Standards for Coaching Effectiveness

2020 ◽  
Author(s):  
Wade Gilbert
Keyword(s):  
Coaching Effectiveness

A Chinese perspective on the actual and preferred sources of coaching knowledge

2021 ◽  
pp. 174795412110187
Author(s):  
Xiangbo Ji ◽  
Jianhua Xu ◽  
Liping Cheng ◽  
Jianfei Sun ◽  
Xiaocheng Zhang
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Online Questionnaire ◽  
Coach Education ◽  
Chinese Perspective ◽  
Survey Results ◽  
The Common ◽  
Mentoring System ◽  
Sports Coaches ◽  
Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

Coaching Effectiveness Measure

2016 ◽  
Author(s):  
Erik de Haan ◽  
Anthony M. Grant ◽  
Yvonne Burger ◽  
Per-Olof Eriksson
Keyword(s):  
Effectiveness Measure ◽  
Coaching Effectiveness

Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach

2019 ◽  
Vol 8 (2) ◽  
pp. 262-285 ◽  
Author(s):  
Gregory A. Cranmer ◽  
Ryan J. Gagnon ◽  
Joseph P. Mazer
Keyword(s):  
Student Athletes ◽  
Cognitive Learning ◽  
Division I ◽  
Cognitive Responses ◽  
Head Coach ◽  
High School Athletes ◽  
Skill Sets ◽  
Effective Coaching ◽  
Coaching Behavior ◽  
Coaching Effectiveness

Coach confirmation—a behavior that encompasses coaches’ recognition, endorsement, and acknowledgment of athletes—has been forwarded as an effective coaching behavior that redresses ineffective and antisocial patterns of coaching. Empirical evidence of its effectiveness, however, has been limited to athlete affect and based on data from retrospective samples of former high school athletes. This study addresses these limitations by exploring the effectiveness of coaches’ use of confirmation with collegiate student-athletes and considers its influence on their satisfaction with coaches and sport, competitiveness, and cognitive learning. Data obtained from 177 Division-I student-athletes revealed that coaches’ use of challenge increases student-athletes’ satisfaction, motivation, competitiveness, and learning, whereas the use of acceptance only determines satisfaction. These findings demonstrate that confirmation is an effective coaching behavior, its dimensions function independently, and challenge best fulfills the multidimensional nature of coaching effectiveness. The implications of this data reveal that confirmation theory functions uniquely within the athletic context, and coach effectiveness is largely determined by the implementation of strategies and efforts to refine skill sets and assist in development.

scholarly journals Athletes’ Perceptions of Coaching Effectiveness and Athlete-Related Outcomes in Rugby Union: An Investigation Based on the Coaching Efficacy Model

2008 ◽  
Vol 22 (3) ◽  
pp. 269-287 ◽  
Author(s):  
Ian D. Boardley ◽  
Maria Kavussanu ◽  
Christopher Ring
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Adult Male ◽  
Self Efficacy ◽  
Rugby Union ◽  
Fair Play ◽  
Regression Analyses ◽  
Coaching Efficacy ◽  
Four Dimensions ◽  
Coaching Effectiveness

This study examined the relationships between athletes’ perceptions of coaching effectiveness, based on the coaching efficacy model, and their effort, commitment, enjoyment, self-efficacy, and prosocial and antisocial behavior in rugby union. Participants were 166 adult male rugby-union players (M age = 26.5, SD = 8.5 years), who completed questionnaires measuring their perceptions of four dimensions of coaching effectiveness as well as their effort, commitment, enjoyment, self-efficacy, and prosocial and antisocial behavior. Regression analyses, controlling for rugby experience, revealed that athletes’ perceptions of motivation effectiveness predicted effort, commitment, and enjoyment. Further, perceptions of technique effectiveness predicted self-efficacy, while perceptions of characterbuilding effectiveness predicted prosocial behavior. None of the perceived coaching effectiveness dimensions were related to antisocial behavior. In conclusion, athletes’ evaluations of their coach’s ability to motivate, provide instruction, and instill an attitude of fair play in his athletes have important implications for the variables measured in this study.

A Multilevel Model Linking Managerial Coaching Effectiveness to Sales Performance

2012 ◽  
Vol 2012 (1) ◽  
pp. 12079 ◽  
Author(s):  
Jason Dahling ◽  
Samantha Ritchie ◽  
Samantha Chau ◽  
Rebecca Schoepfer ◽  
Stephen Dwight
Keyword(s):  
Multilevel Model ◽  
Sales Performance ◽  
Managerial Coaching ◽  
Coaching Effectiveness
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