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The purpose of this study was to identify the number and type of higher education institution’s (HEI) coach education programs (CEP) within the USA and survey CEP coordinators regarding curricular practices and program challenges. Researchers conducted an online search to collect information about the type of program, field experiences, and accreditation status of HEI’s CEP. As a follow-up, program coordinators were requested to participate in an online survey including information about curricular content, practical experiences, alignment with standards, and program challenges. Three hundred and eight HEI offered CEP, most were minor programs. Fifty nine percent of these programs offered field experiences and only 4% were NCACE accredited. Sixty two program coordinators completed the online survey. Seventy four percent of these programs offered a field experience, 72% had additional practical experiences incorporated into coursework, and 45% of programs definitely aligned with the National Standards of Sport Coaches while 9% definitely aligned with the International Sport Coaching Framework. Program coordinators also indicated five challenge areas related to academic setting, student learning, community perceptions, marketing, standards and accreditation. Overall, an increased number of HEI offer CEP providing some evidence that coaching is advancing as a profession within the USA; however, this study identifies areas of improvement and challenges facing programs.

Sport has the potential to foster the development of life skills, such as initiative, teamwork, emotion regulation, and goal setting, that transcend the fields and courts on which youth participate (Danish, Forneris, Hodge, & Heke, 2004). However, it is often acknowledged that this growth does not occur on its own. One factor that plays a central role in shaping positive sport experiences is the coach (Hellison & Cutforth, 1997). The purpose of this paper is to review the current literature on coaching strategies considered best practices for life skills development as well as to provide illustrative examples of many of these practices garnered from a case study of a model coach and the strategies he used in his high school tennis program. The paper concludes with additional practical considerations and recommendations for practitioners, coach educators, and scholars who continue to add to the body of knowledge regarding a coach’s role in positive youth development.

This paper outlines how a program evaluation of a U.S. higher education coaching minor program was executed to clarify program needs and identify areas of improvement. Data were gathered from university students (n = 113), current minors (n = 13), program graduates (n = 26), coach education experts (n = 4), and community administrators/coaches (n = 13) using multiple methods including archival data collection, online surveys, and individual/group interviews. Descriptive statistics, curriculum mapping, and qualitative thematic analysis were used to document findings aligned with the CIPP (Context, Input, Process, Product) evaluation model. The context evaluation identified the target population, program goals, opportunities, barriers, and the highest priority programmatic needs. The input evaluation outlined themes highlighting the importance of understanding one’s context, incorporating evidence-based practices and teaching principles, aligning assessments with learning outcomes, establishing faculty buy-in, and advocating for the program. The process evaluation revealed programmatic alignment with national coaching standards with inconsistencies and the need to expand current content to achieve learning outcomes. The product evaluation showed that students acknowledged learning outcomes, were satisfied with the program, and felt ready to engage in coaching. Program graduates indicated preparedness to coach with some exceptions. The findings provided insight into how a multifaceted and targeted program evaluation can inform program improvements and next steps in the evaluation process.