Coach Education Programs Research Articles

Strategic Excellence in Padel: Design and Validation of Key Tactical Principles

The purpose of this study was to design and validate a guide to strategic principles in padel (SPP), offering practical recommendations for both players and coaches. Once the first version of the guide was developed by six relevant researchers in padel, 11 padel experts (all with a federation title as coaches and with experience as a coach and player) conducted a qualitative and quantitative assessment of the guide. Aiken’s V coefficient and confidence intervals were used to calculate content validity, and Cronbach’s α coefficient to analyze reliability. The adequacy and wording of the 15 principles initially designed were evaluated. One principle was eliminated for obtaining values < 0.91 in Aiken’s V coefficient regarding adequacy. The wording of the remaining principles was modified according to the qualitative assessments of the experts. The reliability of the instrument was acceptable, (α = 0.90). This guide provides a foundational list of strategic principles for padel, offering practical recommendations for players and coaches. It could also serve as a useful resource for federations to incorporate into coach education programs, supporting the development of tactical knowledge in padel.

Out of the shadows into the limelight: the impact of commercialization on the Swedish men’s elite football coach from the 1960s until today

Until the 1960s, the elite coach was shadowed by elected representatives and amateur players. Since then, the professionalization process has transferred power to the coaches. As this process is intertwined with the commercialization of sport, the aim of this article is to advance the understanding of the impact of commercialization on the elite coach in a Scandinavian context. Through the lens of governmentality, and the Swedish men’s elite football coach as the example, the study shows how commercialization has impacted the coach’s power and responsibilities in the club, the relationships with the athletes, and with external stakeholders. The study draws on the board minutes and annual reports of a football club, education material from the Swedish coach education programme, and interviews with six former coaches. The results show that the governmentality of commercialization has placed the coach in the limelight, that they are responsible for guiding the players’ actions to enhance their economic value, and are the club’s outward face to convince external stakeholders to invest in football.

“Maybe I’ll get some … new activities”: influence of an education programme on one grassroots youth soccer coach

ABSTRACT The purposes of the study were to describe (a) how one grassroots youth soccer coach was influenced by a progressive coach education programme (CEP) and (b) the factors that supported or negated the CEP’s effectiveness. Occupational socialisation theory guided the study. Aaron was observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with two systematic observation instruments and four qualitative techniques. Descriptive statistics were computed for each category of the systematic observation instruments. Analytic induction and constant comparison were used to reduce the qualitative data to themes. The CEP had little influence on Aaron’s beliefs and pedagogies. Aaron’s professional socialisation was not powerful enough to overcome his acculturation or his organisational socialisation. The study indicates the need for lengthy CEPs, follow-up support and suggests coach educators should deconstruct their charges’ acculturation and mediate any negative organisational socialisation to which coaches may be subjected.

Coach Training Participation and Athlete Life Skill Development: Findings from The US National Coach Survey

ABSTRACT Coaches are critical to the promotion of positive sport experiences, yet little research explores the relationships among coaches’ backgrounds and positive youth development (PYD). This study explores the relationships among factors such as coach preparation and coach and athlete outcomes among the 7,354 coaches involved in the US National Coach Survey. Prior participation in training focused on sport skills and tactics and PYD predicted greater perceived impact on athlete life skill development (RMSEA = .019, CFI = .998, SRMR = .005). Prior training in developing sport skills and tactics, life skills development, and mental health predicted higher satisfaction and success as a coach. Years of coaching, having been evaluated, satisfaction as a coach, prior training in life skills, and the value of life skill development were significantly and positively associated with greater perceived impact on athletes’ life skill development. Certification/licensure did not predict perceived impact (R2 = 20.1%). Implications for coaches, administrators, and coach education programs are drawn.

Impact of coach education on coaching effectiveness in youth sport: A systematic review and meta-analysis

Sport plays a crucial role in the health and wellbeing of young people. While positive outcomes from sports participation are often assumed, studies show that these depend significantly on coaches’ attitudes and behaviors, which shape the sporting environment and influence participants’ experiences and outcomes. This study provides a systematic review with meta-analysis of various coach education program interventions (CEPIs), aiming to answer the question: How do CEPIs impact coaching effectiveness compared to standard coaching practices without such programs? Analyzing a total of 45 studies ( N = 180,658), this systematic review is divided into a narrative section followed by a meta-analysis. Positive effects of CEPIs were observed in 78% of the studies, seen in coaches’ knowledge gain, attitude shifts, and behavioral changes, as well as in athletes’ physical and psychological outcomes, both within and outside of sport. Overall, a significant moderate to large effect of CEPIs on coaching effectiveness ( g = 0.47, k = 264, 95% CI [0.36, 0.59]) was noted. Specifically, a large overall effect on coach outcomes ( g = 0.73, k = 71, 95% CI [0.47, 1.00]) and a moderate to large overall effect on athlete outcomes ( g = 0.38, k = 193, 95% CI [0.28, 0.47]) were observed. These findings generally support the positive impact of CEPIs on coaching effectiveness across the reviewed studies. However, the effects varied in magnitude, scalability, and sustainability for coaches and athletes. The discussion focuses on insights derived from CEPIs and future improvement strategies.

Exploring decision-making practices during coaching sessions in grassroots youth soccer: a mixed-methods study.

Decision-making ability in players during match-play is mostly acquired through practice activities with the same underlying structure as competition. However, researchers have not fully investigated how coaches design practice sessions at the participation level of the sport (i.e. 'grassroots'), or why they use a particular activity at a specific time point. This study explores the practice activities employed by youth soccer coaches at the participation level in England and aims to understand their underlying intentions. Twelve male coaches working with players aged 9-11 years across ten clubs in the London region participated. Thirty-five practice sessions were filmed and analysed to assess the proportion of time spent in activities involving 'non-active decision-making' (e.g., technical practices, fitness training) versus 'active decision-making' (e.g., small-sided and conditioned games, skills practice with realistic opposition). A brief on-field interview with the coaches about the session purpose took place immediately after each systematic observation. Coaches allocated similar amounts of time to activities with active (M = 41%) and non-active (M = 42%) decision making, with the remaining 17% being transitions. There was a common progression from non-active decision-making activities early in the session towards increased active decision-making later in the session. Interviews with coaches revealed a belief in the necessity of frequent non-active decision-making practices for technique development, despite potential disparities with improving match performance. Findings highlight a potential gap between scientific understanding and coaching practices for young soccer players at the participation level, suggesting implications for coach education programmes and the optimisation of player development strategies.

A Project-Led Framework for Coach Development in English Men’s Professional Football: A Premier League Case Study

Coach education and development programmes are central to the professional development experiences of sport coaches. Typically, these programmes are structured and sequenced in a linear pathway, and present an opportunity for certification which can be a prerequisite to practice and/or employment. Increasingly, as learning becomes viewed as part of a coach’s lifeworld, versus simply as a means to an end, education and development provision is beginning to reflect this. This article introduces and explores the Coach Development Institute Programme, part of the Premier League’s Elite Coaching Plan, which seeks to improve the quality of football coaching in English boys’/men’s football by engaging coaches in a 2-year work-based learning opportunity. Built around a core of project-based learning and assessment, coaches are supported as they examine a series of meaningful performance problems in their unique practice environments. Through this work, we demonstrate how theories, concepts, and principles from the adult education and assessment as learning literature might work as they are applied in a coach education and development context. With such sparsity of case-based examples like this within the peer-reviewed literature, we intend that our contribution could inform, promote dialogue, and raise questions about authentically supporting coaches beyond a minimum standard of practice.

The effects of values and principles in sports coach education course designed to promote values-driven coaching styles

The ability of youth sport coaches to intentionally teach athletes values is often recognised as a critical pursuit throughout youth sport research. However, as coach education programmes and coach development systems seek to enhance the knowledge and skills of coaches, there is a need to investigate the effects that these initiatives have on coaching practices. The purpose of this multi-methods study was to investigate the effectiveness and perceived benefits of the Values and Principles in Sport (VPS) coach education course, specifically regarding values-driven coaching practices. Twenty-seven coaches and athletes from their teams ( n = 85) participated in the study. Fourteen coaches attended the VPS course, which aimed to equip coaches with knowledge and skills for promoting values-driven coaching practices. Among this group, quantitative data were collected using a coach-centric systematic observation tool and an athlete survey, while qualitative data were collected through individual interviews with coaches and focus groups with athletes. Additionally, the 13 coaches who did not attend the VPS course – as well as athletes from their teams – were included in a control group and completed the quantitative measures. Quantitative results that are related to teaching values suggest that coaches who attended the VPS course did not perform better than those in the control group. However, the course did impact coaching style, suggesting high inter-individual differences in coaching styles (i.e., reserved, average, engaging, purposeful, and VPS-active). Qualitative results highlight that, among coaches who attended the VPS course, the course contributed to understanding and awareness related to teaching values in sport and the transfer of values outside of sport. Taken together, the study underscores the value of incorporating practical components in designing a VPS course, as well as the potential for individualising coach development pathways based on coaching style.

‘It's about putting the learning into context’: A multimethod, multiple perspective exploration of the process of learning in introductory coach education

Coach education continues to be an integral part of coaches’ learning journey, but their usefulness has also been questioned. Given the disparity in research findings, the purpose of this study was to further our understanding of the role of the coach developer in the learning process within introductory level coach education courses. Drawing on Moon's stages of learning and using multiple methods (observation, interviews, focus groups), we explored multiple perspectives (coaches, coach developers and researcher observer) of the activities and learning situations within introductory courses (judo, basketball, paddlesports). In total, three courses were observed, each lasting two days (48 hours of observation), six coach developers participated in an interview (45–60 minutes each) and 18 coaches participated in one of five focus groups (20–300 minutes each). Through our thematic analysis, we developed three themes: structure supports the learning process; National Governing Body resources are just a starting point for learning; a deep approach to learning can be facilitated. Our findings suggest that despite criticisms of large-scale approaches to coach education, they were useful to coaches and coach developers were able to facilitate some deep learning. Furthermore, the quality of coach education programmes was largely dependent on the expertise of coach developers in their roles. Questions are raised about the conceptualisation of learner-centred approaches to coach education delivery.

Professional Competence of Tennis Coaches and Player Coaching Preference in Selected Higher Educational Institutions in Henan Province, China

This study examines the competencies of tennis coaches and the coaching preferences of collegiate athletes in Henan Province, China. Drawing on a quantitative research design, the study aims to assess the relationship between coaches' professional competencies and their demographic characteristics, as well as the alignment between these competencies and athletes' coaching preferences. A survey instrument was administered to tennis coaches and student-athletes from five universities in Henan Province. The results reveal key strengths and areas for improvement in tennis coaching, and identify athlete preferences that can inform coach education and training programs. The findings have implications for enhancing coaching quality, athlete development, and the overall effectiveness of tennis programs in higher education.

Part I of a two-step mixed-methods approach in developing the Growth Talent Mindsets for Sports Coaches Intervention: The design and targeting of the intervention

The overall aim of this two-part study was to develop an intervention targeting sports coaches’ mindsets about their talent as a coach (coach talent mindset, C-TM) and their athletes’ talent (athlete talent mindset, A-TM), called the GrowTMindS Intervention. In this Part I, the intervention was developed drawing on a user-centered design approach and implemented in a coach education program in Norway. The study involved 31 coaches (5 women, 26 men) from 22 to 69 years of age, representing the sports of bandy, golf, ski sports, swimming, and volleyball. Using a mixed-methods approach, the quantitative results showed that the coaches increased their A-TM from pretest to post-test, while their C-TM, which was high at baseline, remained more challenging to target. The qualitative findings helped us understand how most coaches, through reflective processes, perceived the delivery of the intervention as sense-making and substantiated their commitment to growth talent mindsets. The qualitative findings also highlighted areas for refinement and tailoring of the intervention to target all coaches’ talent mindsets. Overall, the study was considered a necessary first step in developing an intervention showing significant and meaningful changes in coaches’ self-reported talent mindsets, consistent with the guidelines of wise psychological intervention and behavior change.

(Re)conceptualising coach education and development: towards a rhizomatic approach

ABSTRACT To ensure sport coaches across all domains deliver ethical practices, appropriately educating the coaching workforce is of paramount importance. Yet, coach education programmes have been heavily critiqued for failing to enhance coaches’ knowledge and practice. In recognising the sociocultural nature of coach learning, researchers have drawn upon prominent social theorists such as Bourdieu, Foucault, and Bernstein amongst others to critically analyse coach education provision. However, the notion of rhizomatic learning, derived from the philosophy of Deleuze and Guattari, has yet to be applied to coach education research, despite its ability to disrupt normalised and linear education systems. Consequently, the aim of this new horizons paper is to introduce rhizomatic learning as a possible framework for (re)conceptualising coach education and development. The intention of this paper is to put Deleuze and Guattari’s concepts “to work” to help theorise how social actors and coaching discourses function to produce learning and practice.

Storying surfing coaches’ experiences of life skills development

In the present manuscript we explore three Portuguese surfing coaches’ understandings and experiences of their roles and responsibilities concerning life skills development across youth, high-performance and master sport contexts. To achieve this aim, coaches and researchers forged a meaningful partnership over a two-year period, sharing experiences in an open and sincere manner, as well as embracing diversity of thought while rethinking life skills development across coaching contexts. Data collection was conducted through interviews (n = 12) and reflexive journalling. This partnership between researchers and coaches gave voice to coaches concerning athletes’ life skills development throughout a range of coaching contexts. These coaches, independent of the coaching context, were influenced by social and cultural forces that made them disregard life skills development and transfer. They were also pressured to value winning and performance development, and positioned the development of life skills as unrealistic coaching pursuits. An interconnected portrait of coaches’ roles and responsibilities across coaching contexts may help inform coach development and education programs that consider the diversity of sport programs being delivered in Portugal and elsewhere. Moving forward, more attention may need to be paid towards understanding how cultural, political and social variables influence coaching life skills.

Emotional intelligence training for sports coaches – evaluation of a time-effective online intervention and its effects on coaching efficacy

Emotional Intelligence (EI) describes the way an individual manages one’s own and others’ emotions. In the context of sports, higher EI has been associated with more successful performance and coping. Past studies with athletes have shown that EI can be improved through training. However, the present study is the first evaluating an EI training specifically designed for sport coaches. Therefore, 57 coaches from individual sports (e.g., running, swimming, triathlon; recreational to international level) were randomized into intervention group (EI training) and control group (health and well-being training). Both trainings consisted of five weeks (15 sessions of 10-15 minutes), and in response to coaches’ needs for accessible and time effective training tools they were carried out online. Coaches’ EI and beliefs in their coaching skills (i.e., coaching efficacy) were assessed before and after the training. We found that coaches’ interpersonal emotional competencies, game strategy efficacy, and team efficacy improved in the intervention group, but not in the control group. In addition, results replicated a positive correlation between EI and coaching efficacy. The present study contributes to EI research and coaching science, especially by addressing the call for empirically evaluated coaching education. Overall, we can recommend the implementation of an EI training for coaches in applied sport psychological work and for coaching education programs. Lay summary: An EI training addressing coaches’ needs for accessible and time effective training through an online-based format was evaluated. Compared to a control group training, the EI training enhanced coaches’ interpersonal emotional competencies and their perceived skills to influence athletes in competitions (game strategy efficacy) and their team dynamics (team efficacy).

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.

“From a Learning Perspective, It’s a Better Way for Them to Learn”: Impact of an Education Program on Two Youth Soccer Coaches’ Perspectives and Practices

Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches’ occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches’ acculturation and organizational socialization.

A Principles-Focused Evaluation of a Coach Education Program

There is little evidence that coach developers have put research on coach education programs (CEPs) to use. Thus, the purpose of this study was to conduct a principles-focused evaluation of a CEP. Principles-focused evaluation posits an evaluation should be judged by whether it produces information that is useful to program stakeholders. The evaluation took place over 17 months and included three phases. In Phase 1, the evaluator assessed and built readiness for the evaluation. In Phase 2, the evaluator worked with five practitioners from the CEP to develop a list of principles guiding the program. In Phase 3, the evaluator and CEP practitioners collaboratively designed and implemented an evaluation of the principles. The evaluation findings revealed how the practitioners applied the principles, along with which principles were meaningful to them. These findings were used to make changes to the original list of principles and to teach others in the program about the principles. Moreover, the practitioners underwent changes in thinking and behavior as a result of participating in the evaluation. This study demonstrates the potential of program evaluation, evaluation theories, collaborative inquiry, and renewed focus on how, or if, findings are used by practitioners.

NPCs in video games: a reflective resource for sports coaches and participant engagement.

This perspective article explores the potential of non-player characters (NPCs) in video games as a reflective tool for coaches to enhance participant engagement in sports. While coaches traditionally focus on movement skill instruction, their role extends to fostering young people's immersion in sports contexts and potentially contribute to the possibility of lifelong participation. However, challenges persist in translating coaching theory in coach education programs into practice, including the awareness of roles and how to make young people immersion in sports. Integrating elements from video games, where NPCs play pivotal roles in shaping player experiences, presents a possible avenue for re-thinking the role of coach, especially in participation. By drawing parallels between NPCs and coaches, this article advocates for a new reflection tool for coaching roles. Future research should investigate the effectiveness of leveraging NPCs to enhance athlete engagement and motivation, ultimately creating dynamic and inclusive coaching environments that cater to the evolving needs of participants.

The Learner-Centered Curriculum: Is it the Missing Piece in Coaching Programs?

Sports federations and national sports organizations worldwide are responsible for coaching education programs. While notable progress has been made to improve the quality of coaching in different countries over the past two decades, the literature still highlights limitations in coach education programs regarding the achievement of meaningful learning. A learner-centered perspective that promotes ongoing development is suggested instead of a traditional instructional approach to overcome this. However, shifting to adopting a learner-centered curriculum remains a challenge. Although evidence of the paradigm shift exists within the microcontext of teaching and learning, researchers highlight the difficulty of application of a learner-centered culture in coach education. This article examines the traditional curriculum’s conception and design, the need for restructuring, and the principles of learner-centered curricular design. Additionally, it provides practical implications to assist sports organizations in creating a learner-centered curriculum.

Creating and Sustaining a High-Performing Tennis Culture

The coach is identified as a key actor in the development of a high-performing culture in sport, in this case, tennis. Using mixed-methods research design, we investigated the views of the participating high-performance tennis coaches on the International Tennis Federation/Olympic Solidarity coach education and certification programme conducted in Spain, and how they felt their involvement made an impact within their national organisations, by enabling them to develop and implement a coach-created high-performing environment. We collected data using both interview and survey procedures. Our findings from the survey indicated that the participating coaches found the programme to be very helpful to their practice, especially to their long-term tennis development, the structure and organisation of effective tennis programmes, and the implementation of appropriate training methods for their players. Content analysis of the interviews revealed three main themes related to creating a high-performing tennis culture: (a) high-performing environment, (b) deliberate focus on growth and development, and (c) obstacles to creating a tennis culture. We discuss the challenges associated with transferring a successful sports development programme to a different cultural environment and conclude with some key points for effective implementation.