National coaching pathway models traditionally project a linear progression towards elite representation, with steps often focusing on attaining formal licences or accreditations. Conveying a singular pathway in this way inadvertently serves to attribute value and status to coaches who pursue this pathway, simplify the complex journey that coaches undertake, and can diminish the value of those who excel in other formats of the spot.

Using accreditation as a primary distinguisher between steps on the pathway can also be problematic. In many systems they act as a status measure more than they do a quality control measure - particularly given the growing accessibility of quality coaching content - and their exorbitant costs can limit the inclusiveness of the overall system. There comes a point in the journey where presence of a Masters degree does not limit one’s merit for a CEO position.

There are some positive examples in market from governing bodies who promote participation and performance coaching pathways equally (see Cycling Australia, Gymnastics Australia), and this distinction is a simple step peak bodies can adopt to convey that there is value in dedicating oneself to excelling at the base level of the sporting pyramid.

The Pathway Prism

We suggest that pathways operate within three dimensions: role, format, and level. Viewing them through the interaction of these three domains as a pathway prism (below) allows coaches to make more meaning of the shifts their individual pathways take, and shines a light on coaches who opt to gain expertise within varied domains. There is a growing diversity in coaching roles across all levels of sport, as well as the number of formats sports deliver that need to be appropriated valued. Is there a coach within your system who operates at an a international standard for coaching autistic children? Unfortunately systems are not always set-up to recognise these coaches on the platform they deserve.

Grouping and defining roles across the broad industry is difficult, but here is how we have defined them for clarity in this example:

By Role

• Development Coach: Primary role is to learn the skills to coach a new athlete level or stream whilst providing support to other coaches.

• Specialist Coach: Providing teachings or service relating to a specific domain (e.g. technology, goalkeeper).

• Assistant Coach: Responsible for supporting the Head Coach as a deputy.

• Head Coach: Primary decision-maker at a team and/or athlete level.

• Coach Developer: Mentors and develops coaches within a program.

• System Leader: Leads a cluster of coaches, coach developers and programs; often includes business reporting.

By Athlete/Team Level

• International: Participating within an international event framework (Olympic Games, World Cups, PGA)

• National: Participating within a national league or event framework (WNBA, EPL, AFL)

• State: Participating within a leading state or conference-based league or event framework.

• Regional:  Participating within a program or competition, selected from a cluster of Associations or districts.

• Association: Participating within a program or competition, selected from a cluster of clubs.

• Club: The most localised, entry-level form of participation.

By Format

These formats (or streams) could be simplified to a participation-performance continuum, however this would overlook the expanding sub-groups within each of these domains. The formats we have chosen for the purposes of this example are:

• Traditional Formats: Includes traditional, often highly structured and organised formats.

• Contemporary Formats: Coaching in a competition format with modified rules to traditional forms. Examples include T20 Cricket, 3X3 Basketball, Beach Volleyball, Rugby 7s.

• Inclusive Formats: Recognises coaches in formats that require an in-depth knowledge of a specific demographic, and often additional training. Practical examples include coaches within Walking Football, Auskick, Deaf Basketball)

• Institutional Formats:  Includes coaching within educational sectors such as school, university and academy-based programs. In some countries, this stream may interweave with traditional streams.

Feeders (Entry Points)

The system is fed by sporting citizens - people with an enjoyment for the sport and a link (albeit tentative at times) to a level and format. This can include players, family members, teachers, officials, and volunteers. It is important to highlight these feeders on the pathway document to assist in removing barriers for prospective coaches.

Final Thought

In business and sport, what gets measured gets done. Using frameworks which provide greater acknowledgement to coaches who step outside the traditional competition formats encourages more vertical and sideways progression by coaches which in turn improves inclusivity, sport delivery quality, and coach retention.