An Investigation of Soccer Coaches’ Preferred Learning Style and Gender

Abstract

The objective of this study was to investigate learning style preferences of soccer coaches to improve coaching efficacy. Limited research exists on the best methods to instruct coaches, especially underserved groups (e.g., women and minorities), in developing their craft. Understanding individual learning styles can influence performance and achievement in learning outcomes of educational programs (Manolis et al., 2003). The Kolb (1984) Learning Style Inventory (LSI) was distributed amongst the United Soccer Coaches (USC) association (n = 1,852) to understand members preferred learning styles. Data was processed to determine the subjects' preferred learning style: Convergent (32.97%), Divergent (11.52%), Accommodative (39.46 %), and Assimilative (16.20%). Chi squared analysis (189.63) and z-score test (z = 13.49) revealed gender was a factor in learning style choice. Female coaches were more likely to possess a CON learning preference than male coaches. 46.78% of CON coaches were female, while females made up only 26.31% of all responding coaches. Male coaches were 53.21% of coaches favoring CON, yet accounted for 73.69% of all participating coaches. These findings could be a catalyst to refocus soccer coaching education to accommodate all learning styles with broader ideas of purposely designing educational curricula to meet the needs of all learners.