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Abstract

Coaching in adapted sport is a complex and demanding practice that requires both specialized technical expertise and a deep understanding of disability. This study explored the motivations, backgrounds, and developmental pathways of interscholastic school-based wheelchair sport coaches. We examined how coaches are introduced to wheelchair sport coaching, their initial and ongoing development, and their perspectives on effective coaching and training practices. A total of 17 coaches (10 men, 7 women) with 1 to 17 years of experience in wheelchair sports coaching from 7 interscholastic wheelchair sports teams participated in one 60-minute mini focus group discussion and responded to a set of open-ended guiding questions. Responses were recorded and transcribed. Using an interpretive phenomenological approach, data were analyzed by inductive thematic analysis. A total of five themes were identified: a) Coaching by Connection and Chance: Journey into Wheelchair Sport, (b) Guided, Observed and Informed: Building Coaching Knowledge, (c) Beyond the Game: Cultivating Care, Accountability, and Athlete Growth, (d) Navigating Coaching without a Rulebook, and (e) Learning through Adaptation: How Openness, Patience and Experiential Learning Shaped Coaching. Consistent with the adapted sport literature, formal coaching developmental experiences were limited for interscholastic school-based wheelchair sport coaches. Participants employed an athlete-centered coaching style, with most having prior coaching experience working with athletes without disabilities. The findings of this study offer practical insights, inform strategic approaches for program directors and coaches, and provide recommendations for future research. (232 words)

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