Author ORCID Identifier

https://orcid.org/0000-0003-3330-7087

Semester

Summer

Date of Graduation

2025

Document Type

Dissertation

Degree Type

EdD

College

College of Applied Human Sciences

Department

Athletic Coaching Education

Committee Chair

Valerie Wayda

Committee Member

Kristin Dieffenbach

Committee Member

Reagan Curtis

Committee Member

Dianne Huxley

Abstract

Coach education is imperative, especially as coaching moves towards professionalization (Lara-Bercial, 2022). The literature has shown that high-performance coaches are closest to fitting the criteria of a profession (Lara-Bercial et al., 2022) while also being at risk of experiencing burnout due to the high level of stress faced within their job (Bentzen et al., 2014; Olusoga & Kenttä, 2016). The purpose of this study was twofold. First to have a more comprehensive understanding of Australian Athletics high-performance coaches’ wants and needs regarding coaching education as it pertains to coach wellbeing and burnout; and second, to have an in-depth exploration of select high-performance coaches’ awareness and experiences with burnout. An explanatory mixed-methods sequential research design was employed to gather data across three phases. In phase one, high-performance coaches within the Australian Athletics database (N=172) shared their preferences for coach education as it pertains to burnout, their general knowledge about burnout, and demographic/general information about their coaching. In phase two, 75 high-performance coaches completed the MBI-ES to ascertain current scores on emotional exhaustion, depersonalization and personal accomplishment. In phase three, semi-structured interviews were conducted with 10 high-performance coaches who meet the specific inclusion criteria based on their levels of burnout on the three components. A cognitive-affective theory lens was utilized within this study, while the self-determination theory also appeared throughout the results. Awareness of topics surrounding burnout, intervention strategies and organization intervention/support were reported by coaches as something they want included within their coach education. Insights from this data were that high-performance coaches believe that burnout is a prevalent issue within coaching, and education on burnout and topics related to burnout would be beneficial. Consistent with previous burnout research themes emerged on factors that have been identified as influencing burnout levels including work life balance, work balance, lack of control, lack of recovery, pressure and personality. One additional theme emerged which was the environment. Suggestions for reducing the risk of burnout are presented including organizational support, mentorships, community of practice, a third party individual high-performance coaches could go to, recovery, self-care, and effective communication.

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