To help develop consistent training for coaches, the National Association for Sport and Physical Education created the National Standards for Sport Coaches (NSSC), which consists of eight domains and 40 standards. The purpose of this study was to examine high school coaches’ perceived knowledge related to the NSSC, continuing education, and sources of feedback. Information was gathered from 162 male and female team sport coaches from Mississippi and Kentucky. Four main findings emerged: 1) coaches perceived themselves to be above average in all 40 standards; 2) there were no significant differences between states of Kentucky and Mississippi for perceived knowledge in any domain 3) a difference in perceived knowledge based on years of coaching was found for Domain 5: Teaching and Communication; and 4) coaches reported most frequently using assistant coaches, their self, athletic directors, and athletes as sources of coaching feedback.
Lindsey C. Blom, Steven R. Wininger, Rebecca Zakraj sek, and Kurtis Kirkpatrick
Lori Gano-Overway, Pete Van Mullem, Melissa Long, Melissa Thompson, Bob Benham, Christine Bolger, Andrew Driska, Anthony Moreno, and Dan Schuster
coaching frameworks (e.g., Lara-Bercial et al., 2017 ; United States Olympic Committee, 2017 ), and the growth in research in sport coaching ( Griffo, Jensen, Anthony, Baghurst, & Kulinna, 2019 ) indicated a need to revise the National Standards for Sport Coaches (NSSC; National Association for Sport
Judith L. Smith and Dina M. Hayduk
This paper follows a coaching education program at a four-year institution from its inception to NCACE accreditation in 2005 and looks forward to reaccreditation and examines how the program changed to meet the National Standards of Sport Coaches. Along with curriculum changes, the major of the students selecting the coaching program has also changed. Lastly, the attainment of this national accreditation certification has influenced this coaching education program in terms of benefits, challenges, accountability and marketability.
This study investigated the current levels of teachers’ knowledge about and views of the National Standards for Physical Education (NASPE, 1995) and factors that influenced the teachers’ understandings of and interpretations of the standards. Twenty-five elementary and secondary physical education teachers voluntarily participated in this study. Data were collected primarily through 25 formal interviews and observing 78 lessons taught by the teachers. Data were analyzed using constant comparison techniques. Findings indicated that: a) personal commitment is a key factor contributing to teachers’ growing knowledge about the standards, b) active participation in professional development activities helps teachers stay current, and c) understanding of the standards is an influential determinant of the teachers’ attitude toward the standards.
Anita N. Lee
Coaches’ achievement is commonly evaluated by competition results or winning percentages. Teams with high winning percentages, rankings, or outstanding competition results are not only contributed by coaches, but also efforts of athletes and other stakeholders. The Standard 40 of the National Standards for Sport Coaches (2006) is to “utilize an objective and effective process for evaluation of self and staff,” which requires coaches to have the knowledge, abilities, and skills (KASs) to “collect direct feedback from athletes and identify ways to improve techniques and coaching style” and being able to perform “self-evaluation for professional growth and development” (NASPE, 2006, p. 23). The benchmarks of Standard 40 include input that should be collected from all stakeholders, such as athletes, parents, guardians, athletic administrators, and other coaches (NASPE, 2006). An effective program requires a coach to have effective communication skills, inter- and intra-personal interaction skills, leadership, and administrative skills, be able to provide positive and corrective feedback to athletes, and have the KASs to coach a sport in a selected competitive level. Evaluation methods are categorized into self-evaluation and evaluation by others, which include journals/dairies, video-analyses, checklists, surveys, and meetings/discussions. The advantages of journals/diaries are short and easy to write, and easy to retrieve and re-read, but coaches may not spend time to re-read them again. Video analyses are a great tool to allow multiple evaluators to observe coaching performance without time limit. Videos can be replayed, played in slow motion, placed online, and emailed to other evaluators to save travel time and cost. However, video analyses are time consuming to watch. It also requires video-taping equipments and skills. Checklists and surveys are easy to use, and can be used with a large number of participants, but they require specific skills to develop valid and reliable instruments. The response rate may be low unless the stakeholders are mandated to complete and return the checklists and surveys. Meetings and discussions allow direct feedback collection and conversations, but they could be redundant unless concise meeting agenda and discussion questions are designed.
C. Jessie Jones and Janie Clark
Because of the recognized value of exercise for older adults, senior fitness programs have been developed in various facilities throughout the United States and in many other countries. However, there appears to be a shortage of professionally trained senior fitness specialists to develop and instruct such programs. A number of professional health and fitness organizations/associations and individual entrepreneurs have developed training programs leading to some type of certification. However, because there are no published curriculum standards to guide the development of these training programs, they often lack components essential for teaching students how to instruct safe and effective classes for senior participants. Curriculum Standards to Prepare Senior Fitness Instructors, developed by a national coalition, were presented at the 1995 International Conference on Aging and Physical Activity in Colorado. This project was undertaken not to promote national certification or licensing but, rather, to help educators plan training programs. Input from the conferees was synthesized into the standards, which are provided in this paper.
Kim C. Graber and Lawrence F. Locke
Kim C. Graber, Amelia Mays Woods, and Darla M. Castelli
Renee L. Polubinsky and Jennifer M. Plos
Weight training is an excellent example of where coaches need to have acquired knowledge and skills in the realms of sports medicine, strength and conditioning, and risk management for safety and injury prevention. There are several exercises and lifting techniques that may increase the risk of shoulder injuries. This article will focus on the prevalence of injuries from weight training, a brief discussion of shoulder anatomy, three of the more common shoulder pathologies, and weight training modifications to assist in the prevention of these shoulder pathologies.