Community Junior Sport Coaching final report - 2009

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when) rather than to the sheer quantity of instruction provided to athletes. In all probability coaching expertise is not a function of increasing or decreasing certain behaviours. Rather it is having the ability to make the correct decisions within the constraints of the training environment. Consequently coaching can be classified as a cognitive skill that can be taught. Liukkonen, Laakso & Telama (1996) assessed the coaching behaviours of 128 youth sport coaches in Finland. Using systematic observation and a rating scale for coaching sessions they found that twothirds of the session comprised of instructions, modelling and assisting performance, and observation. Interestingly there was little feedback given (positive or negative), activities were mainly to the whole group with instructions given in an authoritarian manner, and little interaction among players. Previous studies have indicated that questioning and demonstrations are often infrequently used by coaches (Bloom, Crumpton and Anderson, 1999; Claxton, 1988; Mesquita, Sobrinho, Rasado, Pereira and Milisted, (2008); Potrac et al., 2007). However both strategies have been recommended as teaching approaches that will assist athlete learning. In his review of 56 studies that used systematic observation of coaching behaviours, Kahan (1999) found that coaches engage in a cycle of spontaneous and reactive behaviour that can be described as “initial instruction which may include demonstration by the coach, silent observation of player performance, concurrent or terminal-feedback possibly coupled with hustle - or encouragement statements, further observation of player performance, and repletion of the cycle until the task is changed” (p. 41). The majority of these studies used either the Arizona State University Observation Instrument or the Coaching Behaviour Assessment Scheme to code coaching behaviours, with each coach being observed for an average of 5.5 hours (2-4 training sessions). 2. Management Another major behaviour category assessed during systematic observation studies has been management. Table 2-3 summarises the amount of time coaches spend managing or organising players during practice sessions. Table 2-3 Percentage of Practice session spent in management Level of sport sport % training spent on ‘management’ Reference High School Basketball 15.3 Lacy & Goldston (1994) High School Volleyball 14.8 Stewart & Bengier (2001) High School Baseball 14.6 Rupert & Buchner (1989) Professional Soccer 6.2 Potrac et al (2007) College Volleyball 6.4 Lacy & Martin (1994) Elite Soccer 5.2 Vangucci et al (1997) Junior Community Coaching Report December 2009 20
Coach enjoyment and retention Despite the important role of coaches in youth sport, participation rates have been decreasing throughout the world (Coleman, 2002; Yamaguchi & Takahashi, 2000). It is therefore important to understand the motivations which underpin coaches' involvement in a given sport in order to ensure that sporting organisations can attract and ensure the success of volunteers within their given roles (Coleman, 2002). This research will also attempt to find out what coaches derive enjoyment from and what causes dissatisfaction so organisations are able to assist with the development and retention of these coaches. It has previously been reported that coach motivations were derived from personal characteristics and experiences within the sport, interest in working with young people, and wanting to remain involved in sport in some capacity (Sage, 1989; Schinke et al., 1995; Salmela, 1995). Similarly, Walsh (2004) noted that participation in sport as an athlete and desire to maintain involvement in the sport were the primary reasons for beginning coaching in Australia. Additionally, family involvement in the sport; wanting to offer something back to the sport and an academic background relating to sport had a strong influence on a coach’s decision to begin coaching (Walsh, 2004). Reasons that contribute to coaches deciding to continue to be a volunteer coach include: helping others to improve (39%), enjoyment (29%), making a contribution to sport (19%) and achievement/success (8%). Current evidence highlights the immense pressure to sustain coach involvement in youth sport programs over an extended period of time. When you consider the work, family and coaching commitments that must be balanced, it is perhaps possible that the youth sport coach may experience burnout from the following stressors: increased work demands, excessive workloads, conflicting roles, high expectations, and striving to satisfy everyone's needs. Summary In summary, there is very little empirical evidence on what constitutes an effective junior sport training session. Systematic observation instruments are a valid and reliable way to assess coaching behaviours. The first step in developing guidelines for effective youth coaching is identifying what coaches currently do. However to gain a greater understanding of player skill development it has been suggested that player activity (on-task behaviour, skill attempts etc) as well as coach behaviour be observed and analysed (Lacy and Martin, 1994). As the majority of studies designed to examine coaching behaviour and player outcomes have involved male coaches and male athletes from the US and UK, caution must be taken in generalizing those results to Australian junior coaches. Junior Community Coaching Report December 2009 21
Page 1 and 2: Community Junior Sport Coaching Fin
Page 3 and 4: Players in Action .................
Page 5 and 6: List of Tables Table 2-1 Suggested
Page 7 and 8: Executive Summary Community junior
Page 9 and 10: Player participation: Junior RL and
Page 11 and 12: Provide junior coaches with coping
Page 13 and 14: coaches believe they must run as a
Page 15 and 16: viewed and coded at a later date us
Page 17 and 18: Table 2-1 Suggested percentage of t
Page 19: It has been reported that US youth
Page 23 and 24: 2. Activity Enjoyment Scale (S-PACE
Page 25 and 26: Table 3-1 A description of the beha
Page 27 and 28: analysis involved transcribing the
Page 29 and 30: Chapter 4 Results and Discussion Th
Page 31 and 32: 70 60 % of Years Coaches have Coach
Page 33 and 34: University of Sydney were trained i
Page 35 and 36: Table 4-6 Context of the training s
Page 37 and 38: Coaches’ in Action The behaviours
Page 39 and 40: % of Total Training Session Negativ
Page 41 and 42: information followed by opportuniti
Page 43 and 44: negative modelling - positive model
Page 45 and 46: for the coach being off task - were
Page 47 and 48: Table 4-9 Percentage distribution o
Page 49 and 50: Coaches’ Reflections on the Train
Page 51 and 52: Table 4-11 Personal reflective sugg
Page 53 and 54: Coaches perceptions of the training
Page 55 and 56: It is interesting to note that 3.5%
Page 57 and 58: Table 4-14 What the coaches enjoy l
Page 59 and 60: Comparisons Between Coaches This se
Page 61 and 62: table, certain aspects of a trainin
Page 63 and 64: Table 4-18 A comparison between the
Page 65 and 66: Involved in vigorous activity for 6
Page 67 and 68: 1. Management and organisational sk
Page 69 and 70: o o Planning and conducting trainin
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Activities that were planned were a
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References Australian Bureau of Sta
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LeCompte, M. D., & Goetz, J. P. (19
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Trudel, P., Cote, J. and Bernard, D
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MODIFIED ATHLETE ENJOYMENT SCALE Na
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Junior Community Coaching - Coach I
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Coach Rating Scale Date Code RL RU
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Rugby League This section of the re
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4. Determine if coaches have an acc
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The table below outlines additional
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Appendix 5 Specific Rugby Union Inf
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2. Determine how active players are
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Rugby Union Results from the Modifi
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% of training session Negative mode
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Community Junior Sport Coaching final report - 2009

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