Community Junior Sport Coaching final report - 2009

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Overview of Data Collection Techniques The vast nature of the research made data collection in this study a complex issue. To ensure the robustness of the research, rigorous uniform data collection techniques were needed. These techniques included the training and employment of 16 research assistants. The training included, depending on the area of employment, either training in uniform data collection procedures and the implementation of specific testing instruments, and/or training in data entry and analysis. Prior to the training observation the coach and or manager was contacted to confirm training times and locations and to make the coach aware that a two person research team was going to observe and record the session. On the day of the observation, the research team was trained too: Arrive at the venue 15mins prior to each session. Introduce themselves to the coach and conduct the pre-session semi structured interview. Set up the video camera, wireless microphone and video the training session. The camera focused on the coach at all times during the training session. Observe the session using SOFIT. At the conclusion of the training session conduct the modified Athlete Enjoyment Survey and the post-session semi structured interview with the coach. Complete the Coach Rating Scale Method of Analysis The data collected during this research project was analysed in three different ways depending on the nature of the data gathered. The methods of analysis for the video coding, quantitative and qualitative data collected are described below. Video Coding The DV-tapes of each training session were captured on computer and uploaded into a web based computer system called EVA (Educational Video Annotation). Each time a specified behaviour was observed the trained research assistant coded it by having selected ‘cue segment start’ at the beginning of the behaviour and ‘cue segment finish’ when the behaviour changed to something else. They then selected which behaviour had just been observed. This process was repeated for the entire training session. Research assistants were able to rewind and replay the video if required. The coding of the training session allowed each behaviour to be quantified. The frequency and duration of each behaviour ‘episode’ was recorded in the system and then exported for further quantitative analysis. Quantitative Data The quantitative data was coded to enable computerised entry. The data was then entered into a spreadsheet file and subsequently transferred for storage and analysis in Statistical Package for the Social Sciences (SPSS). A series of one way Analysis of Variances (ANOVA’s) and Chi-Square tests and correlations were performed on the data to determine if there were any significant differences between, or relationships with specific data fields. Qualitative Data The process of analysing the data collected from the pre and post session interviews followed the techniques of analysis recommended by Miles and Huberman (1994), and McCracken (1988). The Junior Community Coaching Report December 2009 26
analysis involved transcribing the data before coding individual comments into categories determined by the themes revealed during the analysis. Ensuring Validity and Reliability Ensuring for validity and reliability is a fundamental requirement of any research (Campbell & Stanley, 1966). However, a number of researchers have commented on the difficulty of ensuring the validity and reliability of the instruments used in this type of research (Eisner, 1997; Wallen & Fraenkel, 2001). Nevertheless, it was important to ensure that some confidence could be placed in the findings of the current research by attending to the validity and reliability of the research procedures. A number of techniques and measures have been discussed throughout this chapter to ensure that the validity and reliability of the methodology used, inferences made, and conclusions drawn from this research study are not only appropriate, but also consistent over time. A summary of these procedures can be seen below in Table 3-2. Table 3-2 Procedures to Ensure Validity in the Project Procedure Use of structural corroboration, by the use of multiple sources of data (Eisner, 1997; Guba, 1981; LeCompte & Goetz, 1984; Miles & Huberman, 1994; Tashakkori & Teddlie, 1998; Wallen & Fraenkel, 2001). Collection of referential materials, e.g., documents, audio recordings and other ‘slice-oflife’ data items against which findings can be tested (Eisner, 1997; Guba, 1981; Wallen & Fraenkel, 2001). Consensual validation, or agreement among other researchers that the description and interpretation of the research are right (Eisner, 1997; Guba, 1981; LeCompte & Goetz, 1984). Checking for researcher effects (LeCompte & Goetz, 1984; Miles & Huberman, 1994; Wallen & Fraenkel, 2001). Obtaining confirmatory feedback from the informants themselves (Guba, 1981; Miles & Huberman, 1994). Implementation Triangulation of data sources, (video observations, SOFIT observations, Coach Rating Scale, pre and post session semi structured interviews). Interviews, audio recordings and resource sheets. Review of research procedures at committee meetings prior to the research being conduct, research instruments being used in similar environments. Low profile adopted by researchers; data collection was as unobtrusive as possible. Particularly in the pre and post session semi structured interviews where coaches were asked to identify the physical activity levels of their players Combining the validity and reliability procedures shown in Table 3-2 has increased the reliability and validity of the research, adding to the robustness of the research. Junior Community Coaching Report December 2009 27
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 and 20: It has been reported that US youth
Page 21 and 22: Coach enjoyment and retention Despi
Page 23 and 24: 2. Activity Enjoyment Scale (S-PACE
Page 25: Table 3-1 A description of the beha
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
Page 71 and 72: Activities that were planned were a
Page 73 and 74: References Australian Bureau of Sta
Page 75 and 76: 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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