The Impact of a Coaching Education Program on Coaching Efficacy

2021 ◽  
Author(s):  
William Steffen
Keyword(s):  
Education Program ◽  
Coaching Efficacy ◽  
Coaching Education ◽  
The Impact

The Effect of a Coaching Education Program on Coaching Efficacy

2000 ◽  
Vol 14 (4) ◽  
pp. 410-417 ◽  
Author(s):  
Leapetswe Malete ◽  
Deborah L. Feltz
Keyword(s):  
Education Program ◽  
Control Group ◽  
Coaching Efficacy ◽  
Four Dimensions ◽  
High School Coaches ◽  
Coaching Education ◽  
And Performance ◽  
Character Building ◽  
And Control ◽  
The Impact

This study examined the effect of participation in a coaching education program compared to a control group on coaches’ perceived coaching efficacy. The program consisted of two 6-hour sessions. The Coaching Efficacy Scale was used to determine the impact of the program on perceived coaching efficacy. Forty-six Michigan high school coaches and 14 coaching preparation students were recruited for the experimental (n = 36) and control groups (n = 24) for this study. The participants were asked to respond to pretest and posttest CES questionnaires that examined how confident they were in influencing the learning and performance of their athletes in four dimensions of coaching: character building, motivation, strategy, and technique. Results showed a significant effect for a coaching education program on the perceived efficacy levels of the trained coaches compared to control coaches.

scholarly journals The influence of coaches' personal factors on the impact of coach education

2019 ◽  
Author(s):  
◽  
Jack Lloyd Jr. Brown
Keyword(s):  
Continuing Education ◽  
Behavioral Change ◽  
Resistance To Change ◽  
Personal Factors ◽  
Coaching Efficacy ◽  
Coach Education ◽  
Coaching Education ◽  
Enrollment Status ◽  
Increasing Demand ◽  
The Impact

Many coach education programs have been developed to address the increasing demand for qualified coaches. The majority of these programs are sport-specific, and research has focused on the validation of individual programs. Research has failed to consider the role of the coaches' characteristics and their impact on coach education outcomes. This mixed methods study examined changes in coaching efficacy and behavior change after coaches' attendance of a non-formal positive coaching education program. The current study considered the relationship between changes in coaching efficacy and coaches' age, gender, experience, enrollment status (i.e. voluntary v. required), attitudes towards continuing education, and resistance to change. There were 65 coaches who completed this study. Prior to the workshop, participants completed a demographic survey, the Revised Adult Attitudes towards Continuing Education Scale, the Dispositional Resistance to Change Scale, and the Coaching Efficacy Scale. Following the completion of the workshop, coaches answered a follow-up survey containing the same surveys and a qualitative item regarding behavioral change. Results suggest that the coaches who completed the online program experienced significant increases in coaching efficacy and behavioral change. There was a significant relationship between enrollment status and changes in coaching efficacy and coaches' behavioral change. The findings indicate that coaches who are required to attend education do not experience the same changes in coaching efficacy or behavior compared to those who attend voluntarily. It is necessary to convince coaches of the benefit of continuing education for their careers and the athletes with whom they work.

scholarly journals The impact of coaching education and coaching experience on coaching efficacy among Malaysian collegiate coaches

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
KEE KANG MEA ◽  
Nur Atikah Mohamed Kassim
Keyword(s):  
Positive Impact ◽  
Full Potential ◽  
Coaching Efficacy ◽  
Positive Correlation ◽  
Coaching Education ◽  
Athlete Satisfaction ◽  
Character Building ◽  
High Level ◽  
Performance Character ◽  
The Impact

Coaches are people who are responsible in helping athletes to work towards achieving their full potential. The influence of coaches are associated with giving positive impact towards the athletes by enhancing their performance, character development, athlete satisfaction and other various positive outcomes. In order to develop successful athletes, coaches need to have a high level of coaching efficacy. Many factors may affect the coaches’ coaching efficacy such as coaching education and coaching experience and it might play a part in the ability of coaches in coaching their athletes. Hence, the purpose of this study is to determine the impact of coaching experience and coaching education on coaching efficacy among Malaysian collegiate coaches. A total of 331 coaches for SUKIPT 2016 were involved in this study. Coaching Efficacy Scale (CES) questionnaire was used to measure the coaches coaching efficacy. Overall, Malaysian collegiate coaches showed that their level of coaching efficacy were high for all subscales namely character building (M=7.92, SD=.83), technique (M=7.91, SD=.89), game strategy (M=7.80, SD=.93), and motivation (M=7.79, SD=.83). Furthermore, study shows that there was a medium positive correlation between coaching experience (r=.37, n=331, p<.001) and coaching efficacy and small positive correlation between coaching education (r=.12, n=331, p<.05) and coaching efficacy. In addition, multiple regression results indicated that both coaching experience and coaching education can predict overall coaching efficacy (F (6, 324) =12.85, p<.001). In conclusion, Malaysian collegiate coaches who have high level of coaching experience and coaching education may demonstrate better coaching efficacy in guiding their athletes, hence they able to guide their athletes to achieve successful performance.

The National Youth Soccer License: The Historical Reflections, Evaluation of Coaching Efficacy and Lessons Learned

2012 ◽  
Vol 5 (1) ◽  
pp. 20-40 ◽  
Author(s):  
Ronald W. Quinn ◽  
Sheri Huckleberry ◽  
Sam Snow
Keyword(s):  
The United States ◽  
Lessons Learned ◽  
Coaching Efficacy ◽  
Coach Education ◽  
Youth Soccer ◽  
Coaching Education ◽  
Contextual Framework ◽  
Evaluation Of Coaching ◽  
The Impact ◽  
Sport Coaches

Coaching education has been part of the United States soccer landscape for over 40 years. However, the education of youth soccer coaches is a recent phenomenon. The purpose of this study was threefold: a) to provide contextual reflections of the USSF National Youth Coaching License (NYL); b) to share the impact of the course on coaching efficacy; and 3) to critically discuss the implications of the lessons learned through these reflections and research on the design of quality coach education for youth sport coaches. The statistical evidence in conjunction with reflective comments demonstrate that The Game in the Child model and the NYL curriculum provide the contextual framework for an effective L-S coaching education program.

The Strategies and Response of Internalizing Islamic values in English Learning

2019 ◽  
Vol 2 ◽  
Author(s):  
Aswir Aswir ◽  
Hasanul Misbah
Keyword(s):  
Qualitative Study ◽  
Education Program ◽  
Role Model ◽  
English Education ◽  
Moral Values ◽  
English Learning ◽  
Preparation Process ◽  
The Impact ◽  
Islamic Values ◽  
Descriptive Qualitative

This study is aimed at describing lecturers’ strategies to internalize Islamic values and students’ response toward the strategies. This a descriptive-qualitative study. The participants were 40 students of English education program and 3 English lecturers. All participants were given questionnaire and 3 students and 3 lecturers were interviewed. The data showed that all lecturers did internalize the Islamic values such as aqidah, worship, and moral values in the English learning preparation, process, and evaluation. However, students requested that the lecturers should consistently became the role model, performed positive habit, and gave best learning service so that the impact of internalizing Islamic values would be significantly and positively received.

Care of children with type 1 diabetes mellitus in school – An interventional study

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Umamaheswari Gurunathan ◽  
Hemchand Krishna Prasad ◽  
Sherline White ◽  
Bala Prasanna ◽  
Thangavelu Sangaralingam
Keyword(s):  
Type 1 Diabetes ◽  
Education Program ◽  
School Teachers ◽  
Post Intervention ◽  
Community Based ◽  
Structured Education ◽  
Type 1 Dm ◽  
The Impact ◽  
Determining Factor

AbstractObjectivesPaucity of data from India on care of children with Type 1 diabetes in schools. Aims: To study assess the knowledge, attitude, practices and fear of Type 1 diabetes in school teachers and to assess the impact of an educational model on the fear of teachers and care of children in Type 1 DM at school hours.MethodsA community based study, involving school teachers and the intervention being educating them about diabetes conducted. Data pertaining to basic demography, attitude of teachers towards diabetic children, Hypoglycemia fear factor survey- parent version with worries domain and preparedness of school was collected. An education program was conducted on diabetes care in children. Immediately and after three months, the proforma details and HFSP-W scores reassessed.ResultsForty two teachers (mean age: 38.7±5.4; M:F ratio 2:40) participated in the study. Post intervention, a higher willingness to have the diabetic child in class (100 vs. 57.1%; p>0.05), better support in daily care (100 vs. 92%; p>0.05), participation in sports activities (100 vs. 7.1%; p<0.05) observed. HFSP-W scores were 38.8±4.5 (pre-intervention), 22.5±4.3 (immediate post intervention) and 29.5±3.2 (at 3months) (p<0.05). To study the determinants of improvement in HFSP-W a regression analysis was performed: presence of glucometer the most likely determining factor (T=1.999, p=0.05).ConclusionThere is a significant element of fear in the minds of teachers towards hypoglycemia which improves with a structured education program.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

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