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The experiences and concerns of sports coordinators in secondary schools, focusing on best practices and weaknesses in sports programs. Topics include coach development, mentoring, and the importance of leadership in sports. The study also addresses issues and concerns among sports coordinators regarding athletic performance and the challenges faced by coaches in performing and non-performing schools.
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A Research Project Presented to The Faculty of St. Vincent College Incorporated Dipolog City, Zamboanga Del Norte In Partial Fulfillment for the Subject in Methods of Research Master in Education major in Physical Education Almazan, Leo S. Baltazar, Jessam Glory Salapa Malinao, Japhet L. Ortiz, Stephan Nie M. January 2021
The study aimed to discover the different coaches’ concerns on the sport coaching program and the performance of the selected secondary schools during the 2019 Athletic Meet. It also determined the different views of the sports coordinators regarding the sports program that may improve performance of the least performing school in the athletic meet. The researchers also opted to look for the challenges encountered by the sports coordinators leading to the performances of the secondary schools during the athletic meet. This study employed qualitative research design via key informant interview. The selections of the samples were done using purposive sampling method. This study was conducted at Department of Education- Zamboanga Del Norte and Zamboanga Sibugay, specifically at selected secondary schools that participated during the 2019 Division Athletic Meet. The influence of sports program affected the performance of athletes in the athletic meet. Factors considered were undedicated coaches, lack of knowledge of the coaches, lack of support from school officials financially and equipment-wise, no venues for practice and the lack of time and schedules of the teachers and students for sports. The sports program of the sports coordinators conducts intensive trainings for the athletes, plan sports program before the competition, scouting and selecting best athletes and assigning dedicated teachers to be coaches of sport events. Best practices of the sports coordinators include giving positive reinforcement and approach, partnerships with the sports club for trainings, dedication and love for sports and conducting trainings with the athletes and coaches. Issues and concerns of the sports coordinators weighed down on the selection of the teachers who are willing and dedicated in the coaching profession, time and schedule of the coaches and athletes, lack of budget, support from the school officials, teachers and students, and lack of sports equipment. Keywords: Sports Program, performance, influence, coaching, athletic meet
understanding of the coaching process and help maximize the coach’s performance (Ericsson, 2006). Lynch and Mallett (2006) stated “some coaches experience ten years of accumulated experience through self-reflection and analysis, whilst others may experience the same first year ten times, without any development”. Coaching success is a function of higher levels of self-reflection and experiences from past performances (in terms of experience as both an athlete and coach). Brewer and Jones (2002) found that little research exists on the required knowledge/expertise for effectual sports coaching practices. Colclough (2008) and Gilbert et. al (2009) recommended further attention is required to determine what specific activities contribute to the elite coach development by exploring how coaching knowledge influences athlete outcomes within the coaching context. Five critical issues are related to the importance of experiential learning for coaching development: funding challenges, growing numbers of unqualified coaches and increasing pressure within the sports coaching arena, the lack of relevant and practical formal coaching education programs, and lack of coverage of best practices in the literature. Coaching success is facilitated by effective decision making to support athlete development in an environment that optimizes peak performance. Coaching development is a fundamental quality of a successful coach, which is measured by one's coaching record. Not all experienced coaches are experts, but all expert coaches have one thing in common: they are experienced (Chi, Glaser & Farr, 1988). The study is opted to find the different coaches concern on the sport coaching program and the performance of the selected secondary schools during the 2019 athletic
meet. The study will also determine the different views of the coaches regarding the sports program that may improve the least performing school in the athletic meet. The researchers also opted to find the challenges encountered by the sports coordinators leading to the performances of the secondary schools during the athletic meet. The current situation in the school is that the sports programs of the selected school are weak because of different factors that influence the sports program that leads to the success of the athletes. The researcher chose this study because how the sports coordinators plan their sports program and what are the factors that influence to it in relation to the performance of the athletes in the athletic meet. Objectives of the study The study is opted to find the influence of sports program in the athletic performance of secondary public schools. Specifically, the study is sought to find the following research question:
To the Coaches- this study will add knowledge to the sport coaches to know the factors that lead in non-performance of the school in the athletic meet. This study may also add information on the different sports coaching program of the coaches that may help the athletes to perform well in the athletic meet. To the Future Researchers -this study will help them enhance their knowledge and provide more information on the subject matter. This study will also give an insight to them and as reference in conducting their research in the future. Scope and limitations The study was conducted in the Department of Education, Zamboanga Del Norte and Zamboanga Sibugay, specifically to the schools in the selected schools joined during the 2019 division athletic meet. The study was limited to the influence of sports program and performance in athletic meet of secondary schools. The study discussed on the concerns among coaches in relation to the sports coaching program. The study also determined the best practices of the secondary public schools in term of sports program and the weaknesses of the selected secondary public schools during the 2019 division athletic meet.
Review of Related Literature This chapter discussed the different literature related to the sports program and performance in the athletic meet of the secondary school. This chapter mainly reviewed the different international literature, since there is a limited number of local literature discussing sports coaching programs. Related Literature Definition of Sports Coaching Defining sport coaching has received much attention in the literature with no consensus about a common definition evident. Coaching is a process of learning and development to facilitate improvement of an athlete’s performance (Fairs, 1987; Lyle, 2002; Parsloe, 1999; Schempp, Webster, McCullick, Busch &Sannen Mason, 2007; Webster, 1938). Great coaches like John Wooden, Vince Lombardi, and Phil Jackson get the most out of their athletes, their staff and the resources around them (Mielke, 2007). The ancient Greeks defined a sport coach as a person requiring considerable knowledge in anatomy, heritage and nutrition like a medical doctor or psychiatrist. A “gymnastes” or a coach, was a retired athlete and as a teacher of medical knowledge like a physician imparted their extensive athletic experience and understanding of the “laws of heredity” to affect sport performance (Athenon, 1976; Gardiner, 1930; Yalorius & Andronicus, 1979). The “paidotribes” was the athletic trainer and the practitioner who applied the knowledge of beneficial training effects of sport to the prevailing medical theories where the “gymnastes” was the theorist and the teacher (Horstmanshoff, 1996).
The elite coaching context is a complex and multifaceted environment with interrelated factors acting simultaneously. Côté, Salmela, and Russell (1995) identified organization, competition and training as three components of elite coaching and highlighted that working conditions are a vital dimension of the elite coaching context. All coaches, from beginner to expert, must understand the value the holistic development of athletes, whether a coach is working with beginner athletes with a sole focus on participation or as an experienced and successful Olympic coach (Côté & Gilbert, 2009). Coaches not only need to have athletic, coaching and life experience; they must also process and reflect on what they observed, experienced, and learned. Experience is more than a mere passage of time and longevity; it is the refinement of preconceived notions garnered from rich and meaningful practical learning situations (Gadamer, 1960). Having a clear and well defined expert development pathway helps advance a deeper understanding of the coaching process and help maximize the coach’s performance (Ericsson, 2006). Lynch and Mallett (2006) stated “some coaches experience ten years of accumulated experience through self-reflection and analysis, whilst others may experience the same first year ten times, without any development”, and the identify predictors of successful coaches, highlighted that some coaches learn more during the same time period than other coaches. Successful coach development requires fostering self-reflection through the analysis of one’s coaching, athletic and life experiences. Sports Coaching Sports coaching can be defined as the manner in which a coach conducts themselves while training, instructing, or advising his or her athletes. Although different
researchers may refer to each style using a different word or phrase, the collective majority identify the two styles of coaching as either the autonomy support coach or the controlling coach. Sports coaching reflect the domains of understanding through professional, interpersonal and intrapersonal knowledge. Effective coaching requires the integration of the holistic approach of athlete development by developing all three areas of knowledge, not just expertise sport-specific knowledge (Bergmann, 2000; Cassidy et al., 2004; Jones & Turner, 2006; Potrac, Brewer, Jones, Armour & Hoff, 2000; Smoll & Smith, 2002). Professional knowledge. Coach effectiveness requires the acquisition of professional knowledge in three key areas; sport-specific knowledge, pedagogical content and the science of coaching. Professional knowledge reflects mastery of declarative knowledge of sport science, sport-specific skill and pedagogical skill along with procedural knowledge (Abraham et al., 2006; Cassidy, Potrac & McKenzie, 2006; Nash & Collins, 2006). Interpersonal knowledge. The interpersonal aspect of coaching is a complex process of reciprocal influential systems of social interaction that require well-refined communication skills. The complex nature of the interpersonal interactions highlighted by Lewin (1935) who identified the antecedents to behavior includes the important role of a person’s traits and states and environment. Extensive studies have detailed the complex dynamics of interpersonal interactions in the sporting context (Argyle, 1969; Carron, 1975; Hendry, 1969; Sage, 1975).
literature as a mechanism through which these experiences produce learning. The common thread with self-reflection is that it is grounded in the activity, context or culture or experiential learning (Gilbert & Trudel, 2001, 2005; Trudel & Gilbert, 2006). Autonomy Supportive Coach. Being an autonomy supportive coach means that the individual takes into account their athletes’ perspective, engages with and acknowledges their athletes’ feelings, and provide athletes with pertinent information and opportunities for choice (Deci & Ryan, 1985). There were a number of behaviors identified that coincide with behaviors autonomy supportive coaches display. These specific behaviors include: providing choice for their athletes within specific rules and limits, providing their athletes a rationale for tasks and limits, acknowledging athletes’ feelings and perspectives, providing athletes with opportunities for initiative taking and independent work, providing non-controlling competence feedback, avoiding controlling behaviors such as criticism, controlling statements, and offering tangible reward for tasks, and lastly, preventing ego-involvement in athletes (Mageau & Vallerand, 2003). Coaches who are identified by their athletes as autonomy supportive are also described as pro- social and approachable. In contrast to this coaching style, there is the controlling coach who displays a different set of behaviors. Controlling Coach. Although the literature tends to focus on the characteristics of the autonomy supportive coach, there are a number of characteristics and behaviors that can be identified in a controlling coach and the vast majority of these behaviors are in direct contrast to those of an autonomy supportive coach. Controlling coaches tend to provide no choices or rationales for their athletes, and although they do provide feedback,
it is often negative. The controlling coach also employs power-assertive techniques that pressure athletes to comply. This can be most closely associated with the concept of punishing athletes for not completing certain tasks, or if they are completed in a non- desired fashion (Mageau & Vallerand, 2003). Motivation. Motivation can be defined as the reason why an athlete performs or completes an action. Over the years, extensive research has been conducted on the idea of motivation, and more specifically, athlete motivation. A key theoretical framework that is linked to athlete motivation is the Self-Determination Theory (Ryan & Deci, 2000). As a result of this theory, two main forms of motivation have been identified and were consistently discussed throughout the literature and the studies conducted in recent years. These two types of motivation can be referred to using different words or phrases, but are most commonly identified as intrinsic and extrinsic motivation. Intrinsic motivation is defined as the doing of an activity for its inherent satisfactions rather than for some separable consequence. When intrinsically motivated a person is moved to act for the fun or challenge entailed rather than because of external prods, pressures, or rewards. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior, where it was discovered that many organisms engage in exploratory, playful, and curiosity-driven behaviors even in the absence of reinforcement or reward. These spontaneous behaviors, although clearly bestowing adaptive benefits on the organism, appear not to be done for any such instrumental reason, but rather for the positive experiences associated with exercising and extending ones capacities. Extrinsic motivation is a construct that pertains whenever an
competition. Technique efficacy pertains to the coaches’ beliefs regarding their instructional and diagnostic skills, while character building efficacy concerns the coaches’ beliefs in their ability to influence their athletes’ personal development and positive attitude toward sport (Feltz et al., 1999). Certain desirable outcomes for both coaches and athletes should result from high levels of coaching efficacy. Examples of these outcomes are commitment to coaching and the use of effective motivational techniques for coaches, and satisfaction, performance, confidence, and motivation for athletes. In empirical work, overall coaching efficacy has been associated with intercollegiate coaches’ commitment to coaching , while motivation and technique efficacy have been linked to coaches’ reports of engaging in training and instruction and giving positive feedback to their players (Sullivan & Kent, 2003). Coaching efficacy has also been linked to team efficacy, satisfaction with the coach, and team performance in athletes. The positive athlete-related outcomes associated with coaching efficacy indicate that highly efficacious coaches may also be more effective. Several variables have been proposed to influence coaching efficacy including coaching experience, prior team success, perceived skill of one’s athletes, and perceived social support from school, community, and athletes’ parents. In empirical research, perceived community and parental support were positively linked to coaching efficacy in male high-school basketball coaches. In intercollegiate coaches, coaching experience significantly predicted character building, motivation, and game strategy efficacy. In addition, career-winning percentage predicted game strategy efficacy, and perceived team ability and social support from athletes’ parents predicted motivation and character
building efficacy. Thus, empirical evidence exists for several sources posited in the coaching-efficacy model. (Marback et al., 2005) The coaching context reflects unique settings to improve athlete performance through consistent application of coaching knowledge. The three main levels of competition categorized are (a) beginners, recreational or novice, (b) development, intermediate; and (c) elite. In the recreational sport coaching context, participation and basic skill development is emphasized over competition, participation is open to all athletes, and there is a low level of commitment and intensity. The developmental sport- coaching context typically restricts participation based on skill tryouts, includes a formal competitive structure that often requires travel to other regions, and requires increasing commitment from athletes and coaches. The highest levels of sport competition comprise the elite sport coaching context (Trudel & Gilbert, 2006). Conceptually, not to be confused with the context of developmental coaching, sport coaching is based on the competitive level of the athletes: participation and performance. Participation coaching is distinctive because competition performance is not emphasized, and participants are less intensively engaged with the sport, goals are short term, activities are fun and outcomes are health-related. Performance coaching is a more intensive commitment to a program preparing for competition and requires influencing variable to produce peak performance (Lyle, 2002). The development of coaching effectiveness is difficult to transfer characteristics of one coaching environment to others. Determinant of coaching success include coaches’ behavior, dispositions, education and experience. Participation coaching involves flexible membership, transient participation, and a focus on positive affective
long-term (Lyle, 2002). Côté and Gilbert (2009) stated that “coaching success as measured by team or athlete success is highly dependent on a multitude of unstable variables (athlete skill level, injury rates, competition schedules, officiating, etc.)”. Elite coaches are often held completely responsible for competition results; however, sometimes the coach cannot control some external factors (e.g., inexperienced players, injury/illness) that can adversely impact on competition performance. The evaluation is result-driven and clearly focuses on the expected return (medals) on the amount of investment. The evaluation of that investment is understandable in light of the context of high performance sport and its accountability to publicly funded organizations (Mallett and Côté, 2006). In the sport coaching context, expertise is developed by learning from past coaching experiences and mentoring from expert coaches. While no universally agreed measures that test expertise, variables such as performance record, world rankings, experience and some behaviors are evidence of expertise in the sports coaching context. Some of the antecedents of expertise in the sports coach context include valuing education and expert coaches are highly educated extended the sources of developing expertise of coaches to include making coaching automatic by being more perceptive, recognizing problems quicker and resolve them immediately, identifying the important, gaining more knowledge, regular self-evaluation, and improving short-term and long- term memory (De Marco & McCullick, 1997; Sari & Soyer, 2010). According to Sari and Soyer (2010), the following activities are key to developing expertise in the sports coaching context: Mentoring, Self-evaluation, Deliver clear and proper instruction; Focus pre-event talk – to priority strategies; Set desired goals;
Conduct thorough post event analysis before drawing concrete conclusions; Observe masterfully and analyse with completeness; Believe in your athletes’ ability to achieve; Consider the diversity of your athletes in your training program design; Set enjoyable and learner friendly training sessions; Continue to develop your own coaching style; Understand your athletes feelings; Ask for feedback; Make plans and control them; Develop your athletes leadership skills; Seeking your own coaching learning opportunities – seminars and resources that cover the latest research and best-practices; See similarities and links in opportunities and make decisions quickly and effectively; and Experience is important for developing expertise. Coaches’ Concerns on Sports Coaching Developmental Profile of an Elite Coach. Elite athlete experience is not a pre- requisite for becoming a coach. Much learning comes from on-the-job and informal mentors and reflective practice also contributes to the acquisition of coaching knowledge (Erickson, Côté, et al., 2007). Walsh (2004) explored, in a qualitative study on expert coaching knowledge acquisition, the relationship between coaches who could articulate their coaching function and their ability to apply this knowledge. Coach development is driven by developing four main coaching qualities; decision making, problem-resolving ability, organizing knowledge, self-evaluation and reflection capacity. Beginning coaches rely primarily on their playing experience to determine how and what is coached as these coaches are likely still playing and often are also early in life experience. Coaching experience, mentor coaches and reflection mark
