The role of coach education in coaching philosophy development and implementation: A dual case study
Authors: Kim Ferner1, Lindsay Ross-Stewart2, and Drew Dueck2
1Department of Educational Psychology, University of North Texas
2Department of Applied Health, Southern Illinois University Edwardsville
Corresponding Author:
Kim Ferner, MS
1155 Union Circle #310769
Denton, TX 76203-5017
Kimberly.Ferner@unt.edu
843-331-2876
Kim Ferner, MS is currently faculty and a Psychosocial Aspects of Sport doctoral student at the University of North Texas in Denton, TX. Her research area includes coach education, coaching philosophy, and coach expectations of sport psychology services.
Lindsay Ross-Stewart, PhD, CMPC® is an Associate Professor in the Department of Applied Health at Southern Illinois University Edwardsville in Edwardsville, IL. Her research area includes a focus on sources of efficacy for athletes, including the impact of coaches on athlete development.
Drew Dueck, MS is a recent graduate from the Exercise and Sport Psychology graduate program at Southern Illinois University Edwardsville. He is a track and field coach who is interested in coaching philosophy development, leadership, confidence, and motivation.
The role of coach education in coaching philosophy development and implementation: A dual case study
ABSTRACT
Developing a coaching philosophy (CP) is important due to the influence coaches have in creating positive sport environments for their athletes. Despite the numerous benefits identified in literature for developing a CP, limited research exists on whether coaches implement their philosophies, which has created a gap in the coaching literature. Therefore, the purpose of this study was to explore coaches’ perceptions of their coach education (CE) experiences and the influence this has had on their CP development and implementation. A secondary purpose was to understand athletes’ perceptions of their head coach’s CP through their experiences with their coach. A case study methodology, which is useful when exploring experiences and perceptions, was employed for this study. Two NCAA head coaches—one female and one male, along with two athletes from each coach’s team, were recruited for this study. The researcher conducted a semi-structured interview with each participant and examined the data with thematic analysis. The current study identified four themes: Comprehension of CP, Influences on CP, Communication of CP, and Coaching Goals. A discrepancy between CP theory and practice was observed via the disconnect in athlete and coach responses. Coaches’ reported experiences with CE were also found to impact their CP development and implementation. These findings indicate having a well-developed CP and positive CE experiences may lead to athletes having a better understanding of their coach, which may lead to a more positive sport experience. This study may be of use to coaches and coach educators interested in CPs and highlights the need for future research with larger, more inclusive samples.
Key Words: coach development, coach perceptions, athlete perceptions
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