Coaching styles essentially differ from one person to another. Sheri Coale contends that every coach should ask the question, ‘how would it feel to be coached by me? ’before settling on utilizing a style for his or her team (Sheri Coale, 2015). The relational and transactional coaching styles differ in that the former is relationship-oriented while the latter is task-oriented. The relational style emphasizes teamwork and collaboration fostered through good communication and positive interactions between the athletes (Lerner et al. , 2016, p.57). The transactional coaching style, on the other hand, focuses on laying strategies that will propel the team towards achieving set targets. The coach here constantly engages in driving particular actions and behaviors in the athletes, which are necessary for productivity (Harper, 2012, p.30).
I believe that today’s athletes respond differently to the coaching styles they experience as well as the coach who utilizes the particular style on them. As Skakon et al. (2010, p. 110 ) postulate, most athletes tend to like a coaching style that takes into account their well-being and individual needs (Skakon et al ., 2010, p. 110). For such athletes, the relational coaching style would be favorable.
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There are athletes who prefer to have coaching that is result-oriented. This group desires to have everything done as prescribed in a timely and productive manner (Lerner et al ., 2016, p.62). Once when I worked as an assistant coach for a local basketball team, I would hear athletes who complained of the coach’s contradicting instructions before and during the match. Duke and Bonham posit “unnecessary information should not be given to the athlete. The coach needs to dispatch only that which is essential for the particular task at hand (Duke & Bonham, 2014, p. 16).
References
Duke, J., & Bonham, C. (2014). 3D coach: Capturing the heart behind the jersey . Revell.
Harper, S. (2012). The leader coach: A model of multi-style leadership. Journal of practical consulting , 4 (1), 22-31.
Lerner, R. M., Erickson, K., Ettekal, A. V., &Agans, J. P. (2016). Positive youth development through sport: a relational developmental systems approach. Positive youth development through sport (pp. 54-64). Routledge.
Sheri Coale (2015). Part One: Be a Better Asker .[Video file] Retrieved from https://youtu.be/f3NORyXIDCk
Skakon, J., Nielsen, K., Borg, V., & Guzman, J. (2010). Are leaders' well-being, behaviors, and style associated with the affective well-being of their employees? A systematic review of three decades of research. Work & Stress , 24 (2), 107-139.
