Continuing from my findings in Chapter 3, the aim in this study was to explore how coaches shape group identity and influence to elicit and propagate mentally tough performances in professional rugby teams. Reflecting my explorative aims, a qualitative research strategy was again chosen to elicit in-depth perceptions on how MT is elicited and propagated by coaches in professional rugby teams (Denzin & Lincoln, 2008). Qualitative research is ideally suited to gathering and explaining data on individuals’ self-reported actions (Cresswell, 1994; Merriam, 1988). As such, qualitative research allows interviewees to “describe life-worlds ‘from the inside out’, from the point of view of the people who participate” (Flick et al., 2004, p. 3). Qualitative research undertaken with a pragmatic philosophy also acknowledges that the researcher can be an integral instrument in the collection and analysis of data – an approach that therefore helped me to again harness my own insights and experiences (Cresswell, 1994).
4.2.2 Participants
A purposeful sample of five professional rugby union head coaches (n = 5) were recruited via my personal contacts, none of whom were part of my study in Chapter 3. The participants were all male, aged between 48 and 68 years old (M = 56.6; SD = 6.21) and had been employed in head coach or assistant/consultant roles for a total of 85 years at the elite/professional level (M = 17.0; SD = 2.89). As head coaches, all participants had led countries and top-tier clubs in either or both the northern and southern hemispheres. In terms of successes, either as head coaches or assistants/consultants, these participants had also cumulatively won 16 international titles including two World Cups, five Six Nations, three Tri Nations and four Triple Crowns, along with 11 club titles including five European titles, four Super Rugby competitions and ten domestic competition titles in both the northern and southern hemispheres. This group met the pragmatic principle of interviewing participants who could reflect on a range of experiences (Corbin & Strauss, 2008; Giacobbi et al., 2005). Although the total number of participants is at the lower end for typical interview-based studies, it is also important to note that my aim was to prioritise ‘high-quality’ rather than ‘high-quantity’ data in a novel area. Again aligning with my pragmatic foundation, this approach also reflected my goal to develop practically meaningful rather than definitive findings. It also reflected the fact that gaining access to such high-level participants is a notoriously difficult challenge.
4.2.3 Procedure
Each participant was contacted through my connections within the international rugby community. Following this each individual that agreed verbally to participate was sent an information sheet on the nature and purpose of the study on MT. Once they agreed to proceed a consent form outlining the processes was sent out for them to sign that reinforced the nature and content of the interview prior to it taking place. This assured that all participants had reflected on what they felt MT was and how MT was relevant within their rugby teams and environments. Interviews were conducted by myself using a semi-structured guide that was piloted with two professional coaches. From these pilots, no major changes were made to the structure or content of the developed interview guide. As such, interviews in the formal data collection phase centred around four open-ended questions with a further set of prompts and probes used to encourage participants to clarify and elaborate on their responses. To frame the conversation, the first question required participants to reflect on the key features within a rugby environment that lead to mentally tough performances. The two subsequent questions focused on how they, as coaches, directly and indirectly shaped group identity and influence to optimise mentally tough performances within their teams. Despite my integral role within the research I was conscious of any confirmatory bias and memos were taken before, during and after interviews in order to help limit this bias (Cresswell, 1994).Finally, participants were asked to reflect on their responses thus far and discuss any other factors that they perceived to impact mentally tough performances that had not already been discussed (a process that provided an opportunity for member reflections: Smith & McGannon, 2017). All interviews were conducted at locations convenient to the participant or over the
telephone at agreed times, recorded with audio devices and lasted between 46 and 95 minutes (M = 73.4 minutes). Ethical approval was granted by the university’s ethics committee, confidentiality was assured and informed consent was provided by the participants.
4.2.4 Data analysis
All interviews were recorded, transcribed in full and, on the basis of my explorative aim, subjected to the exact same analytical procedures detailed in Chapter 3 (Section 3.2.4).
4.2.5 Addressing trustworthiness
As per Section 3.2.5 of Chapter 3, establishing trustworthiness is vital in qualitative research. Recognising that participants “respond differently on how they perceive” the individual asking the question (Denscombe, 1998, p. 116), I again brought my experiences of playing along with coaching professionally for over ten years to establish trust and rapport through the interview process (Sparkes & Smith, 2009), with the level of rapport demonstrated by a mean interview length of 73.4 minutes. In tandem with this and as utilised in Chapter 3, memos before, during and after were taken to maintain consistency. Along with this, the information sheet provided to each participant confirmed the nature and focus of my research so as to insure each interviewee was answering with the same understanding. However, despite my playing and coaching experiences, I also adopted measures to manage the impact of my own predispositions upon interviewee responses (Miles & Huberman, 1994).
The objective of my research was not to give an index of transferability but to allow the reviewer to make transfer possible (Lincoln & Guba, 1985). Time and consideration was taken in choosing the sample and as such they demonstrate through their successes the crucial traits of ‘talent or wisdom’ that endorses their selection (Simonten, 1999, p 442). Following this process, the interview guide was amended through discussions with both supervisors and then piloted with two professional coaches to confirm coherency in interviews through these critical friends and the use of reflexive journals and memos (Sparkes & Smith, 2009). After each interview, member reflections were taken that did not define reality but added better insights (Smith & Mc Gannon, 2017). Within the interviews I took an active listening approach that also encouraged participants to speak freely whilst staying within the interview guide (Hodge et al., 2014; Smith, 2010). This approach also allowed further elaboration through probing and more richness of data (Edwards & Skinner, 2009). Interviews were then transcribed verbatim and familiarisation was enhanced through listening to the recordings several times (Edwards & Skinner, 2009).
The processes put forward by the coaches in order to elicit MT in professional rugby teams underwent constant comparison to challenge my interpretation and generate distinct themes (Corbin & Strauss, 2008). Recordings of any conceptual memos were made and a reflexive journal was kept to log and assess my interpretations and the interaction of my personal experiences and biases (Davis & Meyer, 2009; Patton, 2002). My experiences as a professional player, coach and sport psychologist added to the interpretive nature of the pragmatic research approach (Giacobbi et al., 2005). In conjunction with this, my supervisors again acted as critical friends and stimulated critical reflection on my interpretation and the eventual findings themselves (Faulkner & Sparkes, 1999). I also benefited from ongoing
discussion through my own ‘community of practice’ that worked to further manage the subjective biases that I brought to my study (Rossman & Rallis, 2003) and any assumptions or prejudices I might have had (Lynch, 2000)..
4.3 Results
The study described in Chapter 3 identified factors that were perceived to be important for generating mentally tough performances generally in professional rugby. The purpose of this study, by contrast, was to explore how MT can be elicited by the actions of the coach on the specific area of group identity and influence. From the data analysis, five themes were subsequently identified as means by which ‘the coaches’ have proactively shaped group identity and influence: challenging group standards, fostering togetherness and respect, developing and harnessing mentally tough leaders, aligning formal leaders and sending messages via the media. The Results section will now describe each of these five themes with supporting quotations from the participants.