions, one of the most central athlete-centred tenets. Explanations for the mixed findings are discussed and a continuum of athlete-centred coaching is proposed. Lastly, suggestions for future research and practical implications are presented.

Athlete-centred coaching is proposed to enhance performance (Lyle, 2002), develop life skills (Kidman & Lombardo, 2010), and prevent athlete maltreatment (Kerr & Stirling, 2008). Despite the consistent recommendation, very little is known empirically about athlete-centred coaching, the extent to which it is implemented, or athletes’ experiences with this style of coaching. The purpose of this study therefore was to examine recently retired elite athletes’ perspectives on their most athlete-centred coach. Semi-structured interviews were conducted with eight male and female recently retired Olympians. The findings of this study provided mixed evidence for coaching behaviours characterized as athlete-centred coaching as defined within the literature. Specifically, at least half of the coaches did not use stimulating questions, one of the most central athlete-centred tenets. Explanations for the mixed findings are discussed and a continuum of athlete-centred coaching is proposed. Lastly, suggestions for future research and practical implications are presented.