ABSTRACT

This chapter brings an analysis of care in sport coaching to a close. In doing so, it reaches eight conclusions that provide significant insights. For instance, caring relationships are recognised as dynamic, which develop over time - i.e., how coaches’ care will change as athletes develop. Similarly, caring relationships are described as situated because contextual factors and a network of actors influence them. The conclusions also highlight the importance of self-care and care education for coaches. These conclusions have the potential to inform coach education and coaching policy at both local and international levels. In addition, the chapter suggests ten guidelines that coaches can use to develop their caring relationships. These guidelines include practical behaviours and helpful suggestions for coaches, such as how to use technology to care for athletes. The chapter also proposes novel areas for future research. In doing so, the chapter has significant implications for coaches, coach educators, researchers and policy makers. Nonetheless, it is recognised that care is an area that warrants further consideration. Indeed, the chapter prompts and invites further discussion of how coaches can ensure that they care in ways that help athletes flourish.