Coaching Competency Research Articles

The Effects of Coaching Competency on College Students' Career Preparation Behaviors: The Mediating Effect of Emotional Intelligence

The Effects of Coaching Competency on College Students' Career Preparation Behaviors: The Mediating Effect of Emotional Intelligence

Beyond The Pitch: Exploring The Impact Of Coaching Leadership And Competency On Athlete Satisfaction In Ethiopian Super League Football Teams

Background: Coaching leadership and coaching competency are essential in molding athletes' experiences and satisfaction levels, which are key to their performance and general well-being. Transformational leadership, which involves inspiring and encouraging athletes, has been demonstrated to increase satisfaction by creating a supportive environment that motivates athletes to exceed their own expectations. The present research was undertaken to understand the effect of coaching leadership behavior and coaching competence influence athlete satisfaction among Ethiopian Super League football players.: Materials and Methods The researcher selected a cross-sectional survey approach for this study to analyze the objectives set forth. A sample of 410 players was drawn from three zones, playing at different positions. The study validated scales by Chelladurai & Saleh (1980), Myers et al. (2006), and Chelladurai & Riemer (1997) to assess Coaching Leadership Behavior, Coaching Competency, and Athlete Satisfaction, respectively. Results: Strong leadership behaviors, such as providing clear direction, motivation, and unwavering support, significantly influence athlete satisfaction. Coaching competence, while positively affecting athlete satisfaction, is less pronounced than leadership behaviors. The study suggests that creating a supportive and nurturing leadership environment is more important than possessing the necessary skills, as it enhances the relationship and satisfaction of athletes. Conclusion: The study's results clearly show that coaching leadership style and coaching competency have a substantial impact on athlete satisfaction among Ethiopian Super League football players. By explaining the pivotal role of coaching leadership behavior and coaching competence, the research provides valuable insights for coaches, sports administrators, and stakeholders alike, emphasizing the critical need to prioritize leadership development and foster supportive coaching environments to enhance athlete satisfaction and overall performance

Coach Competences and Their Impact on Athlete Performance in Discus and Shot Put

This study investigated the relationship between coach competencies and athlete performance in discus and shot put, focusing on technical skills, communication, and training principles. It aimed to assess differences based on athlete profiles and develop a coach development program based on the findings. The methodology for this study uses a descriptive, comparison, and correlational method and used 325 respondents from Bengbu Medical University, Anhui University, Bengbu University, Anhui University of Science and Technology, and Anhui Normal University. The study found that coach competencies in Chinese universities' discus and shot-put programs moderately influence athlete performance, with no significant differences based on athlete profiles. A strong positive relationship between coach competencies and athlete success highlights the need for an enhanced coach development program to optimize performance. The recommendations focus on enhancing coach development programs by improving key competencies such as technical expertise, biomechanics, communication, and personalized coaching strategies. By providing targeted training and fostering collaboration across universities, the aim is to improve athlete performance in discus and shot put, ensuring equal support for all athletes.

Main competencies of future coaches: investigation and effectiveness of development within the tuning project in higher education in China

BackgroundThe purpose of this article is to study the core competencies of future coaches, as well as the effectiveness of their development under the conditions of the Tuning Project in higher education in China.MethodsA survey was conducted in three groups using a random sample of participants (96 student-athletes, 29 teachers and 35 employers of the School of Physical Education of Chongqing University) created by the authors to assess 30 competencies included in the Tuning Project and correlations between the groups’ assessments were examined.ResultsAccording to the ranking and rating results of 30 competencies included in the Tuning Project, there were significant differences between the answers of these three clusters. The competence “Ability to apply knowledge in practice” had the highest correlation of the results in all the clusters of the respondents (students, teachers, employers) for both importance (0.2976) and effectiveness (0.2845). “Problem-solving skills” – (0.2453) and “Will to succeed” – (0.2152) were the next two competencies that the respondents had rated highly according to the both evaluation criteria.ConclusionsThis paper can be used for further studies of the Tuning Project in the educational processes of China, in particular, in higher sports education.

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.

Coach competencies to facilitate transformative learning: a multiple case study involving public-sector executives in South Africa

ABSTRACT A significant amount of research has been conducted to understand what makes workplace coaching effective. Several factors, including coach competencies, have been found to contribute to coaching success. Extant literature, however, shows that there is still a knowledge gap in terms of which coach competencies lead to specific coaching outcomes. Some scholars have identified transformative learning (TL) as an outcome of coaching. However, few empirical studies have explored which coach competencies facilitate TL. We adopted a multiple case-study design, with a sample of five coaches and nine senior public-sector executives in South Africa. We conducted a longitudinal study over a period of six months, to observe and assess coach behaviours including how these might lead to TL outcomes. The findings isolate five core coach competencies, their related coach behaviours and the role played by each one in the TL process. These are: creating a safe environment for managing disorienting dilemmas, facilitating self-awareness, motivating and challenging the client, engaging with emotions and holding the client accountable. We propose a framework that can guide practicing coaches who work with leaders and managers, coach trainers and education institutions and HRD practitioners who engage coach services on how to facilitate transformative learning.

Impactful Digital Technology Coaches: Identifying their Characteristics and Competencies while Delineating their Role

Digital technology coaches (DTCs) often support teachers with integrating technology into their classroom and instructional program, as well as provide ongoing staff development. To be effective, coaches tend to have specific characteristics for instructional coaching and competencies for educational coaching. We investigated if these characteristics and competencies applied to effective DTCs while we observed their proficiency with technology, their interactions with other educators, and the way they provide support for the teacher-professional learning (PL) process. Three DTCs led over 80 K–12 teachers from the same school district in classroom coaching sessions, collaborative planning meetings, PL sessions, and conference presentations. In keeping with generic qualitative methods, multiple data sources including fieldnotes, artifacts, and transcribed interviews were analyzed. Through examining data detailing their role and impact on the learning of their teacher colleagues, it was apparent that these DTCs possess the characteristics and competencies of effective instructional coaches. Importantly, this study adds to the literature on effective coaches by documenting the applicability of these characteristics and competencies to not only instructional coaches, but also DTCs, elucidating their role, and explaining their influence on teacher PL.

Exploring athletes’ gendered views of coaches and their impact of coach competency ratings

This study draws on social role theory, role congruity theory, and the black sheep effect to explore athletes’ gendered perceptions of coach competence. The study relied on a sample of 308 New Zealand athletes across sports levels and modalities who completed an online survey. Participants were randomly assigned to one of four vignettes, in which coach gender (female vs. male) and coaching style (communal vs. agentic) were manipulated, and athlete gender was considered. The results show that male and female coaches did not receive significantly different coach competency scores (relational and strategic competencies), that a communal coaching style was linked to higher ratings in both relational and strategic competencies, and that the interplay of athlete gender, coach gender, and gender conforming/non-conforming coaching style did not significantly affect coach competence scores. However, participants’ comments to the open-ended question presented at the end of the survey suggest that athletes still hold gendered views of coaching competence at the elite level. We discuss the research and practical implications of our findings.

Formulating a Development Path Model for Under-17 Football Players in Indonesia and Malaysia: A Step Towards Excellence

The current research aims to develop a Path Model for Under-17 Football Players in Indonesia and Malaysia. A qualitative approach toward Grounded theory was used to formulate the research. A total of 25 coaches, 15 from Malaysia and ten from Indonesia, participated in the current research, which was determined through a purposive sampling method. The criteria of the participants were having a coaching license and having a minimum of 5 years of coaching experience. The participants were interviewed to formulate the model for the Under-17 Football Players in Indonesia and Malaysia. The data collected was analyzed with qualitative research software, namely N-Vivo 14. In this study's approach to the evolved grounded theory, open encoding techniques, axial encodings, and selective encodes are used for data analysis. The result indicated that the model proposed in the current research consists of three aspects. The first aspect was the issue and challenges for the athlete's development, which consisted of several factors: the coach's competencies, physical, technique, tactical, and psychological condition. The second aspect was the individual psychological trait consisting of several psychological conditions such as cognitive, affective, attitude, personality, and spirituality. The third aspect was the environment. The psychological condition consists of several aspects, such as the policy supporting the athlete's development, the support from the family, and the support from the coach. Keywords: football development, development path, u17 football players, Indonesia, Malaysia

부모와 자녀간의 긍정적 상호작용을 위한 부모코칭 프로그램 개발과 적용

The purpose of this study is to develop a parent coaching program for positive interaction between parents and children and verify its effectiveness. To help parents have positive interactions with their children through coaching program education, the C-PLUS coaching conversation model was used to ask coaching questions and improve empathy skills. In order to determine the effectiveness of the parent coaching program for positive interaction between parents and children developed in this study, 16 parents of elementary school children were surveyed from September 2023 to October 2023. A total of 8 sessions of 2 hours and 30 minutes each were conducted to test parents' parental efficacy and parent coaching competency in pre- and post-tests. Parental coaching competency was t=-4.64 (p < .001), and parent efficacy was t=-4.64 (p < .001). The result was significant at -8.799 (p < .001). This indicated that the parent coaching program was effective in improving parents' coaching capabilities and parental efficacy. In addition, the parent coaching program allows parents to become coaches and communicate with their children, which has a positive effect on parents' self-efficacy, parent-child communication, parent self-concept, self-esteem, problem-solving ability, parenting competency, and communication. indicated.

부모코칭역량이 유아 창의적 리더십에 미치는 영향

Objectives The purpose of this study was to investigate the mediating effect of positive psychological capital on the effect of parent coaching competency on young children's creative leadership.
 Methods This study targeted 301 parents of children aged 3 to 5 attending early childhood education institutions located in G Metropolitan City and J Province. The test tools include the young Children's Creative Leadership Scale developed by Lee Kyeong-hwa and Yoo Kyeong-hoon (2010), the Parent Coaching Competency Scale by Do-hyang Do, Kim Geun-ju, and Lee Gyeong-ju (2019), and the Korean version of the scale by Luthans, Avolio, and Norman (2006) by Tae-hong Lim (2013). The adapted, modified, and supplemented positive psychological capital scale was used. SPSS 23.0 program was used for data analysis.
 Results First, it was found that there was a significant correlation between parent coaching competency and children's creative leadership, between parent coaching competency and parents' positive psychological capital, and between parent positive psychological capital and children's creative leadership. Second, parent coaching competency was found to have an impact on children's creative leadership, and parents' positive psychological capital was found to have a mediating effect between these variables.
 Conclusions This study reveals the importance of parent variables in promoting young children's creative leadership. Therefore, this suggests that there is a need to develop various parent support programs and provide educational opportunities that can enhance parents' coaching capabilities and positive psychological capital.

An exploration of how dominant discourses steer U.K. strength and conditioning coach education

ABSTRACT Psychosocial coaching competencies, including psychological, pedagogical, philosophical, and sociocultural aspects, which underpin an athlete-centred coaching approach, have been largely overlooked by the United Kingdom Strength and Conditioning Association (UKSCA) coach education. It is possible to understand why psychosocial competencies have been disregarded by critiquing how stakeholders’ perceptions, such as board members, tutors, assessors, who are responsible for coach education, have been shaped by dominant discourses within sport culture. The purpose of this study is to understand and critique UKSCA stakeholders’ perceptions of psychosocial coaching practices through the lenses of dominant discourses in Strength and Conditioning (S&C) coaching. Thirty stakeholders took part in one-to-one semi-structured interviews. To prompt discussion for the interviews, they were shown video vignettes depicting psychosocial coaching competencies. The data were analysed in two phases. First, a thematic analysis deduced participants’ understandings of the competencies built into each vignette. Second, a poststructural discourse analysis critiqued how a performance-scientific coaching discourse and a discourse of orthodox masculinity impacted stakeholders’ perceptions. The results indicate that stakeholders’ perceptions of psychological and pedagogical effective coaching approaches focused on athletic performance, which disregarding the well-being and personal development of the athlete. Stakeholders also recognised overt sexist coaching practice, which suggest some appraisal of sociocultural and philosophical competencies. Yet, covert sexist microaggressions towards female coaches were often accepted as banter and female coaches’ emotional labour were not recognised. This study advances the literature by showing how the dominant culture of performance-scientific coaching and orthodox masculinity shape what is accepted as effective coaching practice. Such coaching practice de-emphasises psychosocial coaching competencies and limits the impact of equity, diversity and inclusivity (EDI) strategies, as well as the holistic development of both athletes and S&C coaches.

The Hierarchy of Sustainable Sports Coaching Competencies in Korea

This study aimed to identify the significant overarching sports coaching competencies and their underlying components in contemporary Korean society and into the future. In addition, the hierarchical order of these competencies and components was investigated to assess their relative importance. This knowledge can improve pre-service and in-service sports coach training programs and their sustainability. A literature review in Korean and English related to sports coaching was performed initially to understand which competencies and components have already been researched and recognized. The subsequent study surveyed 20 experts using the Delphi process and 28 experts using the analytic hierarchy process (AHP), considering seven sports competencies and 23 components based on the literature. All the competencies and components were considered appropriate sustainable measures of a sports coach’s competence based on the Delphi content validity ratio (CVR) > 0.500. The AHP results ranked “pedagogical” competence the highest, with a weight of 0.329 in the competence hierarchy, while “operational and managerial” competence ranked at the bottom with a weight of 0.057. In relation to the rank order of the components under each competence, “pedagogical communication” (0.136) and “sport-specific skill performance” (0.086) ranked first and second, respectively. In contrast, “facilities and equipment management” (0.008) ranked at the bottom and “public relations and marketing” (0.008) ranked right above it. The values of the consistency index and the consistency ratio were <1.000, indicating that the competencies and components hierarchies were reliable. The results confirm that in Korea’s pre- and in-service sports coach training programs, comprehensive and in-depth pedagogical knowledge, as well as sports knowledge in areas like sports biomechanics, sports physiology, and sports nutrition, need to be reinforced for ongoing success.

The effect of service quality and coach competency on the motivation and achievement of Riau basketball student-athletes

The aim of this study was to assess the correlation between each variable of service quality and coach competency and their impact on the achievement of basketball athletes, with motivation acting as a mediating variable in this relationship. This study is a correlational descriptive study using the Structural Equation Model (SEM) approach with the help of smart PLS. The study comprised a sample of 100 basketball student-athletes from Riau province. Data collection involved the use of questionnaires; however, to complement this quantitative approach, interviews with athletes are still considered necessary as a qualitative method. The results revealed that the coach's competency significantly relates to the achievement, with a p-value of 0.004, the competency of the coach to the motivation with a p value of 0.000, the motivation to the achievement (p < 0.000), the quality of service to the achievement of (p < 0.001), the quality of service to the motivation (p < 0.003), the competency of the coach to the achievement of the motivation (< 0.000), the quality of service to the achievement of the motivation (p < 0.007). The quality of service and competence of basketball coaches has a strong relationship with the achievements of basketball athletes. Motivation also plays an important role as a mediating variable, demonstrating that the quality of service and the competence of basketball coaches can significantly enhance the achievement of student basketball athletes through motivation. It is expected that the results of this study can be used as a reference to coaches, sports academics, official basketball clubs, and related parties in basketball to pay more attention to the quality of service, especially training sites and competent coaches.

The Status of the Sports Development Program of a State University in Region 1

This study aimed to determine the status of the Sports Development Program of the University of Northern Philippines for the Academic Year 2020-2021. It employed the descriptive correlational method of research. The data gathered were treated with the following tools: frequency count and percentage, weighted mean, ranking, and correlation analysis. Results revealed that overall, the UNP's Sports Development Program status is "Very Satisfactory." The performance of the teams was found to be significantly related to the status of the university's sports development program in terms of its implementation of strategies and techniques, support systems, benefits, incentives and awards, and competencies of coaches. The student-athletes face the challenges of balancing athletic and academic responsibilities. The following recommendations are forwarded: (1) All the Coaches and Trainers should be encouraged to improve their craft by attending relevant training; (2) Student athletes should also be able to excel not only in sports but also in academics; (3) The Sports Development should take necessary steps in improving the performance of the Teams in the competitions; (4) The best practices of the high-performing HEIs should be adapted; (5) Mechanisms and action plans should address the problems and concerns of the respondents. (6) Year-round sports activities involving all the stakeholders should be conducted to strengthen linkages and promote health and wellness.

The assessment of the halo-effect in a questionnaire rating dimensions of coaches’ competence

ABSTRACTThe halo-effect describes the phenomenon that an individual’s general impression of a person influences how other attributes of the same person are evaluated. This phenomenon might be reflected in the finding that in a questionnaire assessing different competence dimensions of coaches, a bi-factor model (i.e., including an additional global factor besides the three competence dimensions) showed the best model fit (Strauch et al. [2023]. Erfassung der Handlungskompetenzen von Übungsleitenden. Entwicklung und Analyse der Reliabilität und Validität eines Fragebogens [Assessment of the competencies of coaches. Development and analysis of the reliability and validity of a questionnaire]. Zeitschrift für Sportpsychologie. Advance online publication. https://doi.org/10.1026/1612-5010/a000376). Based on the stereotype content model, the purpose of the present study was to assess whether the two universal dimensions warmth and general competence may explain a significant part of this additional global factor. To this end, 222 participants (72 female; Mage = 27.38) took part in this cross-sectional study. They completed a coach competence questionnaire with the three subscales motivational, adaptive, and organisational competence. Moreover, they completed the two subscales affect and professional respect of the Leader-Member Exchange Scale to measure the universal dimensions of warmth and general competence. The results showed that a bi-factor model had the best model fit compared to (a) when the items loaded only on their corresponding factor, and (b) when all items loaded only on a global factor. Moreover, the results showed that warmth and general competence could explain more than half of the variance in this additional global factor. In summary, the results support the existence of an underlying global factor in questionnaires assessing specific dimensions of coaches’ competence, with also providing preliminary evidence that the two universal dimensions, warmth and general competence, can partly explain this factor.

Perception of Players on the Coach Competence and Team Performance in the Kenyan National Soccer and Volleyball Leagues

Purpose: The purpose of the study examine whether perception of players on the coach competence predict team performance in the Kenyan national soccer and volleyball leagues.
 Methodology: The study adopted Cross-Sectional survey design. The target population for the study included players and in the Kenyan soccer and volleyball national leagues in the 2020/21season. The population of the study was 878 players from the 53 teams including 288 females in the 16 teams of 18 players, and 168 males in the 12 teams of 14 players and 98 females in the 07 teams of 14 players in volleyball respectively. The study included players who were consistent in the respective leagues for the immediate last five years. The coaches and players were both male and female. The study used Statistical Package for Social Sciences (SPSS Version 22) for data analysis. Chi-Square and Fisher’s Exact test were used.
 Findings: Results above showed that soccer players perception on training and instruction had no significant effect on team ranking (P=0.000). In addition, volleyball players perception on training and instruction had no significant effect on team ranking (P=0.000). In addition, soccer players perception on democratic behaviour had no significant effect on team ranking (P=0.354). Further, volleyball players perception on democratic behaviour had no significant effect on team ranking (P=0.095). Further soccer players perception on autocratic behaviour had a significant effect on team ranking (P=0.000).
 Unique contribution to theory, policy and practice: The study focused on the Kenyan national leagues which are composed mainly of African race players. There is need to conduct a similar study in other leagues like in North Africa and middle east which consists of players mainly of Arab race, Asian continent which consists of players of Asian descent and the European and American leagues composed of players of mixed descents including the Negroid, Caucasoid and the Mongoloids

The Relationship between Perceived Coach's Competence Support, Task Orientation, Self-Efficacy and Engagement of Chinese High School Football Players

The Relationship between Perceived Coach's Competence Support, Task Orientation, Self-Efficacy and Engagement of Chinese High School Football Players

The Effects of Coaching Competency on Organizational Commitment, Job Satisfaction and Customer Orientation

The Effects of Coaching Competency on Organizational Commitment, Job Satisfaction and Customer Orientation

‘I’m not the police’: practical strategies for sport coach mentors to develop trust and trustworthiness

ABSTRACT This paper examines trust and trustworthiness in sport coach mentor-mentee relationships. Specifically, we investigate the place and importance of trust from the mentor’s perspective and establish how trustworthy impressions are actively developed. Guided by theoretical ideas addressing trust relations, we conducted 18 online, two-to-one semi-structured interviews with nine mentors affiliated with two National Governing Bodies (NGBs) of sport. Data were subjected to a phronetic, iterative analysis, which involved inductive and deductive sensemaking and an interactive writing process. Key findings suggested a) that the mentors defined trust as a crucial construct in the development of mentee motivation, learning, and engagement, b) establishing trustworthy impressions was important for the mentors’ material and non-material interests, c) mentors reported how mentees were initially aloof due to an apparent distrust of NGBs, and d) mentors used numerous interactional strategies to create trustworthy impressions. These included i) deformalising mentor-mentee relationships, ii) actively demonstrating reliability as mentors, iii) using mutually beneficial lies to simultaneously secure buy-in and build mentee confidence and self-esteem, iv) illustrating their own fallibility as sport coaches, v) considering the value of displaying their own coaching competency, and vi) developing mentees’ competencies through empowerment. The findings offer practical strategies for NGBs and other [non]sporting bodies to support mentors in creating trustworthy impressions and building successful mentoring relationships.