Sport Coaches Learn to Coach in Hong Kong

Alberto Cruz

doi:10.4236/ape.2017.74036

Abstract

Sport coaching is dynamic and complex. Sport coaches must develop a range of skills and knowledge to coach competently. Studies have shown that school sport coaches learn to coach through many different situations. School sport coaches seem to learn to coach through life experiences in various learning situations. To date, few studies have investigated the process by which school sport coaches in Hong Kong learn how to coach. Therefore, the present study examined the learning situations in which school sport coaches learn to coach and the factors that influence their coaching practice, using Moon’s generic view of learning. Twelve sport coaches with a minimum of one year’s experience of coaching in schools were recruited in this study. Snowball sampling was employed to maximise variation of the sample. Two semistructured interviews were conducted to gather information concerning their sporting experiences, career paths, learning-to-coach processes, and coaching practice in schools. Deductive content analysis was used to organise and categorise the data. The trustworthiness of the study was established using peer debriefing and member checking. Findings indicated that school sport coaches learn to coach through formal coaching education courses and informal learning settings: mentoring and exchanging ideas with other coaches and physical education teachers. Sport coaches also reported that their past sporting and coaching experience helped their coaching practice. Number of participants, school equipment and facilities, and weather were major factors that influence the practice of school sport coaches. The findings of the study have implications for the training of sport coaches with respect to their specific learning needs and knowledge of how to coach in Hong Kong’s school system. Learning strategies should be provided to address different learning situations coaches might encounter and the factors that influence practice to facilitate their coaching in schools.

Highlights

As school sport activities gain popularity and primary and secondary schools increasingly participate in interschool competitions, the number of student athletes and school sport teams at each school has increased in recent years in Hong Kong
This study examined how school sport coaches learn to coach and the factors that influence their coaching practices
The findings are presented in terms of learning settings and factors affecting coaching, as reported by the school coaches; these settings and factors were developed through the data analysis

Summary

Introduction

As school sport activities gain popularity and primary and secondary schools increasingly participate in interschool competitions, the number of student athletes and school sport teams at each school has increased in recent years in Hong Kong. Some classroom teachers may have had some experience in the sport, either as an athlete or as a coach, some may only have been recreational players. Because of this increasing trend, school PE teachers and classroom teachers are often required to coach multiple sports—including sports with which they are unfamiliar—because of a lack of available coaches (Lacroix, Camiré, & Trudel, 2008). Some coaches encounter challenges when coaching because of their unfamiliarity with a certain sport and must learn and familiarise themselves with current coaching knowledge and practices

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Conclusion