Community Junior Sport Coaching final report - 2009

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Table 4-15 The main issues facing coaching today as reported by coaches Issues Facing Coaching Today as Reported by Coaches % of Similar Responses Parents 25 Emphasis on winning 14.5 Discipline issues / trying to manage kids 14.5 Lack of support (in general) 10.5 Player concentration levels 6 Lack of coaches 4 Poor quality of referees 4 Team selection issues 4 Hard for parent coaches to plan sessions (time) 4 Lack of coach knowledge 4 Lack of resources 2 Discipline of other coaches during games 2 No semi finals 2 Coach has a lot of responsibility 2 Other strategies could include developing coaching communities (club coaches or networks of coaches within similar age groups meet and share ideas), mentoring or e-mentoring programs that may support and assist coaches in maintaining interest and enjoyment in junior sport coaching (O’Connor and Bennie, 2006). Junior Community Coaching Report December 2009 58
Comparisons Between Coaches This section of the report looks at comparisons and relationships between characteristics of the coach and the effects that these characteristics may have on certain aspects of a training session. The specific characteristics that this section investigates are the level of qualifications of the coach and the number of years of experience in coaching rugby league or rugby union that the coach has. The first comparison to be made, shown in Table 4-16, is between the level of qualifications that a coach holds and 24 selected aspects of the training session. The table displays the aspect of the training session to be compared, the means scores from the coaches with introductory qualifications and higher qualifications (Level 2 and above, and coaches with a BEd in Physical Education) and the difference between the mean scores. The table also displays the “t” value. The first observation to make from the table is that coaches with lower qualifications conduct training sessions that are significantly longer than highly qualified coaches. This difference equates to 54.5 minute sessions conducted by highly qualified coaches compared to 62.7 minute sessions conducted by coaches with introductory level qualifications. The table also reveals the coaches with higher qualifications have been coaching for a significantly longer period of time than coaches with lower qualifications. This is a promising sign as it suggests that coaches are attended coaching courses throughout their coaching career. Another interesting finding shown in Table 4-16 is that highly qualified coaches gave more technical explanations than coaches with introductory level qualifications. A possible reason behind this could be the knowledge not only gained from coaching experience, but also from the additional coaching courses that more experienced coaches have attended. A final point to raise from the comparison of highly qualified coaches with introductory level coaches is that, in this research project, the level of coaching qualification had no significant difference on the outcome of the 21 of the 24 aspects tested. This interesting fact suggests that coaching courses and subsequent qualifications may not be having the desired effect of changing coach behaviour that sporting organisations are hoping for. However, in order to fully understand this concept more research is needed in this area. Junior Community Coaching Report December 2009 59
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 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: Table 4-14 What the coaches enjoy l
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
Page 77 and 78: Trudel, P., Cote, J. and Bernard, D
Page 79 and 80: MODIFIED ATHLETE ENJOYMENT SCALE Na
Page 81 and 82: Junior Community Coaching - Coach I
Page 83 and 84: Coach Rating Scale Date Code RL RU
Page 85 and 86: Rugby League This section of the re
Page 87 and 88: 4. Determine if coaches have an acc
Page 89 and 90: The table below outlines additional
Page 91 and 92: Appendix 5 Specific Rugby Union Inf
Page 93 and 94: 2. Determine how active players are
Page 95 and 96: Rugby Union Results from the Modifi
Page 97 and 98: % of training session Negative mode
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Community Junior Sport Coaching final report - 2009

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