Participants desire to remain within and progress along the sporting pathway seem to be influenced by their experiences thus far within their sporting journey. Large sections of interviews seemed to organically centre around their previous and current experiences within sport(s), and were especially concerned with those experiences that present themselves as barriers to participation and progression.
[Lack of] Enjoyment
Underpinning each disagreeable experience, and seemingly THE contributing factor whether that experience is significant enough to become a barrier to participation and progress is enjoyment, or rather, the lack of it. Participants often spoke bluntly about the futility of participating in a sport or within an environment they simply didn’t enjoy.
“If I’m not enjoying it, I don’t see the point in doing it. Like I don’t want it to be a thing where it’s so stressful, that it’s not worth going. Maybe you’ll see more improvement but it’s not something you want to live your life doing. It’s like, you know like loads of doctors that are GPs and they’re always complaining about their job, it’s like that. I don’t want to be going back and complaining to people, it’s not enjoyable” – FSM1, South-West
Participants described several factors which seemingly reduced their enjoyment of the sport or a particular experience. For example, the perception of not having a “good team” was said to limit enjoyment of the sport. However, most who mentioned a lack of enjoyment referenced repetition or boredom as the source of their unhappiness. For example:
“It’s annoying because, for instance, if you [participate] in the morning, then you [participate] in the afternoon the same day, they would be the same sets…And like a lot of the stuff that we do like, at one point, we were doing like loads of like twenty, thirty lots of twenty fives. They are really boring” – FSM1, Central South
“But [sport] is just really like continuous and I don’t know, it’s something I don’t enjoy it” – FSM2, Gwent
Several consequences to not enjoying sport(s) were also cited. Some participants mentioned a reluctance to move to higher ends of the pathway and commit any more of their time to a sport they weren’t wholly enjoying. Others spoke of seeking different clubs to try and re-capture feelings of enjoyment. The more severe consequence of not enjoying sport(s) was the dropping out of the sport all together.
“I’ve seen so many people who at my age were fully like wanting to go to the Olympics…but I’ve seen so many people who’ve been like that and then have like, you know, like fell out of love with the sport and then stopped” – FSM1, Central South
Sport Culture
Participants also discussed their experiences of the culture or nature of the sport, and how these were often barriers to their wanting to stay within a sport and their desire to progress along its pathway. The majority of interviews had some reference or another to the comparative individuality of sports, and the resultant feelings of isolation.
“And you could say, it’s quite a lonely sport…You’re staring at a black line for two hours. Lengths and lengths and lengths” – FSM1, South-West
The individuality of sports also meant that participants had to be self-reliant, both in terms of competitive performance and sporting development.
“What I find quite helpful about team sports in that situation, is that loads of people will be there, dedicated with you, and it’s not just a solo effort, you don’t have to mentor yourself, you can have other people mentoring you, you can mentor other people but in [sport], obviously, it’s very much a solo sport” – FSM1, South-West
The isolation felt by participants also extended to their lives outside of sport, with claims that friends outside of the sport had a lack of understanding and / or appreciation of what is required to participate in the sporting pathway.
“You know, you’ve got your [sport] friends and if they say, good luck, you know, we, we all get it, you know, we know what we’re about to go into, like into a race and stuff. Whereas our friends out of school probably don’t even know how many lengths the hundred metres is” – FSM1, South-West
Sport(s) reliance on competitions was also occasionally referenced as a barrier to participation and progression. Several participants claimed their experience of sport competitions were simply “not enjoyable”, while others expressed that the “need to compete” inhibited their desire to remain in the sport. Unfortunately, the need for competition resulted in some quitting the sport altogether.
Related to the reliance on competition is the seeming uncomfortableness many participants had with regards to the [growing] “intensity” of a pathway, with some stating that they would rather drop down a level, and others even noting that they would decide to quit the sport if it became “too intense, too soon”. Recounting the experience of their sibling, one participant explained:
“So, she was like top of her game, playing in the premier league, when she was fifteen, then she found it all too much and the environment, she didn’t like it because it was too competitive and felt like nasty, like she couldn’t make mistakes anymore” – FSM1, South-West
Other participants also referred to the pressure they faced as the source of the felt “intensity” within the sport.
“That’s probably the worst thing, they push you, they push you a lot, so it’s like getting there, warm up, and like [participate] for, I don’t know, the whole like hour. Because [activity length] is like a warm up” – FSM1, Mid Wales
The Physical Environment
Often cited were the experiences participants had within the sport(s) physical environment. The inadequacy of sporting facilities was often mentioned. Older participants spoke of being more aware of [poor] facilities than younger participants and parents, and cited 12-13 years old as an approximate age when they paid more attention to the standard of facility on offer. For example, several participants in a semi-rural location complained of the lack of [sport] facilities in the locality.
“There are loads of facilities around, so there’s loads of opportunities for you to go to and there’s many clubs and there’s loads of stuff to do…but then [sport], it’s not at the standard. The standard of like facilities are like not here. There’s like no astro or anything. There used to be the astro, you could play [sport] on it but now it’s a, like a 3G, so you can’t” – FSM1, Mid Wales
The lack of local facilities was also a source of frustration to those who now felt forced to finance and travel to alternate venues further afield.
“So, we’ve got a small bit of astro turf. We’ve got loads of fields, but you can’t play [sport] on them, so, that’s a little bit frustrating. [Alternate location] still costs money to like get there and book the pitches. You have to get a minibus there, and stuff like that. It’s just an extra faff” – FSM1, South-West
“There’s not really a quality [facility] around this area, for me, so I have to go sort of out of area because I was still travelling like an hour to [English city]” – FSM2, North Wales
Even when facilities are available in the locality, the lack of available times and the number of participants that facilities must provide for often cause a regular and at times inconvenient change in training location. This often means training within facilities which are less than ideal.
“I think it’s like the best in a bad situation, because realistically there aren’t enough [facilities] in [location], with enough [facility] time for the whole club. It’s not realistic to have like the amount of squads you do within [club]” – FSM1, South-West
Participants also recounted the displeasure of their experiences at inadequate facilities. Many spoke of the uncleanliness of facilities they were required to train in, and their annoyance of having to pay a monthly fee for the experience. Others complained of unpleasant viewing environments for parents at competitions. Some even complained of the inadequacy of changing facilities, noting that they have previously been forced to change in open areas and were the victims of theft.
“The changing rooms, like people stole my money…And they left all their things in the cubicles…So there was no cubicles for you to get in, so you had to change like out in the open. I just took their stuff out, grabbed their stuff and chucked it” – FSM1, Mid Wales
Others also pointed out that it is often difficult to find places which are safe to participate in, and cite the weather as a contributing factor which makes locations often unsafe.
“I actually think it’s kind of hard to find like a suitable place to go that’s like safe and like not too busy, like not too far away but also like it’s a seasonal thing, like you said, it’s like sometimes it’s going to be too cold or like too choppy” – FSM2, North Wales
The absence of specific sport equipment was also a frustration to some participants, and many spoke of the consequences and implications this had on them and their performance in competitions. For example, some explained how they were unable to practice specific techniques required for competitions due to the lack of specialist equipment available at their local facility:
“We don’t actually have [equipment] - we do but what it is they just screw them into the floor – but we don’t have [competition standard equipment]…they’re handmade…they don’t have the back board and the backs…yeah, they don’t have the back board or anything, so like you can’t practice like race starting situations. They’re not the best. So, for instance, a lot of our [participants], we’re always last off the block. So, the actual time, not saying it’s terrible, but it’s not the best” – FSM1, Mid Wales
Personal Relationships
Within the physical environment and sport culture, several relationships develop and require management and cultivation. Many participants cite the formation and maintenance of personal relationships as a key factor to their taking part in the sport and pathway. In fact, some were of the impression that several of the older participants in the pathway were only there for friendships, and not for any sporting or developmental reasons. Evidently, some thought they wouldn’t enjoy sport and would subsequently leave its pathway if they were unable to cultivate the friendships they desired.
“If I moved up and then I wasn’t with anyone I knew, and people that I didn’t particularly like, then I wouldn’t really enjoy it as much and I might drop out…because the sport, like now, I enjoy it and I play it with my friends and my family, as well, and I play with people I enjoy. So it’s, sometimes it’s like, if you have like the wrong coach or like the wrong, playing with the wrong type of people” – FSM1, South-West
The “wrong type of people” referenced went beyond a mere dislike to the characters within the sporting environment encountered, but also speaks of the ages and abilities of those within the club or pathway. Many participants noted their displeasure and ultimate leaving of an environment due to a too great of a range in participant ability and age.
“When I joined the first club, I don’t think I enjoyed it as much because it was like a mixed club and you had people playing that played for North Wales and Wales and stuff. So, the standard of the people in the team was really, really high, and being quite young and quite new to [sport], you did feel kind of like, oh well, you know, I’m not as developed as them obviously, because I’ve only just started” – FSM1, Mid Wales
Throughout the interviews, the physical education teacher and coach relationship also appeared to have a significant impact on participants. The impact of a ‘bad’ coach was said to potentially “put people off ” participating in the sport, and it was recognised throughout that the coach, and the relationship managed with those they coach, can have a profound impact on the progression of participants through the pathway.
“They’re the person that you have to see every day and they’re the person who sort of have control over like, how well you do, how you progress…You don’t realise at first, they have a lot of control over how you’re doing in [sport]” – FSM1, South-West
In addition, the parent-coach relationship was also said to have an impact on the participants progression through the pathway, as well as difficult previous relationships between coaches and other family members.
“So basically, my cousin didn’t get along with her before, in squads and that…and she brought it on to me as well. So, she didn’t like my cousin, so she didn’t like me as well, for some reason. She didn’t like the whole family. If you know what I mean?” – FSM1, South-West
Participants were easily able to articulate exactly what made a ‘bad’ coach. Such attributes included negativity, shouting, bad tempered, providing unclear instructions, and a lack of empathy to challenges outside of sport and to accumulated fatigue. However, perceived coach favouritism was the most prolific grievance that seemed to trouble participants. It was discussed how when there is perceived coach favouritism, it can create an awkward dynamic within a team or club.
“I’ve seen certain people become like, kind of like jealous of like how other people are being like favourited because, sometimes the coaches need to make decisions about everyone and certain people could like not like that decision but then obviously people can always say, oh, well you’re the coach’s favourite and you’re like most, the most liked by the coach” – FSM1, Central South
Coach favouritism, whether perceived to be just or unjust, seemed to be recognised as one of the leading factors that decided which participants progressed along the pathway, and which didn’t. Several participants were also under the impression that they would have the same ability and opportunities as others if they were provided an equal amount of attention as those who were favoured.
“Everyone always has their favourites, like you can tell that they have favourites and when they only pay attention to that person, let’s say, they’ve only just like recently started getting really, really fast, they pay attention, you feel like you’re trying to get to that level but if you had maybe a bit more of the attention, you could get to that level as well” FSM1, Central South
Though there are attributes to coaches and their behaviours which seem to pose a barrier to participation and progression from the participant perspective, it does seem that a ‘one-size-fits-all’ approach is to also be avoided. Some participants describe how a “coach’s humour isn’t always to everyone’s taste", whilst another noted that they “hated the coach giving me a nickname”. One participant explained that:
“There was like another one before [coach], from when I was a bit younger, and he like completely de-motivated me and I didn’t even want to [participate], but then he went, got another coach and then I was back into it again. It is a lot about the coach as well, but they’re definitely different for everyone, because like the one who is motivating [fellow participant], was also one of the worst coaches, and I think it was probably the same coach [as mentioned above]” – FSM1, South-West
With that being said, there is a recognition from some participants that the coach’s role isn’t an easy one and providing attention to each participant can be difficult.
Lastly, the parent-participant relationship was also recognised as one of importance, particularly as it concerned a parent’s ‘willingness’ to support participation.
“You have to think of whether they [parents] actually let you go or not. They might not want you to. Like having to transport you there, and like drive you there and everything else, and then like, they might just be a bit tired and just paying the club fees” – FSM4, Central South
The sentiment of sport(s) not coalescing with parent’s schedule was also reported to hinder progression along the pathway.
“So, like they won’t be willing to like go, take me to practice like four days a week, if they’re both working full time, it just doesn’t fit them. So, they’re not encouraging me but not discouraging me to do it” – FSM2, Gwent
Parents perceived lack of interest in sport(s) and the participation of their child within sport(s) was also seen as a possible barrier to the support required and the maintenance of the parent-athlete relationship. Others’ see the experience parents have when interacting with the sport as an ultimate barrier and sore spot.
“Well, mine don’t [parents]. Our parents hate it. Because usually our [sport] club puts us in just the [discipline] race and sometimes because we’re on the cusp of thirteen, there are not many [events] for us. So, it’s like most of the time we’re only doing maybe a couple of races and then other people are doing loads and then our parents are like just waiting for us to [participate]. They don’t like it” – FSM1, Mid Wales
Meanwhile, some consider parents lack of interest as contributing to a lack of understanding and awareness of what is required to participate and progress in the sport, while others see it as contributing to their unwillingness to provide tangible support such as travel.
“Like a six-hour drive, I doubt my parents will want to drive six hours, just like for me to compete, because they don’t really like me doing [sport] too much” – FSM2, North Wales
Participant Cited Solutions to ‘Disagreeable Experiences’
One of the most often cited solutions alluded to overcome or avoid disagreeable experiences was the need to emphasise and harness the social component of sport. Most interviews included reference to sport(s) being a desirable pursuit due to its social benefits, and many referenced that they would stay in sport(s) for the long haul if a “community feeling”was harnessed. Others spoke of the need for early social interactions and connections to be made when first joining a club or new stage of the pathway.
Other participants spoke of the role of parents, and how they could play a role in removing the chances of unfavourable experiences. For example, family members who were said to motivate, encourage, attend [training and competitions], and provide more practical, tangible support could enhance the overall experiences for their children. Other participants spoke of parents’ behaviour in and around the sport environment, stating that the experience was all the more enjoyable when parents “didn’t shout”.
Several participants also spoke of the importance of the coach and the coach-athlete relationship in enhancing the sport experience. Although many were able to list the attributes which were undesirable in a coach, likewise, many were also able to clearly articulate what made a ‘good’ coach. Such qualities included being supportive and encouraging, having a focus on improvement and not results, having experience and detailed knowledge of the sport and how to progress, being empathetic to the circumstances of the athlete, an ability to make participants feel comfortable, being a ‘friend’ of participants, encouragement of progression through the sport and sporting pathway, and one who gives the impression that they “believe in me”. Many also spoke of the need for a coach to be personal, whilst meanwhile treating “everyone the same” to combat perceptions of favouritism which seem to hamper so many.
Linked to the importance of the role of the coach, is the nature and quality of training sessions provided. Some participants spoke of the need to ensure training sessions have a suitable balance between the physical and technical components of the sport, while others simply desired training sessions to be as “engaging and enjoyable as possible”,citing position specific training and variation within sessions as to contribute to this.
