Coaches play an extremely valuable role in a profession that offers the opportunity to help develop young people. The purpose of this study, which assessed the state of coaching education, was two-fold: 1) to determine coaching education knowledge and skills in meeting the National Coaching Standards, and 2) to determine the application of effective coaching principles in meeting the National Coaching Standards. An email containing a website link for an online survey was sent to all athletic directors in Kansas middle and high schools asking them to forward the website link to all coaches they worked with. A total of 1,414 surveys were returned. The current state of coaching education assessment listed the national coaching standards developed by NASPE and used a Likert scale to ask how prepared and successful the coaches are in meeting the standard. Results of the survey indicated that coaches feel highly prepared and successful in the following coaching standard topics: teaching positive behavior (Standard 2), demonstrating ethical conduct (Standard 4), environmental conditions (Standard 7), positive learning environments (Standard 19), and skills of the sport (standard 27). Coaches indicated that they felt least prepared and least successful in the following standards: coordinated health care program (Standard 10), psychological implications (Standard 11), conditioning based on exercise physiology (Standard 12), teaching proper nutrition (Standard 13), conditioning to return to play after injury (Standard 15), mental skill training (Standard 24), managing human resources (Standard 32), managing fiscal resources (Standard 33) and emergency action plans (Standard 34). Findings from the study can be used to direct coaching education in the areas coaches feel they are less prepared and less successful.
Andy Gillham, Keith Hansen and Connor Brady
Coaches are evaluated and judged on a large number of factors (Gillham, Burton, & Gillham, 2013). The purpose of this paper is to describe the views of three different professionals on coach evaluation. An athletic director and a coach from different Canadian colleges and a coaching consultant responded to the same series of questions regarding coach evaluation at the college level. Across the three professionals, the views expressed are more similar than dissimilar, with each professional emphasizing a different piece of the coach evaluation process. The information presented aligns both with coaching standards in the United States and at the International level. Stakeholder views are compared with the coaching science literature and recommendations for athletic directors and coaching scientists are provided.
Timothy Baghurst and Beau James Diehl
A coach’s roles and responsibilities vary depending on situational factors. However, several characteristics of a coach are recognized as important for success irrespective of the coaching level or ability of the athletes. Physical role modeling is a characteristic largely forgotten in the literature and coaching standards, yet can have important positive or negative outcomes in athlete performance and coach credibility and well-being. Therefore, the purpose of this article is to present a rationale for including physical role modeling within the tenets of coaching roles and responsibilities. Second, practical suggestions are made to demonstrate how physical role modeling can be presented positively, even when physical abilities are limited.
Lori Gano-Overway, Pete Van Mullem, Melissa Long, Melissa Thompson, Bob Benham, Christine Bolger, Andrew Driska, Anthony Moreno and Dan Schuster
As the sport coaching profession continues to grow, there is a need to reflect upon and revise the knowledge and competencies coaches should possess to support quality sport experiences. The purpose of this paper is to document the revision process of the National Standards for Sport Coaches (NSSC) which were established to outline professional sport coaching standards in the United States of America (USA). The 3-year revision process involved two separate task forces organized by SHAPE America and several public reviews. The final revision aligns the NSSC with quality coaching frameworks and documents seven core responsibilities of sport coaches. Additionally, the NSSC includes standards meant to provide guidance on what a coach should know (e.g., professional knowledge, interpersonal knowledge, and intrapersonal knowledge), what a coach should be able to do (e.g., expectations of performance and developed competencies), and what common practices occur among coaches (e.g., shared values) to meet each core responsibility. It is hoped that the revised version of the NSSC continues to provide direction for all stakeholders to improve coaching practices within the USA.
Melissa A. Murray Rebecca Zakrajsek Kristen D. Dieffenbach 8 2010 3 2 100 100 10.1123/jce.3.2.100 Are Coaches Prepared and Successful in Meeting the National Coaching Standards? Mark Stanbrough 8 2010 3 2 101 101 10.1123/jce.3.2.101 Developing Team Leaders: A Leadership Development Program to
Niall O’Regan and Seamus Kelly
excellent competitions • Recommendation 4: Establish improved Elite Competition Structures • Recommendation 5: Utilise the National Sport Campus for Elite Player Development & Coach Education Programmes • Recommendation 6: Increase coaching standards and recommended coaching levels at all age groups
Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson
) recently published revised coaching standards that includes 44 standards across seven core responsibilities (set vision, goals, and standards for sport programs, engage in and support ethical practices, build positive relationships, develop a safe sport environment, create an effective and inclusive sport
David P. Hedlund, Carol A. Fletcher, Simon M. Pack and Sean Dahlin
National Association for Sport and Physical Education [NASPE]) National Coaching Standards; the Long-Term Athlete Development (LTAD) model ( Balyi et al., 2013 ), the American Development Model ( Martel, 2015 ), and coaching education similar to the Union of European Football Associations (UEFA) and The
Bradley Fawver, Garrett F. Beatty, John T. Roman and Kevin Kurtz
accreditation in coach education before discussing avenues for formalized coach education within the high school, university, and private sectors. National Coaching Standards and Coach Education Program Accreditation In the United States, individuals working as a coach often are not mandated to achieve any
professional UK coaching standards has been on coach development and learning, and this too has remained the focus of much of the academic interest in sports coaching, primarily on learning sources and environments of coaches ( North, 2010 ). This body of research has concluded that coaches utilize a variety