The case study discussed throughout this report looks into bullying, the culture or environment of the athletes and performer welfare issues which can and may rise due to this. The report will research and gain insight into the culture within athletes training environments, how this impacts the athlete’s future in the sport and how it can affect their lives out with a sporting environment.
‘Culture’ can be defined in several ways depending on the person asked. Schein (1984) describes it as a number of assumptions a group of people have developed through learning to increase progress or cope with problems which are preventing the progress of the group. These assumptions are learned and passed onto new members, therefore creating a cycle or culture Schein (1984). Mohelska & Sokolova, (2015) suggests that culture is connected to the successes and failures of the organisation and the members within it. Mohelska & Sokolova, (2015) also describes the importance of the leadership role, stating that a manager or leader should know the effects of social impacts on their team, lead by example to motivate the team and have good knowledge of requirements to move towards success. Smith, Smoll, & Cumming (2007)’s study shows evidence that a task mastery- involving or an achievement focused motivational culture can affect the athletes perceived anxiety levels with a higher motivational culture producing less anxiety. This was reported to be equally effective when testing male and female athletes (Smith, Smoll, & Cumming, 2007)
This report will be looking into the ‘Culture of Fear’ in sports, mainly in British Swimming, where complaints have been made by several British Para-Swimmers into the welfare and treatment of the athletes on the pursuit of Olympic medals (Brown, 2017). These complaints were reported by BBC Sport in March 2017. Allegations and complaints were made about a coach, claiming that the athletes were ‘belittled and criticized’ and that elite sport was not about the athlete’s welfare but focusing on the medals, opportunities and creating Olympians (Roan, 2017a).
After, as many as 13 Para- swimmers complained about a culture of fear and bullying created by the head coach of the time and the National Performance Director who allowed the culture to continue by failing to discipline the coach when initial concerns were made, an independent investigation was launched (Roan, 2017c). This investigation looked to find out facts and rectify the culture within the organisation with an action plan created to improve the communication and culture within the organisation (British Swimming, 2017). Prior to the commencement of an investigation, the coach in question resigned from his job at the organisation although rejected the claims of bullying and intimidations made against him (British Swimming, 2017). According to (Roan, 2017c), neither athletes, parents or other members of staff and coaches had mentioned the causes of the fearful climate to him, or spoke out if they were offended of insulted by him. The coach therefore to the stance that he was never meaningfully insulting the athletes and the coaches and staff approved of his training procedures (Roan, 2017c).
The investigation’s report found that the culture of the British Para- Swimming had developed into a culture of fear for some athletes under the suspected coach’s supervision (British Swimming, 2017). The report also found that the coach had breached the staff code of conduct by speaking in an abusive manner, which what allowed due to a lack of management from the performance director (British Swimming, 2017). More findings from the investigation suggested that the director showed a lack of empathy and nurturing towards the athletes and communication between the organisation, athletes and parents must be improved (British Swimming, 2017).
This situation is becoming increasingly common among the Olympic sports, with several sports carrying out similar investigations on their governing bodies, managers and coaches after claims of bullying and neglecting athlete’s welfare have surfaced (Brown, 2017). Many athletes in these sports suggest that those in change are neglecting their duty of care towards the athletes, in favour of potential medals in the biggest of competitions (Brown, 2017).
To find the impacts of this type of culture on the athlete, I looked at the effects motivational culture in sport (Smith et al., 2007) which shows evidence that a task mastery- involving or an achievement focused motivational culture can lower the athletes perceived anxiety. I also looked into the effects of self efficacy on performance. Self- efficacy is a person’s beliefs about their capabilities to learn or their ability to perform (Bandura, 1997). According to Aluede et al., (2008), the effects of bullying can be physical and mental. Often victims will show physical signs of bullying, lower performances in activities and work and become more introverted in social situations. Some symptoms of bullying can decrease a person’s self-efficacy, lowering their believe in their own ability (Aluede et al., 2008).
The coach named in the allegations and complaints was accused of creating and maintaining the culture of fear and bullying in British Para Swimming (Roan, 2017b). This behaviour had a negative effect on the athletes as it was reported his comments and remarks made them feel mocked and embarrassed (Roan, 2017a). In bullying cases where victims are mocked for their differences, those people tend to revert into themselves becoming lonely and anxious about their differences (Aluede et al., 2008). This lowers the athletes self esteem, and therefore their ability to perform well during training and competitions (Aluede et al., 2008). Ballard, Tucky & Remley (1999) support this suggestion by stating that people who a bully’s attention is directed at, often have difficulty concentrating on tasks and their performance tends decrease. After being accused of creating the culture of fear in British Swimming, the coach accused resigned from his job after stating that allegations were false (Roan, 2017c). This coach could have explored different options in the situation such as making a formal apology to the athlete and their parents, explaining any misunderstandings which may have occurred and ensuring that all involved feel they are a valued part of the team. This option would have allowed the athlete and family members to feel they had been heard and respected allowing them to make a decision to stay or part with those involved with an increased self esteem and confidence.
The national performance director’s behaviour impacted the athletes negatively. As mentioned previously, the director failed to remove or discipline the coach accused of using derogatory terms and bullying the athletes from the environment (British Swimming, 2017). This meant that the manager failed to protect the welfare and basic rights of the athletes, allowing the coach to cause further damage to the moral of the organisation and self efficacy (Roan, 2017a). This behaviour and actions the performance director may have prevented others coming forward at an earlier time to back up or help intervene before the behaviours became the culture of the organisation. The behaviours also would cause the athletes further insecurity, increasing their feelings of loneliness as the person seen to be bullying them was backed up by an authoritative figure in the organisation after their claim (Nansel et al., 2001).
The national performance director had the option to intervene at an earlier time when a parent contacted them about concerns Roan, D. (2017b). Earlier intervention may have prevented some athletes from being exposed to the culture and bullying which had developed in the British Swimming organisation. The national performance director also had the option to ensure steps were taken for the welfare of the athletes to be of top importance the first time he heard allegations. A set of up to date code of conduct for all parties involved and policies for safeguarding athletes and raising concerns would increase the protection of the athletes welfare and given strong guidelines on how to proceed with the complaints and allegations come to light (British Swimming, 2017).
The behaviour of the other coaches in British Swimming impacted the performers as it was stated in Roan (2017c) that no coaches had approached the accused coach about behaviours displays. This may have a negative impact on the athletes affected causing a drop in their self esteem and increasing their feelings of loneliness or cause them to question themselves (Nansel et al., 2001). However, a similar investigation has occurred throughout British Cycling which suggests that some athletes and other coaches would be worried about speaking out towards an upper level coach ("British Cycling 'lacked good governance', says report into alleged bullying", 2018). When speaking to the BBC, track cyclist Jess Varnish stated that she had previously not spoken out about the culture of British Cycling due to a fear of losing her position or the consequences this would have on her and her career as a result ("British Cycling 'lacked good governance', says report into alleged bullying", 2018). This could also be applied to the other coaches and athletes in the British Swimming case, who may feel their position in the organisation would be jeopardised if they were to open up about concerns.
As the coach concerned stated that no coach of member of the team had ever raised concerns about them, another option would be to mention the behaviours directly to the coach (Roan, 2017c). Voicing their opinions to the coach in question’s remarks would be likely to help the coach become more aware of his behaviours or actions and the damaging effect it has on the athletes and the culture of the environment, especially when acting as the head coach, or in a leadership position (Mohelska & Sokolova, 2015). This would increase the confidence and self esteem of the athletes, reducing the loneliness, anxiety and the belief that they are going through something on their own (Bandura & Locke (2003).
The case study states that a member of the British Para- Swimming staff had created a ‘culture of fear’ within the organisation and subjected some athletes to bullying, including using their disabilities and weaknesses (British Swimming, 2017). Although the coach in question claims these allegations are false, he resigned from his position prior to the commencing of an investigation Roan, D. (2017c). The report states that athletes who have complained remained anonymous, it is assumed this is for their own protection and to avoid any backlash as a result Roan, D. (2017a). The welfare issues to consider would be a lack of nurturing vulnerable people, use of abusive or derogatory language and a lack of empathy towards those affected by one’s actions. The arguments presented in the case study are mainly secondary references and reported through a third party, this means the quality of arguments could be improved with primary sources to ensure reliability.
The case study also states that another member of staff in charge of manging the athletes and coaches, failed to keep control of the situation and showed a lack of compassion towards the athletes (British Swimming, 2017). It was also found that there was poor communication between the parties involved in the organisation including athletes, parents/ guardians and members of staff Roan, D. (2017b). It is assumed that this member of staff had a first hand experience of the environment and was aware of the coach in questions behaviours. It is known that he had also been informed by parents and athletes about the behaviours concerned, and was said to be dismissive of the claims Roan, D. (2017b). The member of staff acknowledged the mistakes made and an action plan was implemented to improve the situation (British Swimming, 2017).
Bandura’s self-efficacy theory has been shown to have an impact on many things such as motivation, learning and levels of achievement Bandura, A. (1997. (Schunk & DiBenedetto, 2016). Bandura & Locke (2003)’s study shows that a person’s perceived ability to cope with, and exercise control over a situation causes a reduction in feelings of stress and anxiety as well as the behaviours which are associated with these. This suggests that an athlete with high self efficacy and a strong belief in their own ability to perform are less likely to become demotivated and suffer from a decline in performance and outcomes Bandura & Locke (2003). An athlete who is exposed to regular bullying and criticism is likely to have decreased self efficacy, and therefore lower motivation and an increased level of anxiety along with other symptoms of bullying (Bandura & Locke (2003). Bandura, Barbaranelli, Caprara & Pastorelli. (2001) states that a child’s academic achievements have less of an impact on their future careers than their occupational perceived self efficacy. This suggests that the importance should be focused on what the athlete’s believe they are capable of doing as a job, rather than achievements such as passing tests of making times.
When researching the effects of coach-athlete relationships, Jackson, Grove & Beauchamp. (2010) found that increased self efficacy could predict a greater partnership between the two parties. Therefore, a higher amount of confidence in the athletes own ability results in better cooperation and impacts positively on the coach athlete relationship (Jackson, Grove & Beauchamp., 2010). A higher level of coach-athlete relationship also produces a better culture for athletes to thrive in and has a positive impact on the athletes and coaches well- being (Lafrenière, Jowett, Vallerand, & Carbonneau, 2011).
The material in this report impacts my coaching practice as I am aware of the effect the culture can have on both myself as a coach and my athletes. A distinct atmosphere can be infectious and spreads throughout the organisations Schein (1984. I have reflected on my current coaching situation and the clubs culture, along with making some comparisons to the culture at my previous place of employment and I believe that the culture within my club is positive, forward thinking and athlete orientated. We frequently base any changes and decisions on what is right for the athlete(s). As a result of this culture, I regularly reflect on my sessions and aim to work on, improve or continue on from the previous session to ensure my athletes are welfare is priority. I also have a good line of communication with my athletes and their parents. Parents are updated on their child’s progress and meetings are held to resolve any issues which arise.
The findings of this report will further impact my future coaching. I have a better understanding of the impact and importance a culture and an athlete’s self efficacy can have on their training and home lives. As a result of this, I intend to continue work on my gymnast’s self efficacy, increasing the beliefs and opinions they have about their ability to perform new skills, routines and hit targets. This long term development aims to help the gymnasts set aims, see their full potential and believe they can reach it. I also aim to ensure that all athletes feel empowered and able to voice their opinion. As the report suggests the coach in question did not intentionally or knowingly offend the athletes (Roan, D., 2017c), it is important to me that my athletes feel they can speak out and be heard and respected, if someone’s actions or statements have offended them. I intend to include the gymnasts feedback of the sessions, or anything they felt stood out for them during the session, in my line up and conclusion at the end of the session. This tells the athlete’s that their opinion matters and will allow me to make any appropriate changes to the future sessions, as well as building a good rapport with the athletes by working together to create and continue a good club culture.