Developing a Coach Education Course: A Bottom-Up Approach

A frequent critique of coach education courses is that they are designed by scholars with little input from coaches about what they think they need. The purpose of this paper is to describe the design and content of a coach education course that was grounded in stakeholder needs. Dutch amateur football coaches felt ill-equipped to handle conflicts and confrontational behaviors by players and/or parents. Therefore a coach education course was created to help coaches develop tools they could use to improve their interpersonal skills. The tools were drawn from the teaching strategies of Forgatch and DeGarmo (1999) and Rational-Emotive Education (REE) (Knaus, 1974).

The Efficacy of Short-Term Rational-Emotive Education: A Follow-Up Evaluation

This study evaluated the efficacy of a four-session rational-emotive education (REE) curriculum and the endorsement of irrational beliefs in elementary school children. Ninety-five 4th-grade students received four 30-minute lessons of REE instruction. A two-tailed t-test administered to examine differences between pre- and posttest scores on The Idea Inventory was statistically significant, t (1,94) = 5.90, p <. 0001. Part 2 of this study attempted to determine if the changes in rational thinking found following treatment in 4th grade had been maintained 4 years later. A two-tailed i-test administered to examine the differences between pretest scores in 4th grade and posttest scores on The Idea Inventory in 8th grade was statistically significant, t (1,59) = 5.62, p <. 0001, suggesting the gains in rational thinking achieved following treatment had been maintained. To ensure this maintenance of rational thinking was not merely the result of maturation, 8th graders who had not received treatment were compared with treatment subjects. Nontreatment subjects’ endorsement displayed significantly more irrational beliefs than the 8th graders who had received treatment in 4th grade, r (1, 116) = 2.02, p < 05.