Trauma-Informed Practces for Coaches and Extracurricular Instructors
Trauma informed care and being trauma informed are growing in popularity as we continually increase our understanding of how we interact with individuals and the lived experiences they carry with them. Trauma-informed practices are closely related to clinical and academic settings. These are the two places that interact with people of all backgrounds and are associated with both stress and care. Trauma informed practices encourage people to see the entire individual as a manifestation of their lived experiences, good and bad, and that their behaviors, emotions, and overall well-being are shaped by the environment that surrounds them. While care facilities and academic settings are excellent candidates for trauma informed practices, these practices should be a universal truth and the way we interact with people in the systems we grow and develop.
Another setting many people experience in their lifetime is within the context of sports and other extracurricular activities, and the largest population involved in these activities is kids. According to an article by Yerís Mayol-García (2023), a writer and statistician in the Census Bureau’s Fertility and Family Statistics Branch, kids are more involved in extracurricular activities than in previous decades (Mayol-García, 2023). According to the Census Bureau, nearly 50% and 35% of girls are involved in sports; 30% of boys and 40% of girls are involved in other extracurriculars like music, dance, etc. (2023). This large percentage of the population is in contact with adults who have a great influence on their lives. Role models and mentors have a great influence on youth development, and this power is a formidable role to play in their growth. A study by Atif and their colleagues found that around 70% of children claimed to have a role model whom they look up to (Atif et al., 2022).
Coaches and other extracurricular instructors are some of these role models. When thinking of coaching traditionally. Many people have positive experiences with adults who nurtured and supported their development; however, there is a large population who were instructed by coaches who used a deficit model of coaching. This controlling model uses fear, anger, power dynamics, and judgment to motivate their students (Marcone, 2017). The best example of this is a coach who yells at players, belittles them, and constantly tells them their doing things wrong, asking “what’s wrong with you.” These coaches rely on extrinsic motivation techniques and punishment to push results instead of player growth and development (2017).
Adopting a trauma-informed lens into practice will not only work to get the best out of their pupils but can also lead to healing from past experiences of trauma within the same/similar settings. Trauma informed care recognizes 4 key assumptions coined as the 4 R’s: Realize– the widespread impact of trauma; Recognize– the signs and symptoms of trauma; Respond– by integrating this information into practice; and Resist– retraumatization (SAMHSA, 2014). These 4 assumptions fuel the 6 Principles of trauma informed practice: Safety, Trustworthiness and Transparency, Peer Support, Collaboration and Mutuality, Empowerment, and Cultural, Historical, and Gender Issues (2014).
These assumptions and principles can easily be applied in practice as a coach, teacher, or mentor. Firstly, one must create a trauma-informed environment. This space needs to be physically, mentally, and emotionally safe for students and instructors. This can be done by creating a transparent and predictable schedule with the use of daily routines, incremental goals, clear boundaries, and clear expectations. This environment should foster belongingness and team mentality.
Next, instructors should audit their communication styles. The use of clear and empathetic language makes individuals feel valued and safe. It empowers, ensures respect, and encourages a growth mindset. Using communication with a growth mindset inspires positive development and intrinsic motivation. Changing communication from “what you’re doing wrong” to “how can I help you.”
Coaches should then use techniques to empower their players. This gives the individual back their control, builds self-confidence and self-esteem, and promotes resilience. To do this, instructors should involve their pupils in decision making processes, highlight their strengths to work on growth areas, and respect their personal boundaries.
Reviewing self-care is a crucial step in the trauma informed practice process. Promoting and encouraging self-care for both players and coaches is essential to maintaining physical, mental, and emotional well-being. Encouraging players to rest, have healthy sleeping routines, hydrate, and apply stress management techniques is extremely important to their overall health and experience. Doing the same for coaches and support staff is vital. Coaches should replicate these processes, as well as prioritize their own mental health, set health work-life boundaries, and seek peer support when needed. Implementing self-care and mindfulness techniques into practice can also be beneficial. Body scans, belly/abdomen breathing, and 5-4-3-2-1 Sense methods are quickly and easily applied, and they foster positive team culture during down times.
Practicing cultural humility is an important piece in the trauma informed process. Understand that your players are a product of their environment and embrace diversity; come from a place of curiosity, not judgment.
Finally, collaboration is fundamental, especially when working with youth. Working with parents, teachers, and other collateral contacts while understanding and respecting your students’ boundaries will build a network of support for the individuals you work with. Knowing your pupils in different contexts and receiving further information on their lives will help you better understand their actions, emotions, and mentality. Collaboration creates an open communication culture and encourages players to share their thoughts and feelings while ensuring confidentiality and respect.
In conclusion, trauma-informed care is a transformative approach that universally fosters understanding, empathy, and growth. By prioritizing the 6 principles and understanding the 4 key assumptions of care, you can create an environment that nurtures resilience, healing, and a growth mindset. Embracing this approach across all systems promotes a culture of care that benefits individuals and communities alike.
Trauma Informed Guide for Coaches
Sources:
Atif, H., Peck, L., Connolly, M., Endres, K., Musser, L., Shalaby, M., Lehman, M., & Olympia, P. (2022). The Impact of Role Models, Mentors, and Heroes on Academic and Social Outcomes in Adolescents. Cureus, 14(7), e27349. https://doi.org/10.7759/cureus.27349
Marcone, M. (2017). The Impact of Coaching Styles on the Motivation and Performance of Athlete. Kinesiology, Sport Studies, and Physical Education Synthesis Projects. 21. https://digitalcommons.brockport.edu/pes_synthesis/21
Mayol-García, Y. (2023). Girls take lessons, join clubs more often than boys but boys play more sports. Census.gov. https://www.census.gov/library/stories/2022/07/children-continue-to-be-involved-in-extracurricular-activities.html
Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA14-4884). U.S. Department of Health and Human Services. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf