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The Effect of a Coaching Education Program on Coaching Efficacy

Authors:
Leapetswe Malete at Michigan State University
Leapetswe Malete
Deborah Feltz at Michigan State University
Deborah Feltz
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Abstract

This study examined the effect of participation in a coaching education program compared to a control group on coaches' perceived coaching efficacy. The program consisted of two 6-hour sessions. The Coaching Efficacy Scale was used to determine the impact of the program on perceived coaching efficacy. Forty-six Michigan high school coaches and 14 coaching preparation students were recruited for the experimental (n = 36) and control groups (n = 24) for this study. The participants were asked to respond to pretest and posttest CES questionnaires that examined how confident they were in influencing the learning and performance of their athletes in four dimensions of coaching: character building, motivation, strategy, and technique. Results showed a significant effect for a coaching education program on the perceived efficacy levels of the trained coaches compared to control coaches.
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... This perception comes from their coaching efficacy (Boardley, 2017;Feltz, Chase, Mortiz, & Sullivan, 1999). Coaching efficacy, a coach's belief in his or her personal ability to successfully influence athletes' learning and performance, is a multi-dimensional concept that is largely influenced by mastery experiences such as formal education and previous coaching and sport participation experience (Feltz et al., 1999;Lee, Malete & Feltz, 2002;Malete & Feltz, 2000). Previous sport participation, coach education, and coaching experience are ways coaches gain coaching knowledge (Chase, Feltz, Hayashi, & Hepler, 2005;Côté, 2006;Pope, Stewart, Law, Hall, Gregg, & Robertson, 2015). ...
... Prior sport psychology exposure includes sport psychology educational experiences and past interactions with sport psychology consultants. When considered relative to coaching efficacy, formal coaching workshops significantly enhance coaching efficacy for high school coaches and similar results are expected to be seen regarding formal coach education courses (Malete & Feltz, 2000). However, previous research supporting this expectation was particularly vague in the rating and defining of coach education programs (Myers et al., 2011). ...
... Coaching efficacy and attitudes toward sport psychology, independent of one another and together, are strongly related to total number of years coaching (Feltz et al., 1999;Malete & Feltz, 2000;Pope et al., 2015;Short, Smiley, & Ross-Stewart, 2005;Zakrajsek, Martin, & Zizzi, 2011). Specifically, coaches with several years of coaching experience are likely to welcome sport psychology services more than those with limited coaching experience (Zakrajsek et al., 2011). ...
Relationship between Males' Coaching Efficacy and Prior Exposure to Sport Psychology
Thesis
  • May 2018
Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches’ coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches’ coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.
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... After completing any of these three levels of formal education, individuals receive a diploma or certificate to make them employable within a certain professional field. As well as in other disciplines, the basic form of sports coach education is the formal one and some studies indicate that this type of education is positively valued by coaches (Hannays, 2020;Kubayi et al., 2016;Mesquita et al., 2010;Vargas-Tonsing, 2007), that formal education increases coaching efficiency and reduces the rate of coach burnout (Frey, 2007;Malete & Feltz, 2000), and diminishes various negative experiences (Taylor, 1992). However, there are notions that formal education is just one of many aspects of the process of developing coaching skills and knowledge (Erickson et al., 2008;Nelson & Cushion, 2006). ...
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Article
Full-text available
  • Jan 2023
This review summarizes the available literature on the non-formal education of sports coaches. Considering the complexity of the sports coaches' job, it is recognized that formal education alone is not sufficient, and non-formal education within this field may need to be mandatory. Earlier studies suggested that motivation and personality could be crucial predictors of the willingness to continuously learn. The most promising motivational theory in the context of education is the self-determination theory, which emphasizes that even controlled, external motivation could be internalized. Furthermore, some personality traits (e.g., curiosity, conscientiousness) are associated with non-formal education and should, therefore, be fostered even in those individuals who did not autonomously decide to enroll in a program. This review also identified a clear lack of studies investigating the motivational and personality determinants of non-formal education in sports coaches, and future studies should aim to fill this gap.
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... Additionally, coaches trained by a coaching education program had significantly higher efficacy scores than control coaches (Malete & Feltz, 2000); similar results were reported by coaches who claimed to have more training in sport psychology or exposure to a sport psychology consultant (Villalon & Martin, 2020). Upon completion, coaches reported feeling a sense of pride, accomplishment, and as though the program improved their knowledge (Misener & Danylchuk, 2009). ...
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Thesis
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Although coaching has a long history guided in the apprenticeship or mentorship model (Taylor & Garratt, 2013), research has primarily focused on the athlete, rarely on the coach, and almost never on whom the coach is serving as an apprentice to, or being mentored or supported by. Internationally, this role has been termed a ‘coach developer,’ but the formalized title and role of the coach developer is still a rather new concept (ICCE, 2014), with most research focused on the coach developer working at elite levels. Therefore, the purpose of this study was to explore the roles and responsibilities of a coach developer in the United States youth soccer sport context, specifically within a single organization. Using a two-round modified Delphi approach, six panelists agreed 108 of the 184 tasks were the responsibility of the regional coach developer, 131 tasks were important to the role of the coach developer, and 51 tasks were completed at least weekly by the coach developer. Of the 184 tasks, 48 were agreed to be the current responsibility of, and important to, the weekly coach developer role. This is an increase from the 22 tasks that were identified in the organization’s onboarding materials. Furthermore, one task reached a consensus for responsibility but not importance, while 20 tasks reached a consensus for importance but not responsibility. The discrepancies demonstrate an opportunity for growth within the coach developer role at the organization. This study echoes Cale and Abraham (2016) and Harvey and colleagues (2021) recommendation’s regarding the need for the identification of more specific knowledge, skills, and attitudes for coach developer positions in order to better inform professional development opportunities, especially for those functioning in the youth sport context.
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... Investigaciones anteriores sobre el entrenamiento han contribuido a la comprensión de la adquisición de conocimientos por parte de los entrenadores, sugiriendo que los entrenadores adquieren conocimientos a través de diversos procesos, como la tutoría por parte de otros entrenadores (Gould et al., 1990;Bloom et al., 1998;Salmela, 1995), producto de su experiencia como deportistas (Irwin et al., 2004;Côté et al., 1995;Gilbert et al., 2006;Rodgers et al., 2007) a través de la experiencia como entrenadores y los procesos de reflexión (Saury & Durand, 1998;Gilbert & Trudel, 2001;Jones et al., 2003;Cushion et al., 2003;Cassidy et al., 2004;Irwin et al., 2005;Gilbert et al., 2006), así como por los aportes recibidos por la educación formal (Gilbert & Trudel, 1999;Malete & Feltz, 2000;Gilbert et al., 2006). ...
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Preprint
Full-text available
  • Jan 2023
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... Investigaciones anteriores sobre el entrenamiento han contribuido a la comprensión de la adquisición de conocimientos por parte de los entrenadores, sugiriendo que los entrenadores adquieren conocimientos a través de diversos procesos, como la tutoría por parte de otros entrenadores (Gould et al., 1990;Bloom et al., 1998;Salmela, 1995), producto de su experiencia como deportistas (Irwin et al., 2004;Côté et al., 1995;Gilbert et al., 2006;Rodgers et al., 2007) a través de la experiencia como entrenadores y los procesos de reflexión (Saury & Durand, 1998;Gilbert & Trudel, 2001;Jones et al., 2003;Cushion et al., 2003;Cassidy et al., 2004;Irwin et al., 2005;Gilbert et al., 2006), así como por los aportes recibidos por la educación formal (Gilbert & Trudel, 1999;Malete & Feltz, 2000;Gilbert et al., 2006). ...
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Article
Full-text available
  • Jul 2023
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... I don't have to use so much trial and error and make it up to see what feels right for myself because obviously there are proven ways of doing stuff and ways of getting more out of people".This demonstrates how the qualifications enhanced their ability to deliver sessions which supports previous research (e.g.Campbell & Sullivan, 2005; Wright et al., 2007), where conclusions have been drawn from the idea that efficacy increases for knowledge of game strategy, technique, and skill by undertaking a coaching course. Furthermore, other studies (e.g.Chase et al., 2005;Hammond & Perry, 2005;Malete & Feltz, 2000; ...
Beginner-Coaches and Connectivity of Knowledge: Real-World Coaching and Self-Reported Importance of Prior Playing Experience
Article
Full-text available
  • Jun 2023
In what amounts to essentially being a part two to our previous work with six beginner-coaches that found noticeable benefits to reflective practice, yet a number of possible drawbacks such as time constraints and at times over-focusing on negative emotions (Hamblin & Crisp, 2022), we build upon the aims of that study that related to what beginner-coaches (in recreational sport fields) considered ideal coach learning within in-situ, practice-based contexts. Through revisiting the data of the first study (Hamblin & Crisp, 2022) and exploring an additional theme related to how the beginner-coaches identified sporting experience as a beneficial prerequisite to their own coaching practice, the present study sought to further investigate, and build upon, the findings and aspects of the first study. Continuing to explore how beginner-coaches who operate more within recreational (although still competitive) sport fields perceive in-situ, ideal learning, and continuing the same methodological approach, the present study conducted semi-structured interviews with another five beginner-coaches, adding to the six in the first study for a total of 11 participants. Transcriptions were analysed using thematic analysis and the themes found included sporting experience, traditional learning, and the benefits of reflective practice which highlights the ways all of the beginner-coaches (within both ‘part one’ and the present study – ‘part two’) felt they learn best. Importantly, these findings showed the self-reported importance of actually coaching (‘real world’ applications) and, of particular note, what were considered by the beginner-coaches to be the significant benefits of having accrued playing experience prior to starting coaching. These findings then may well provide further evidence to uphold and develop methods of coach education in the future to facilitate learning.
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... Figure 1 is a conceptual model of coaching efficacy adapted from Bandura's general framework and presents potential sources of guidance on potential coaching, which include coaching preparation, coaching experience, previous success in coaching, perceived team capabilities, and social support from various stakeholders, such as athletic directors, community, students, faculty, and parents (Feltz et al., 1999). Many factors can influence the efficacy of coach training, such as: educational and coaching experience (Feltz et al., 1999;Malete & Feltz, 2000). The coaching industry has established a branch organization dedicated to advancing the coaching profession by setting standards high, provide independent certification, and build a network of certified coaches around the world (Kimsey-House et al., 2011). ...
The The Efficacy of Teacher-Coach Among Individual and Team Sport in Rural Sibu, Sarawak
Article
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  • Dec 2022
The objective of this study is to examine the efficacy of youth sport teacher-coach among individual and team sport in rural zone in Sibu, Sarawak. A total N=300 school sport coach teacher (SSCT) from Sibu rural zone were selected through purposive sampling to participate in this study. They were categorized into individual (N = 75) and team (N = 225) sports coaches Coaching Efficacy Scale II-Youth Sport Team (CES II-YST) questionnaire was used to measure the coaches’ coaching efficacy. Overall, Sibu rural zone coaches who coached individual sports showed that their level of coaching efficacy was higher (M = 3.35, SD = 0.38) for all the subscales, namely character building (M = 4.01, SD = 0.59), motivation (M = 4.04, SD = 0.63), technique (M = 3.35, SD = 0.38), and game strategy (M = 3.93, SD = 0.64) compared with coaches who coached team sports. In summary, individual athletic coaches demonstrate higher levels of coaching effectiveness, and under their guidance, athletes learn sport fundamentals, improve leadership skills, and gain confidence in their physical and mental abilities
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... 18,22 Existing research supports the efficacy of coaching education programs for influencing coaches' perceived capability to use behaviors that promote positive athlete outcomes. 40,41,42 For instance, Falcão et al. 41 implemented a training program for coaches, modeled after the MAC intervention, 10 and found that the program enhanced coaches' abilities to promote life skills through sport, better understand their players, and improve their relationships with other coaches. Furthermore, Malete and Feltz 42 found that after participating in the Program for Athletic Coach Education intervention, coaches perceived an increase in their capability to influence athletes' learning and performance compared to pre-intervention measures. ...
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Full-text available
  • Aug 2022
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