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Strength and conditioning (S&C) practitioners need to know and apply varying and diverse psychosocial competencies in their practice. The definitions of psychosocial coaching competencies are poorly understood and multiple interpretations exist. The purpose of this study was to define psychosocial S&C practice terms (i.e. pedagogical, philosophical, psychological, sociocultural) from the perspectives of S&C researchers and practitioners. Using a participatory action research approach, qualitative data were collected from 13 researchers and 30 stakeholders with the United Kingdom Strength and Conditioning Association (UKSCA). A qualitative summative content analysis was used to analyze the researchers' and UKSCA stakeholders' definitions of psychosocial competencies. Pedagogical competencies were defined related to the themes of instruction, learning, skill acquisition, feedback, and design structure. Philosophical competencies were defined related to themes of beliefs, values, and style. Psychological competencies were defined related to communication, mindset, relationships, motivation, emotions, learning, and behavior. Sociocultural competencies were defined related to sport norms, understanding differences and different backgrounds, adapting to culture, and coaching behavior and biases. Significant differences existed between researchers' and practitioners' definitions of these terms, particularly with pedagogical, philosophical, and sociocultural competencies. Practitioners often associated psychological coaching competencies with subject matter outside of biophysical knowledge or many aspects spanning diverse social and behavioral sciences. [ABSTRACT FROM AUTHOR]

Psychosocial coaching competencies, including psychological, pedagogical, philosophical, and sociocultural aspects, which underpin an athlete-centred coaching approach, have been largely overlooked by the United Kingdom Strength and Conditioning Association (UKSCA) coach education. It is possible to understand why psychosocial competencies have been disregarded by critiquing how stakeholders’ perceptions, such as board members, tutors, assessors, who are responsible for coach education, have been shaped by dominant discourses within sport culture. The purpose of this study is to understand and critique UKSCA stakeholders’ perceptions of psychosocial coaching practices through the lenses of dominant discourses in Strength and Conditioning (S&C) coaching. Thirty stakeholders took part in one-to-one semi-structured interviews. To prompt discussion for the interviews, they were shown video vignettes depicting psychosocial coaching competencies. The data were analysed in two phases. First, a thematic analysis deduced participants’ understandings of the competencies built into each vignette. Second, a poststructural discourse analysis critiqued how a performance-scientific coaching discourse and a discourse of orthodox masculinity impacted stakeholders’ perceptions. The results indicate that stakeholders’ perceptions of psychological and pedagogical effective coaching approaches focused on athletic performance, which disregarding the well-being and personal development of the athlete. Stakeholders also recognised overt sexist coaching practice, which suggest some appraisal of sociocultural and philosophical competencies. Yet, covert sexist microaggressions towards female coaches were often accepted as banter and female coaches’ emotional labour were not recognised. This study advances the literature by showing how the dominant culture of performance-scientific coaching and orthodox masculinity shape what is accepted as effective coaching practice. Such coaching practice de-emphasises psychosocial coaching competencies and limits the impact of equity, diversity and inclusivity (EDI) strategies, as well as the holistic development of both athletes and S&C coaches. [ABSTRACT FROM AUTHOR]