A Formative, Utilization-Focused Evaluation of USA Swimming’s Nationwide Online Coach Education Program

in International Sport Coaching Journal

Click name to view affiliation

Andrew P. DriskaMichigan State University

Search for other papers by Andrew P. Driska in
Current site
Google Scholar
PubMedClose
*
DOI:
https://doi.org/10.1123/iscj.2017-0096
Keywords:
attitudes; behaviours; knowledge; learning; online course
In Print:
Volume 5: Issue 3
Page Range:
261–272
Restricted access

Large-scale online coach education programs have become a preferred method of compulsory training for sport governing bodies. In particular, USA Swimming launched a revised online version of its Foundations of Coaching program in 2013. To evaluate its effectiveness, a utilization-focused evaluation was employed to engage program decision-makers in the process of inquiry. After conducting program elicitation exercises with program decision-makers, semi-structured interviews with 21 participant coaches examined course effects on knowledge, attitudes, and behaviours related to coaching swimming. Coaches indicated learning and implementing changes to their coaching of swimming skills, but also indicated the adoption of developmentally-appropriate training practices, which was supported by a corresponding attitude change towards developmentally-appropriate training. Goal setting and incorporating fun into workouts were also endorsed. The evaluation uncovered positive perceptions of the course, and showed that using the course to initiate an ongoing conversation between USA Swimming and its membership could help extend learning opportunities and professional development. The course’s effect on some attitudes (but not others) showed how intentionality of course design and pedagogy were linked to attitude formation. Future evaluations show promise for improving the function of similar large-scale coach education programs.

Andrew P. Driska is with the Department of Kinesiology, Michigan State University, East Lansing, MI.

Address author correspondence to Andrew P. Driska at driska@msu.edu.
  • Collapse
  • Expand

International Sport Coaching Journal

Cover International Sport Coaching Journal

  • Ajzen, I. (1991). The theory of planned behaviour. Organizational Behaviour and Human Decision Processes, 50(2), 179–211. doi:10.1016/0749-5978(91)90020-T

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Argyris, C., & Schon, D.A. (1974). Theory in practice: Increasing professional effectiveness. Hoboken, NJ: Jossey-Bass.

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

  • Bertram, R., Culver, D.M., & Gilbert, W. (2016). Creating value in a sport coach community of practice: A collaborative inquiry. International Sport Coaching Journal, 3(1), 2–16. doi:10.1123/iscj.2014-0122

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Chan, D.K.C., Hardcastle, S., Dimmock, J.A., Lentillon-Kaestner, V., Donovan, R.J., Burgin, M., & Hagger, M.S. (2015). Modal salient belief and social cognitive variables of anti-doping behaviours in sport: Examining an extended model of the theory of planned behaviour. Psychology of Sport and Exercise, 16, 164–174. doi:10.1016/j.psychsport.2014.03.002

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Cousins, J.B., & Whitmore, E. (1998). Framing participatory evaluation. New Directions for Evaluation, 1998(80), 5–23. doi:10.1002/ev.1114

  • Culver, D., & Trudel, P. (2008). Clarifying the concept of communities of practice in sport. International Journal of Sports Science & Coaching, 3(1), 1–10. doi:10.1260/174795408784089441

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Cushion, C.J., & Townsend, R.C. (2018). Technology-enhanced learning in coaching: A review of literature. Educational Review. Advance online publication. doi:10.1080/00131911.2018.1457010

    • Search Google Scholar
    • Export Citation

  • Driska, A.P., & Gould, D.R. (2014). Evaluating a problem-based group learning strategy for online, graduate-level coach education. Kinesiology Review, 3, 227–234. doi:10.1123/kr.2014-0061

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Driska, A.P., Walker, L., Thomas, R., & Aviscious, T. (2017, May). How are coaches learning online? The state of informal coach learning evidence. Symposium presented at the National Coaching Conference, Marietta, GA.

    • Search Google Scholar
    • Export Citation

  • Gilbert, W.D., & Trudel, P. (2004). Analysis of coaching science research published from 1970–2001. Research Quarterly for Exercise and Sport, 75(4), 388–399. PubMed ID: 15673038 doi:10.1080/02701367.2004.10609172

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Jeong, M., & Block, M.E. (2011). Physical education teachers’ beliefs and intentions toward teaching students with disabilities. Research Quarterly for Exercise and Sport, 82(2), 239–246. PubMed ID: 21699103 doi:10.1080/02701367.2011.10599751

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Karsenti, T., & Collin, S. (2011). The impact of online teaching videos on Canadian pre-service teachers. Campus-Wide Informational Systems, 28(3), 195–204. doi:10.1108/10650741111145724

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kerr, Z.Y., Yeargin, S., McLeod, T.C.V., Nittoli, V.C., Mensch, J., Dodge, T., … Dompier, T.P. (2015). Comprehensive coach education and practice contact restriction guidelines result in lower injury rates in youth American football. Orthopaedic Journal of Sports Medicine, 3(7), 1–8. doi:10.1177/2325967115594578

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kraiger, K., Ford, J.K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311–328. doi:10.1037/0021-9010.78.2.311

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kroshus, E., Baugh, C.M., Daneshvar, D.H., & Viswanath, K. (2014). Understanding concussion reporting using a model based on the theory of planned behaviour. Journal of Adolescent Health, 54(3), 269–274.e2. PubMed ID: 24560034 doi:10.1016/j.jadohealth.2013.11.011

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McCullick, B., Schempp, P., Mason, I., Foo, C., Vickers, B., & Connolly, G. (2009). A scrutiny of the coaching education program scholarship since 1995. Quest, 61(3), 322–335. doi:10.1080/00336297.2009.10483619

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Nash, C. (2016). Donald Schön: Learning, reflection, and coaching practice. In L. Nelson, R. Groom, & P. Potrac (Eds.), Learning in sports coaching: Theory and application (pp. 49–59). New York, NY: Routledge.

    • Search Google Scholar
    • Export Citation

  • Paquette, K., & Trudel, P. (2018). Learner-centered coach education: Practical recommendations for coach development administrators. International Sport Coaching Journal, 5, 169–175. doi:10.1123/iscj.2017-0084.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Patton, M.Q. (1998). Discovering process use. Evaluation, 4(2), 225–233. doi:10.1177/13563899822208437

  • Patton, M.Q. (2008). Utilization-focused evaluation. Thousand Oaks, CA: Sage.

  • Patton, M.Q. (2011). Essentials of utilization-focused evaluation. Thousand Oaks, CA: Sage.

  • Patton, M.Q. (2014). What brain sciences reveal about integrating theory and practice. American Journal of Evaluation, 35(2), 237–244. doi:10.1177/1098214013503700

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Patton, M.Q. (2015). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.

  • Rossi, P.H., Lipsey, M.W., & Freeman, H.E. (2004). Evaluation: A systematic approach. Thousand Oaks, CA: Sage.

  • Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.

  • Simonson, M.R., & Maushak, N. (1996). Instructional technology and attitude change. In D.H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 984–1016). New York, NY: MacMillan.

    • Search Google Scholar
    • Export Citation

  • Spiro, R.J., & DeSchryver, M. (2009). Constructivism: When it’s the wrong idea and when it’s the only idea. In S. Tobias& T.M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 106–123). New York, NY: Routledge/Taylor & Francis Group.

    • Search Google Scholar
    • Export Citation

  • Stanec, A.D.S. (2009). The theory of planned behaviour: Predicting teachers’ intentions and behaviour during fitness testing. Journal of Teaching in Physical Education, 28(3), 255–271. doi:10.1123/jtpe.28.3.255

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Stoszkowski, J., & Collins, D. (2014). Blogs: a tool to facilitate reflection and community of practice in sports coaching? International Sport Coaching Journal, 1(3), 139–151. doi:10.1123/iscj.2013-0030

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Topps, D., Helmer, J., & Ellaway, R. (2013). YouTube as a platform for publishing clinical skills training videos. Academic Medicine, 88(2), 192–197. PubMed ID: 23269305 doi:10.1097/ACM.0b013e31827c5352

    • Crossref
    • Search Google Scholar
    • Export Citation

  • USA Swimming. (2016). Membership demographics report. Retrieved from https://www.usaswimming.org/docs/default-source/default-document-library/statistics-2016.pdf

    • Search Google Scholar
    • Export Citation

  • Walker, L., Thomas, R., & Driska, A. (2018). Informal and nonformal learning for sport coaches: A systematic review. International Journal of Sports Science & Coaching. Advance online publication. doi:10.1177/1747954118791522

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Weiss, C.H. (1997). Theory-based evaluation: Past, present, and future. New Directions for Evaluation, 1997, 41–55. doi:10.1002/ev.1086

  • W. K. Kellogg Foundation. (2004). Logic model development guide (2nd ed.). Battle Creek, MI: Author.

  • Zimbardo, P.G., & Leippe, M.R. (1991). The psychology of attitude change and social influence. Philadelphia, PA: Temple University.

All Time Past Year Past 30 Days
Abstract Views 1837 931 38
Full Text Views 35 11 2
PDF Downloads 47 14 2