Coaches’ perspectives on training quality in elite para-sport: a qualitative study of coach–athlete collaboration

Training quality is essential for performance development among elite para-athletes. Despite coaches’ central role in structuring and adapting training, little research has explored their perspectives on what constitutes high-quality training. This study investigates which factors elite para-sport coaches perceive as important for achieving high training quality in daily practice.

Eight Norwegian coaches with experience at the Paralympic and World Championship level participated in semi-structured interviews. A reflexive thematic analysis was conducted using a hermeneutic-phenomenological approach to identify shared meanings across coaches’ lived experiences.

Four overarching themes emerged as central to training quality: (1) a supportive training environment (including adapted facilities and integrated support teams), (2) organization and adaptation of the training process (emphasizing collaborative planning and load management), (3) coaches’ understanding of the athlete and sport (highlighting impairment-specific and sport competence), and (4) athlete ownership of training (fostering autonomy and responsibility). These factors were interrelated and influenced both the long-term training process and individual sessions. Coaches described training quality as a dynamic outcome of collaboration between coach, athlete, and support staff, involving continuous dialogue, real-time adjustments, and shared decision-making.

Elite para-sport coaches perceive training quality as a multifaceted and collaborative process. Key contributions include a well-adapted environment, flexible planning, individualized understanding of athlete needs, and athlete engagement. These findings offer practical insights for enhancing coaching practices in para-sport and underscore the importance of coach–athlete–support team synergy in optimizing performance and well-being.