MASTER EXECUTIF EN MANAGEMENT DES ORGANISATIONS SPORTIVES

EXECUTIVE MASTERS IN SPORTS ORGANISATION MANAGEMENT

MEMOS XVIII

2014-2015

Analysis of Olympic coach education programs

Angelo Altieri

Project Tutor

Prof. Denis Musso

Index

Abstract …………………………………………………………………………………………………………………………... 3

Introduction to research topic …………………………………………………………………………………………… 4

Literature review ……………………………………………………………………………………………………………… 6

Chapter 1

1.1 - Coaches’ vocational education and training (SNaQ) in Italy ……………..………………….…………. 9

1.2 - The vocational education and training system (VET) in Italy ………………………….….………… 11

1.3 - Full map of national stakeholders ………….………………………………………….…...…..……………….. 13

Chapter 2

2.1 - Survey methodology …………………….…………………………….…………………………………………… 18

2.2 - Data collections methods ………………………….…….……………………………………………………….. 19

Chapter 3

3.1 - Analysis of Coaches’ education programs ………….…...…...……….…………………………………… 20

3.2 - Discussion of the results ………….………..……………………………………………………………………... 25

3.3 - Conclusions …………..…………….…………………………………………………………………………………... 26

Acknowledgements ………………………………………………………………………………………………………… 28

Bibliography ………………………………….………………………………………….……………………………………. 29

Annexs …………………………………………………………………………………………………………………………… 31

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Abstract

The study aims to analyze the sport coach education system in the Italian national Olympic sector, in order to verify the coherence between the education NSFs’pathways and the International Sport Coaching Framework developed by ICCE and adopted by ASOIF. The analysis begins with an overview of the national sport context describing the reforms and changes made over the past decade in sport education sector. The key point to understand the characteristics of sport coach education is the analysis of national and international sport contexts. The Coaching Framework provides guidelines related to the demands of the sector and not strict standards. Data were collected and measured with a quantitative approach (cluster analysis) and the results shared and evaluated with qualitative techniques (focus groups). The research shows that the Olympic NSFs have significant differences themself and national guidelines are not always sufficient to ensure the flexibility of sport policies in terms of education. The results of the study show that the national Coaching Framework implementation process is ongoing but still slow, among the positive results is clear the engagement of NSFs in creating common pathways. The analysis identifies five clusters NSFs, which, while sharing common guidelines, have different needs related to numbers of coaches, partecipation to the Games and labour market. The findings are compared with the results of the Spliss 2.0 approach and of the National Olympic Committee view for the next four years after the Rio 2016 Games.

Résumé

L'étude vise à analyser le système de formation des entraîneurs du sport dans le secteur national olympique italien, afin de vérifier la cohérence entre les parcours d'éducation et de formation des fédérations sportives nationales et le Cadre international de formation des entraîneurs (CIFE) développé par l’ ICCE et adopté par l'ASOIF. L'analyse commence par un aperçu du contexte national du sport décrivant les réformes et les changements qui ont été faits au cours de la dernière décennie dans l'éducation et la formation dans le secteur du sport. Le point clé pour comprendre les caractéristiques de la formation des entraîneurs est l'analyse des contextes sportifs nationaux et internationaux. Le Cadre international de formation des entraîneurs (CIFE) fournit des lignes directrices relatives aux exigences du secteur mais pas de normes strictes. Les données ont été recueillies et mesurées avec une approche quantitative (analyse de cluster) et les résultats partagés et évalués avec des techniques qualitatives (groupes de discussion). La recherche montre que les FNS olympiques ont des différences significatives et les directives nationales ne sont pas toujours suffisantes pour assurer l’adaptabilité des politiques du sport dans le domaine de l’éducation et de la formation. Les résultats de l'étude montrent que le processus de mise en œuvre du Cadre (CIFE) se met lentement en place au niveau national. Parmi les résultats positifs il est à noter l'engagement clair des FNS dans la création de parcours communs de formation. L'analyse identifie cinq groupes de FNS, qui, tout en partageant des orientations communes ont des besoins différents liés au nombre d'entraîneurs, à la participation aux Jeux olympiques et au marché du travail. Les résultats sont comparés avec les résultats de l'approche Spliss 2.0 et de la vision du Comité national olympique italien (CONI) pour l’ olympiade après les Jeux de Rio 2016 .

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Introduction

The Italian NOC (CONI) is in the top ten counties ranking for number of Olympic medals. One of the key factors to keep the trend going is the education of coaches and, as consequence, Olympic coaches. In Italy, during last ten years, several educational and training providers showed a strong interest to match education with the sport employment of elite and professional coaches. The OSOs’ (Olympic sport organizations) network is unique at national level, an external analysis is useful to evaluate the environment around OSOs in order to improve collaboration between providers (Federations, NOC and Universities), keeping the costs low and output high. CONI is in charge to develop a VET (vocational education and training) system for coaches and collaborate in this field with organizations in and out of the Olympic Movement.

This study aims to measure the level of compatibility between NOC guidelines and NSFs comparing federations’ activities and the goals of their coaches education programs. It may be a key factor to develop a data-based strategic plan. Through MEMOS program other NOCs may be inspired to adopt a systematic description of NSFs as preliminary study to develop their “strategic” coach programs.

The research aims to compare CONI guidelines with federations plans and answering to the question: is it possible develop a National Qualification Framework for Olympic NSFs?

The Italian NOC (CONI) is a public body (95% public funds) and the executive board is elected in a democratic process every 4 years. Coni Servizi SpA (a stock company) is in charge of the management. The systems of governance (CONI) and management (Coni Servizi SpA) are clearly defined (tab. 1) and processes for ensuring proper accountability are well know within the organization. CONI receives public money every years and it’s not easy built credibility outside of the national Olympic movement without a strong integrity of the organization. Governance is responsible to the vision of an organization, translation of the vision into policy, management is all about making decisions for implementing the policies. Governance sets the right policy in a democratic process and develop procedures of accountability for ensuring that things are done in a transparent way, within the law, and for the optimal benefit of all stakeholders. Otherwise management is all about doing things in the proper way and refers to the techniques executives use to help the company operate and succeed. The governing body (executive board) has only the role to oversee the functioning of the management, and it has no role in management. Management refers to the actions taken by a company to lead the business in a positive direction. Examples of management include setting budgets, giving staff members directions and making strategic plans about marketing or product development.

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tab. 1: map of the Italian sport system and focus on vet providers (yellow)– Beccarini, C., Altieri, A., Digennaro, S. 2010

CONI has 4 main forms of accountability:

Hierarchical accountability: the main form of internal reporting and tool by which superiors supervise and evaluate the performance of subordinates. This accountability refers to relationships within the organization and employees. The evaluation is not a system to remove employees with bad performance: reports can give data to switch his tasks or adjusting his payment. Within CONI the hierarchical accountability is a central tool to organize human resources (HR). Both organizations have established internal but enough independent evaluation units. The General Director is in charge of this process and each department have an annual evaluation at central level. The 8 directors are responsible for their departments.Fiscal accountability is one of the two official reporting between CONI and Government through the Ministry of Treasure. Once per year Coni Servizi SpA informs the Ministry about how public money will be used. All CONI departments and NFSs develop an own budget and the Fiscal and Financial Control department collects all reports.

Legal accountability is the second official reporting through the Ministry of Presidency. Once per year CONI informs the Ministry about projects and actions to develop sport at national level. Olympic program is not related to this form of accountability. Every for years the Legal department collect all data of the candidates for Coni Servizi Spa executive board, CONI and Ministry assignment the new members.

Peer accountability CONI is in charge to develop a VET (vocational education and training) system for coaches and collaborate in this field with organizations in and out of the Olympic Movement.

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National VET guidelines were published in 2001 and 2009 (SNaQ1), they offer a no mandatory common framework for NSFs (see Annex 1).

Literature review

Edwards2 (2010) suggests that in reviewing of the literature is important to keep in mind the following:

- learn the history of the problem and its disciplinary base, theoretical conception, the changing ways it has been addressed over time;

- identify the broad context from the specific problem;

- become familiar with theoretical backgrounds, develop a conceptual framework, strengths and weaknesses of previous studies;

- become aware of which research methods are most promising in studying this problem;

- identify key terms.

Bruhn, J. G. (2000). Interdisciplinary research: a philosophy, art form, artifact or antidote?. Integrative Psychological and Behavioral Science, 35(1), 58-66

According to Bruhn problems do not fall neatly within disciplinary lines and disciplinary tools limit the parameters in which problems can be studied and solved. As a result the same problem may be studied simultaneously, but separately, by several researchers from different disciplines resulting in differing if not contradictory conclusions, and gaps usually appear were not addressed because they were another discipline. This study offers an overview of the interdisciplinary methodology which we are going to use to collect data for our survey.

Cedefop3 (2008). Terminology of European education and training policy. Luxembourg: Office for Official Publications of the European Communities

This glossary (2008) is an updated and extended version of the ‘Terminology of vocational training policy’, (Cedefop 2004). It takes into consideration an important policy development on setting up an European qualifications framework for lifelong learning (EQF), a reference tool used in our study for the comparison of qualification levels in NSF’s systems.

Cedefop (2010). Skills supply and demand in Europe. Medium-term forecast up to 2020. Luxembourg: Publications Office of the European Union

1 http://www.scuoladellosport.coni.it/scuoladellosport/formazione-sds/snaq.html

2 Edwards, A., & Skinner, J. (2010). Qualitative research in sport management. Routledge

3 European Centre for the Development of Vocational Training (Cedefop) is an µ agency § of the µ European Union§. It supports EU Member States and the social partners to develop European VET policies

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The forecast (2010) suggests that aggregate demand and supply trends across countries are converging in the medium to longer term. Changing skill needs, job polarisation and skill mismatch interact in complex ways. The forecasts in this report shed some light on these phenomena. Actually sport system is a relevant part of the labour market but had not yet deeply analysed.

Cedefop (2014). The Validation Challenge: how close is Europe to recognising all learning. Luxembourg: Publications Office of the European Union

The guidelines (2014) for validating non-formal and informal learning reflect principles laid out in the recommendation, and based on insights of the inventory. The document is intended to help policymakers devise validation arrangements that best serve their citizens and labour market. In Italy the development of validation is very recent.

De Bosscher, V., Bingham, J., Shibli, S., van Bottenburg, M., & De Knop, P. (2008). A global sporting arms race: An international comparative study on sports policy factors leading to international sporting success. Aachen, Germany: Meyer & Meyer

At the end of 2002 a consortium of research groups from three nations (Belgium, the Netherlands and United Kingdom) initiated an international comparative study on elite sports policies. These researchers expressed common needs, all from their own perspective, to fill the gap in scientific research on the relationship between elite sport policies and international sporting success and to benchmark their nation against competitors. Their common purpose was reflected in the name “SPLISS”, which stands for Sports Policy factors Leading to International Sporting Success. A joint research project was established, of which the first stage was an overall comparison of elite sport policies in six nations: Belgium, Canada, Italy, Netherlands, Norway and the United Kingdom. The study resulted in a Ph.D (2007) and in this book (2008); During the first semester of 2015 the consortium is going to share and comment the results of SPLISS 2.0 study, we will compare part of those outputs with our results.

Favre, A. (2011). LLL SPORT. Actions towards the Lifelong Learning Strategy for the Sport and Active Leisure sector. LLL SPORT EUROPEAN REPORT Lyon: European Observatoire of Sport and Employment (EOSE)

The LLL Sport project had the main goal to raise awareness of the innovative LLL Sport Strategy and commitment to it through positive engagement and partnership with stakeholders from the fields of sport and education at the national (and sub-national) level. The LLL Sport Strategy was developed specifically to support the sector with Vocational Education and Training (VET) related issues and is fully in line with European policy developments in both sport, such as the White Paper on Sport, and European VET initiatives such as the European Qualification Framework (EQF). The LLL Sport Strategy is based around defining the sector and its occupations, a work based competence framework, learning outcomes framework and quality assurance process.

Hogan, K & Norton, K (2000), ‘The ‘price’ of Olympic gold’, Journal of Science and Medicine in Sport, vol. 3, pp. 203-218

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International competition in elite sport has increased in such way that more nations invest strategically in the development and planning of elite sporting success. In the beginning of the 21st century Hogan and Norton (2000) found a linear relationship between public money spent and total medals won by Australia since the 1980s; however, despite his considerable athletic success no clear evidence was found to suggest that a “trickle down” effect took place throughout Australian population.

Lucassen, J., & Kalmthout, J. v. (2010). Assessment and feedback as tools for competence based coach education in the Netherlands. Quality assessment tools for Coaches. Paper presented at the International Council for Coach Education Conference 2010, Papendal, Arnhem

Core competences of organizations are held to be crucial for the competitive advantage of organizations. Therefore the ability of organizations to identify, manage and improve their core qualities is important and is connected to their learning ability. Management of competences creates a fundamental link between the development of human competences and those of the organization and mediates personal and organizational learning. Management of competences comprises all activities that bring the qualities of employees in line with the actual and future tasks of the organization (recruitment, placement, education, career advice). The article aim to clarify two ways of competence management: a traditional cognitivist approach will be contrasted with a new social-constructivist approach.

Scheerder, J., Vandermeerschen, H., Van Tuyckom, C., Hoekman, R., Breedveld, K., & Vos, S. (2011). Understanding the game: sport participation in Europe: Facts, reflections and recommendations

Enhancing sport participation is one of the most prominent targets of sport policy all over Europe. On average, sport participation rates in Europe are rather high, as compared to other continents. Nevertheless, there are considerable differences between the EU member states. Though cultural, social, historical and economic factors can probably account for the main part of the variance in sport participation, sport policy structures are likely to exert some influence as well. In Europe, sport policy is mainly decided on a national or even sub nationl level.‐

de Bosscher, V., van Bottenburg, M., Shibli, S., & Westerbeek, H. (2013). DOES MORE MONEY IN EQUAL MORE MEDALS OUT? AN INTERNATIONAL COMPARISON IN 15 COUNTRIES, RESULTS OF THE SPLISS 2.0

The Sports Policy factors Leading to International Sporting Success (SPLISS) have been comparedin 15 countries (or 16 regions), including Australia, Brazil, Japan, Canada, Denmark, Estonia, France, Finland, the Netherlands, Northern Ireland (UK), Portugal, South Korea, Spain, Estonia and Flanders and Wallonia (Belgium). A total of 43 researchers and 33 policy organisations collaborated in the project. This extensive research project is a collaboration of 43 researchers and 33 policy partners worldwide, and involves over 3000 high performance athletes, 1300 coaches and more than 240 Performance directors.

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International Council for Coaching Excellence (ICCE), Association of Summer Olympic International Federations (ASOIF), Leeds Beckett University (LBU) (2013). International Sport Coaching Framework Version 1.2

Leading authorities worldwide have created an adaptable reference that facilitates the development and certification of coaches. The International Sport Coaching Framework provides sport federations, coaching organisations, and educational institutions with a set of principles, supportive research, and a common language for designing, benchmarking, and refining coach education and development programmes. In this book is clear the complexity of coaching, the role of coaches and society expectation placed on them, in and out of Olympic Movement. A systematic global effort to ensure coaches' preparation for their posts is just taking shape and in our research we will follow actively this project. The ICCE framework 1.2 has been translated in Italian and the dissemination is on going through the NOC magazine4.

Chapter 1

1.1 Coaches’ Education and Vocational Training (SNaQ) in Italy

Italian sport system, in accordance with recent national policy of decentralization, undergone a process of renovation. The administration and control of sport is under the responsibility of the National Olympic Committee (CONI). Regions have competencies for the sport for all; the other local authorities (municipalities and provinces) are responsible for the construction, planning, design and often the management of sporting facilities. CONI is a public non-governmental body playing the role of a Confederation of Sport Federations. The central government plays a limited role in the Italian sport system; A National Ministry of Sport and Youth was only established from May 2006 to February 2008. CONI managers and the Executive Board are elected by the Sport Federations, the Italian members of IOC, and the representatives of coaches, athletes and the local branches of the sport movement. There are local branches of the National Olympic Committee either at regional (21 regional CONI committees) The Sport movement is represented by 45 National Sport Federations (NSFs)5, with many sub-disciplines, and another 19 non-Olympic federations called Associated Disciplines (DSA) with a lower status and limited funding. The National Sport Federations are private bodies with public relevance. The Italian Olympic Committee also recognizes another 19 national bodies expressly responsible of the promotion of sport and sport for all (EPS). Through to EQF Sport program, leaded by l’European Observatoire of Sport and Employment (EOSE), School of Sport developed in 2010 a National Qualification Framework in sport sector (SNaQ, tab. 2).

SNaQ is focused on NSFs’ choaches. According to the SNaQ policy School of Sport adopts the seven steps model to plan, program and collect feedbacks on its VET activities. During 2013 70 VET activities took place in School of Sport, it means 4000 hours and 3000 students. Coaches’s activities are almost 70% and they includes elite NSFs’ coaches, strength and conditioning coaches, video analyst and research in sport sector courses, lead directly by School of Sport. Many NSFs receive an scientific and economic support for their coaches’ courses (first 3 levels). Managers’s

4 SdS, Scuola dello Sport, Rivista di cultura scientifica http://sds.calzetti-mariucci.it/shop/prodotti/rivista-sds-scuola-dello-sport-n-103/104

5 30 National Olympic Federations (28 summer, 2 winter). International Olympic Federations are not directly rapresented at national level, in some case on NSF includes more ISFs (see Annex 3).

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activities are almost 30% and they includes team and club managers, facilities and law activities. Actually 36 NSFs, 12 DSA and 2 EPS voluntarily joined SNaQ framework.

colors denote levels of competency on a scale lowest (white) to highest (red)

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Tab. 2: competencies of coaches in SNAQ (ICCE 1.2)

1.2 The education and vocational training (VET) system in Italy

Regions have competence for vocational training in Italy, whereas education is a general matter for the State. A 1998 law completed the process of transferring competences for vocational training to the regions. However, the central government leads the education and training system through Ministry of Education, University and Scientific Research (MIUR), who regulates the sector directly till diploma and indirectly till degree course. The starting age of schooling is six years, the mandatory age is 18 years6. In the following graphic (tab. 3) we can see the structure of the Italian educaton system based on ISCED7 framework. Coach education in SNaQ matches with ISCED 4B8

and 5B, those programmes are usually designed for direct labour market entry9.

6 law 53/2003 not yet completely applied, 16 in facts

7 International Standard Classification of Education (ISCED 1997- 2001) developed by UNESCO 8 ISCED: 4B “Usually, programmes at this level are designed for direct labour market entry”. 5B “Tertiary education includes what is commonly understood as academic education but also includes advanced vocational or professional education // Typically, they are practically-based, occupationally-specific and prepare students to enter the labour market. http://www.uis.unesco.org/Education/Documents/isced-2011-en.pdf

9 ISCED levels and relationship with labour market (ML - mercato del lavoro) https://it.wikipedia.org/wiki/ISCED#/media/File:Diagramma_ISCED.svg

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tab. 3: education and training system in Italy10 (ISFOL/Eurydice/Indire)

Referring to official national statistics (Istat 2006 - 2012) it can be maintained that participation in the school-based general education system is high. Around 70 % of students obtain the State diploma (maturità). According to the Isfol, a lower proportion of students has participated in initial vocational training in the strict sense (regional VET and apprenticeship), but increasing that proportion is one of the main points of the process of reform and dynamic development currently under way. It is worth noting that in January 1999 it was decided to increase the duration of compulsory school education from eight to nine years and compulsory training until the age of 18 was introduced. The ministry regulates University system through disbursement of funds and specific laws. University courses are aligned to the process of Bologna (see Annex 1).There is no relation in Italy between the sport VET system and the national VET system (Regions are in charge for VET) and there is no National Qualification Framework. Vocational Education and training in sport in Italy is mostly under the responsibility of the CONI and of the National Sport Federations: those are bodies competent to deliver qualifications and set rules. The only relevant exception is the qualification of skiing instructors and mountain guides that is delivered by the regions in conjunction with a specific body of the skiing federation. Sport Federations are also the key training providers. There are however multiple training providers active in the field. The role of the regions is increasing since they have by law the competency for vocational training, with an increase of training programs and regulations at the regional level. 37 Universities are also active in the field, delivering bachelor degrees in sport science and master degrees in sport management, adapted physical education and sport coaching, normally with limited impact on the labour market. Private bodies, including professional associations are also active in the training market (e.g. diving, sailing, golf, etc.)

152 training programs are currently reported:

10 http://www.indire.it/lucabas/lkmw_file/eurydice///sintesi_sistema_educativo_italiano_EN.pdf

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- 27 programmes of Level I (by 15 different providers)- 23 programmes of Level II (by 19 different providers)- 27 programmes of Level III (by 23 different providers)- 38 of level IV (by 30 providers)- 37 of level V or V+

As critical points, the following aspects can be reported: there is no difference among training for voluntary or professional workers and the key principles of Copenhagen declaration and EQF – Framework (Including the European dimension, recognition of competences and qualifications, validation of informal and non-formal learning, quality assurance) are not significantly implemented. Afterward, there is no external quality assurance system, and no general procedures to recognize non formal and formal learning. CONI is developing a new National Qualification System for coaches, based on a competence framework and including a Credit point system. All the above mentioned critical points determine negative effects on the qualification of sport operators. Indeed, over-qualification is widely present and so are skill gaps and skill shortage. In addition, an over-matching among training course provided by Coni/Nsf’s and Universities can be highlighted. Both for sport and sport related occupations the access to the profession is not regulated by law, with the exception of skiing instructors, mountain guides and few other operators (law 91/81). In order to operate as a coach in a club belonging to the sport movement or in a Federation, a qualification from a National Federation is generally required. Therefore, excluding the internal training path of each Nsf, there are not specific procedures for certifying qualifications and skills in connection with the public system of general education and vocational training. Without referring to a clear and well-defined process of recognition, it can be generally maintained that, no formal education is required to work as sport manager or fitness instructor. Finally, the limited social dialogue among provider agencies, representatives of workers (there are very few) and national institution must be considered as a point of weakness for the whole sector.

1.3 Full map of national stakeholders

The study of the Italian context has been driven mainly in the direction of Sport (and his impact on the society) and Education and training. The choice has been done, according to the EOSE analysis (tab. 4) carried on the actual impact that sport makes to society and by the fact that in this contribution Education and Training play a major role, whether we are talking about elite level sport, welcoming visitors to a country or using a given sport to engage disadvantaged groups.

tab. 4: Sport and Active Leisure sector and its potential (EOSE, 2009)

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In this way we identified, in the Italian context 20 relevant stakeholders, divided in seven groups:

Sport movement

Employers

Employees and Professionals

Users

Education and training providers

National qualification authorities

Government

Stakeholders are represented, in the following diagram, according to their relationship with the groups (tab. 6).

tab. 6: the seven group of stakeholders

tab. 7: list of Italian relevant stakeholders and their correspondence with the 7 groups

stakeholder Description Group

CONI Italian Olympic National Committee, organism charged by law to manage sport (and NSF) in Italy

Sport movement

E&T Providers

NSF National Sport Federations Sport movement

E&T Providers

Employers

Sport consumers Event consumers and media consumers Users

Students Higher education and vocational training Users

Employees and professionals

Employees and professionals Employees and professionals

Clubs Engaged in any kind of sport and active leisure

Employers

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Commercial Activities like swimming pools , gym. fitness etc.

Employers

Sport movement

Sport facilities Management of sport facilities and related sport event activities

Employers

CENSIS Research institute for social echonomics affairs supported by government

National qualification authorities

Italia Lavoro Public Institute for employment National qualification authorities

ISFOL Public institute for development of vocational training for workers

National qualification authorities

Sport for all Organized and free activities for sport and active leisure

Sport movement

Military sport Military sport clubs Government

Employers

Welfare ministry Welfare ministry Government

Education Ministry Education Ministry Government

Municipalities Municipalities Government

Employers

Provinces Provinces Government

Regions Regions Government

Private schools Private schools E&T Providers

Universities Universities E&T Providers

In the following figure (tab. n. 8) the position of stakeholders is graphically represented by groups

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tab. 8: stakeholders represented according to their relationship with the seven major groups

National Qualifications Framework and European Qualifications Framework - the LLL 7 steps strategy

The implementation of a National system of qualification in connection with the framework adopted by the European Union is at its initial stage in Italy. Over recent years, the vocational training system in Italy has undergone a profound process of reform, affecting not only structures but also the procedures in the supply of training. Important reforms seek to expand apprenticeship, which should facilitate the transition to working life, and to introduce higher technical education and training (istruzione e formazione tecnica superiore — IFTS) to qualify young diploma-holders with a subsequent integrated path between school and training. Opportunities for post-secondary and university training are currently being expanded. Those processes of reform were not accompanied by a clear definition of a National Qualification Framework that might have helped to move the system towards a closer integration with policies following the European model. Notwithstanding, there are positive experiences that attempted to establish a clear system of qualification in a specific sub-sector. The National Qualification Framework for Coaches implemented in 2009 by the Coni (Annex 1) is certainly one good example to be mentioned. Nowadays, the sector is urgent to face the following challenges: firstly, a common reference system among standard of certifications, social partners issue and education and Vet systems is required; secondly, an effective and concrete flow of communication among the educational/training system and the work system is needed; finally, a closer connection with the EQF is required. The level of interaction among institutional actors and social partners is scarce. Nowadays, the general structure of vocational training is being propelled towards a decentralisation of function and an increase of delegated to local institutions. Similar elements can be pointed in the sport sub sectors. Whereas some local authorities activated a platform of discussion with the main stakeholder, the general social dialogue is weak and not well structured.

In Italy, across the last ten years, several educational and training providers showed a strong interest to match education and training with the sport employment. First, by the National Olympic Committee and by the NSF’s, but also by the Universities, that actually offer in Italy about forty programs in Sport Sciences with, at least, 15 programs of life long learning, and by the private and commercial sectors, through programs addressed mainly in courses for sport

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management. In this context the interest towards the Lifelong Learning Programs (LLL) it is also growing for the most professionalized sector in sport: the coaching sector. Many Universities are, today, carrying out specific programs, for sport coaches, both individually and/or in cooperation with the NSF. On the other side, CONI has created, as mentioned before, a national qualification framework that could be a real platform for establishing an interesting permanent system of LLL in Italy. In Italy, this process represents one of the most important attempts to build a National Vocational Educational Training System in the sport sector. Then, CONI aimed at increasing the quality of coaches’ competencies, giving a further support for the competitiveness of the Italian Sport System at International level, contributing to remove barriers to the participation to a long term training (LLL) through a wider utilization of a credit system.It is worth noting that the framework introduced some principles (like the 7 steps strategy and the reconnaissance of educational and vocational credits) useful for the Lifelong Learning Activities in the sector, as suggested by the EU Strategies, as described in the following table n.3.

tab. 9: sport sub-sectors engaged in the LLL seven steps process

Step Sector Comments

1 Coaching Coaching by the CONI/NSF’s National Qualifications System,

2 Coaching Coaching by the CONI/NSF’s National Qualifications System

3 Coaching Coaching by the CONI/NSF’s National Qualifications System

4 Coaching Coaching by the CONI/NSF’s National Qualifications System

5 Coaching Coaching by the CONI/NSF’s National Qualifications System

6 Coaching Coaching by the CONI/NSF’s National Qualifications System

7 None None is carrying on a process of quality evaluation

Coaching is the sole sport sector in Italy to using a methodology inspired from the LLL 7 steps approach. That is due to the fact that the Coach is since years a recognized clear profession, and to the fact that the composition of the sector itself composed mainly (80% about) from coaches and instructors affiliated to the NSF. In this way the framework proposed by CONI and NSF (see annex) has been easy accepted from this specific market. Other sectors, just like fitness, where there is no predominant institution between the diverse organizations operating in the sector, have some difficulties to agree on a common working platform. In order to provide a better understanding of the main issues concerning the implementation of the LLL 7 steps strategy the research team prepared a specific Swot Analysis with the aim to define a general overview of strengths, weakness, opportunities and treats encountered.

In conclusion, there are positive elements to keep the pace of the implementation of the LLL 7 step strategy within the Italian context. With the implementation of the action plan a great momentum has been gained and this resulted with a reinforcement of the network of the main stakeholders involved in the sector. Therefore, a higher level of interaction is expected to emerge along with a higher attention in the political agenda.

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Internal

factors

External factors

Strengths

- through the implement of the action plan, a large number of stakeholders was involved. These circumstances enlarged the effect of activities implemented

- the direct connection with Eose’s network offered a European perspective

- documents at disposal offered a strong background and effective tool to be used at national level

Weakness

- a shortage of funds can be claimed

- a larger number of HR was required

- the schedule was too short

Opportunities

- stakeholder involved presented a high level of interested. The same interested can be reported by referring to the national governmental bodies

- tools provided are now at disposal on a specific internet site

The good level of interaction achieved with many stakeholder of a first step for reinforcement of the network supporting the implementation of the Vocational and Educational Training sector in the Italian sport context. Then, by adopting the conceptual tools provided by EOSE, more opportunities to reinforce the development of NQFs, ECVET system and a Quality control framework are at disposal

Finally, under a more scientific perspective, data collected offer the opportunity to further disseminate the main elements of the 7 steps strategy with the publication of scientific articles and reviews. One crucial point in the achievement of the above mentioned goals is certainly the social dialogue. This important tool is scarcely developed in the Italian contest. With the implementation of the action plan a great momentum has been gained and this resulted with a reinforcement of the network of the main stakeholders involved in the sector. Therefore, a higher level of interaction is expected to emerge along with a higher attention in the political agenda.

Threats

- a lack of a specific national policy can be reported

- the Labour market is today weakly represented

- a lack of a strong leadership can be maintained

On a general basis, little interaction can be reported among the parts and little elements of discussion emerge among stakeholder. The project provided a positive impulse but further actions are required. Particularly, given the scarce representation of the Labour market a better involvement of this sector is required

Another pillar for the dissemination and the further implementation of the 7 steps strategy within the Italian context is the financial issue. National agencies such as the Leonardo da Vinci agency, Isfol, etc., are nowadays supporting the implementation of the VET system through ad-hoc funds at disposal for those organizations involved in the sector. This is an opportunity for the research team in terms of fund raising.

Tab. 10: Current challenges and main issues around the implementation of LLL 7 steps strategy

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Chapter 2

2.1 Survey methodology

Coaches’ Education Programs analysis needs a systematic approach to research using an interdisciplinary methodology, the expectation is not only identify “what” happens, but “how” it happens, and, importantly, also “why” it happens (Doherty, 2013). According with literature quantitative data and historical approaches are incomplete and limited. It is only through mixed methods and various forms of triangulation that true social scientific work can be completed. Triangulation has been generally considered as the way to reduce the likelihood of misinterpretation with the target to clarify meaning and verifying the repeatability of an observation or interpretation (Stake, 2000). A sport system is unique because it’s related to culture and society of its own country, we may be compare the results of OSOs using the resource-based view of developing competitive advantage (Robinson & Minikin, 2012). By using multiple methods we can go over and see than from the same topic different kinds of data can emerge, so that it will involve more data that will likely improve the quality of the research (Denscombe, 1998). An example in sport field is the SPLISS (Sport Policy Factors Leading to International Sporting Success) model, an interesting comparative model which actually takes the centre stage at international level. The SPLISS model is a comparative high performance sport (HPS) model which was created by researchers from Belgium, United Kingdom, and Netherlands in 2002 with the purpose of seeking which factors will lead countries to international sporting success (e.g. Olympics, Paralympics, World Championships) (Legg & DeBosscher, nd). A comparative HPS model is a research model that has a set of ingredients composed by academic researchers to compare different HPS systems. A HPS system is the communication or non-communication and organization of stakeholders (such as athletes, coaches, organizations, government) that focuses on HPS within a country. The SPLISS model is based on the ideology of world competitiveness that is routinely used in economic studies (De Bosscher & Shibli & van Bottenburg & De Knop & Truyens, 2010). The theoretical framework used to develop the SPLISS model is based on the Porter’s five forces analysis framework developed by Michael Porter in 1979; threat of new entrants, bargaining power of suppliers, threat of substitute products or services, bargaining power of buyers, rivalry among existing competitors (Porter, 2000). The SPLISS model is a nine pillar model that is evaluate and assess by primary stakeholders within the HPS environment; athletes, coachers, performance directors (De Bosscher & De Knop & van Bottenburg & Shibli, 2006). Although the role of triangulation has been put into practice to ensure comprehensiveness and encourage a more reflexive analysis of data (Pope & Mays, 2000). Seale (1999) suggests that “triangulation offers a way of explaining how accounts and actions in one setting are influenced or constrained by those in another”. Silverman (1993) supports the idea by saying that this can assist “to address the situated work of accounts” more willingly than “using one account to undercut the other”. Burns (1997) postulated that triangulation leads to verification and validation of qualitative analysis in two ways: First, by examining the consistency of information generated different data collection techniques, and second by examining the consistency of different information within the same technique. In other words, conforming to one method could have the tendency to bias the researcher's perspective of a “particular slice of reality being investigated” (Burns 1997), but could be “neutralized when used in conjunction with other data sources, investigators and methods” (Jick cited in Cresswell, 1994). Coming back to the sport field we can consider the International Sport Coaching Framework 1.2 as a clear an example of triangulation which involves international key actors11, uses more than one theory and focuses on one topic.11 International Council of Coaching Excellence (ICCE), Association of Summer Olympic International Federations (ASOIF)

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Denzin and Lincoln (1998, p. 46) identified four basic types of triangulation and are explained as: Data-source triangulation: the use of different types of data sources in a study, for

example, time, space and person and each occurrence or social interaction is unique. Investigator triangulation: the use of different researchers or evaluators. The main

purpose is to eliminate any bias inherent in using a single observer. Theory triangulation: the use of multiple perspectives to interpret a single set of data. Methodological triangulation: involves the use of multiple techniques to study a single

problem.

According with the literature presented above studying a complex problem needs of data analysis ensuring that the triangulation methods above are covered, this will give the researcher an added measure of validity and reliability in the final reporting of results. “What” we do to achieve our goals:

1) compare CONI guide lines with federations plans in VET to identify the level of compatibility between NOC guidelines and NSFs’ plans.

- NOC guidelines 2009, pubblication in 2010 (see Coach VET in Italy) - NSFs’ plans based on 2015 strategy of federations

2) identify and analyse the gap based on different approaches- comparative analysis and cluster analysis- analysing the feedback from VET managers (from NSFs focus groups) with ICCE framework

1.2

3) ways of progress to understand the gap (see conclusions)

2.2 Data collections methods

This study aims to analyse Coaches’ Education Programs within the Olympic VET providers’ network in Italy; we divided the research into 4 steps (“how”) :

1. Identification of national stakeholders involved in Coaches’ Education and Training (VET) though the results of Life Long Learning Sport12 project (data-source triangulation);

2. Placement of coaches’ education though the results of ICCE Global Coach Conference13 and the ICCE Guidelines 1.2 (theory triangulation)

3. Analysis of Coaches’ education programs: data collection addressing an open ended questionnaire on 614 items to 21 Italian Olympic NSFs VET managers (data collection and focus group - investigator triangulation)

4. Comparison of the results with SPLISS 2.0 study15 - pillar 7 (methodological

12 European Observatorie of Sport Employment (EOSE)

13 Global Coach Conference - Durban, South Africa, September 2013

14 84 items in original survey made by OPOS (http://www.scuoladellosport.coni.it/scuoladellosport/ricerca/osservatorio-delle-professioni-e-degli-operatori-dello-sport-opos.html)

15 de Bosscher, V., van Bottenburg, M., Shibli, S., & Westerbeek, H. (2013). Does more money in equal more medals out? An international comparison in 15 countries, results of the SPLISS 2.0 study

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triangulation)Chapter 3

3.1 Analysis of Coaches’ education programs

Data collection addresess an open ended questionnaire to 21 Italian Olympic NSFs VET managers. In the following graphic (tab. 11) we can see the list of Olympic NSFs involved in this study

NSFs

FIDAL - Italian Athletics Federation

FIC - Italian Rowing Federation

FGI – Italian Federation of Gymnastics

FIBA - Italian Badminton Federation

FICK - Italian Canoe and Kayak Federation

FIP - Italian Basketball Federation

FIR – Italian Rugby Federation

FIPM - Italian Federation of Modern Pentathlon

FIGH - Italian Handball Federation

FITAV – Federazione Italiana Tiro a Volo FITAV - Italian Shooting Federation

FIPAV - Italian Volleyball Federation

UITS – Unione Italiana Tiro a Segno UITS - Italian Shooting Union

FIS - Italian Fencing Federation

Fitr - Italian Triathlon Federation

FITARCO - Italian Federation of Archery

FIPE - Italian Weightlifting Federation

FIJLKAM - Italian Federation of Judo, Wrestling, Karate, Martial Arts

FIV - Italian Sailing Federation

FIGC - Italian Football Federation

FCI - Italian Cycling Federation

FIT - Italian Tennis Federation

tab. 11: The 21 Olympic NSFs - sample analyzed

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Six items have been selected from the original survey and used for this PW.

• Total number of hours, divided in:

Lectures (formal education)

practical exercise (“on field” education)

training activities (assistant activity, informal)

general contents

specific contents (sport related)

• Total number of coaches

It’s interesting to notice that not all NSFs correspond to ISFs (see Annex 3); at national level FIJLKAM includes judo and wrestling, which are rappresented in two ISFs (IJF and FILA), while FITAV and UITS have just one ISF (ISSF).

Benchmarking – comparative analysis

In the following graphics (tab. 12/13/14) we compare the number of hours of the first, second and third levels of federations’program. Three variables are considered: general contents (in blue), sport related contents (in red) and practical contents (in green). The general contents include methodology of choaching and teaching. The sport related contents include the fundamentals of sports. Both contents are developed in class (formal education). The practical contents are developed on the field working as assistant (informal education). We did not consider the fourth level of qualification because all NSFs (except FIT and FIGC) take part to the NOC elite coach course16.

In the following graphic (tab. 12) we can see the first level coach programs, the range of hours is between 0 to 144. The main differences is that in some federations the first level is just an assistant not allowed to work directly with athletes, in many federations “on field” education is developed after the in class course and it is required to attend to the second level. In all federation the first level has an important role in promotion, in summer camp and school projects.

16 NOC elite coach course (Corso Nazionale Coni per Tecnici di IV livello Europeo) is an annual course developed by School of Sport (Scuola dello Sport), the NOC research and education department. All NSFs can take part to this 5 sessions course, this is not limitated only to Olympic NSFs.

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tab. 12: numbers of hours in NSFs coaches’programs. First level of qualification. In blu (general contents) and in red (sport related contents) “in class” education, in green “on field” education.

In the following graphic (tab. 13) we can see the second level coach programs, the range of hours is between 0 to 320. FIJLKAM and FIS have a significant block of “on field”, it because they are multi sports federations (mainly judo, karate and wrestling for FIJLKAM; three blades for fencing federarion). FIGC has a significant block of sport related contents and FIBA a block of general contents. Even in second level some federations choose to develop “on field” education in a longer part time period after the in class course.

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tab. 13: numbers of hours in NSFs coaches’programs. Second level of qualification. In blu (general contents) and in red (sport related contents) “in class” education, in green “on field” education.

In the following graphic (tab. 14) we can see the second level coach programs, the range of hours is between 0 to 540. The third level is the highest level developed by NSFs. Still FIJLKAM and FIS have a significant block of “on field” education. We can notice FIT for the numbers of general contents and “on field” education. According with SNaQ system NSFs have to adapt not change thier system. The three levels have different names inside federations official documents but with the credits system it’s easier understand which is the first, second and third level.

tab. 14: numbers of hours in NSFs coaches’programs. Third level of qualification. In blu (general contents) and in red (sport related contents) “in class” education, in green “on field” education.

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Cluster Analysis

The comparative analysis is useful to evidence the gaps between NSFs, in order to evaluate relationships within NSFs we adopt and explorative analysis using the six variables in a cluster analysis17. The techniques of cluster analysis have the purpose to assign the individual cases in a limited number of groups, minimizing the possible heterogeneity among the cases within the groups and maximizing the heterogeneity between the different groups obtained. Here, the cluster analysis is performed with a hierarchical aggregative method. The hierarchical techniques produce a sequence of partitions, then a series of solutions from which to choose, instead of a single solution. In essence, the technique involves the calculation of the distance matrix (measure of the distance the Euclidean distance, see below), starting from the consideration of n groups for n cases (ie where each case is considered as a separate group ), aggregate successively groups that are closest (the method used is that of the single bond, see below), recalculating every time the distance matrix includes the groups obtained in the previous step. The process is iterated until it reaches the formation of a single group. The N successive partitions obtained are represented in a dendrogram, that is a tree diagram, and the researcher chooses the partition to be used for further analysis based on the cognitive objectives and the structure of the data. In the graph the greater the distance which the groups merge these are more heterogeneous. The hierarchical techniques have the advantage of providing a complete view of the data structure in terms of ratios of distances and do not require a priority choice of the number of groups to be formed, which can be made in the light of the results of the analysis itself. The measure used is the Euclidean distance. The calculation considers two cases at a time, and produces a square matrix (because the distance A of the case by the case B is identical to the distance B between the case and the case A); the Euclidean distance is calculated as the square root of the sum of the squares of the differences between the values of two cases with respect to each variable considered. The criteria used for the aggregation of cases is the single bond, combining in a group cases closer to each other on the basis of the distance matrix, and that from time to time recalculates the matrix eliminating the individual cases that have been united in a group and considers the group as a case using distance as the shortest distance between the cases included in the groups, and other cases. In addition to the dendrograms they have lists of cases for cluster membership and the means of the relevant variables within the groups obtained. The analysis is performed separately for the first, the second and the third level. Note that the analysis excludes all cases that have at least one missing value on the variables considered.

The first cluster analysis gives us 4 clusters in all 3 levels of qualifications. In the graphics (tab. 15/16/17 Annex 4) we can see the dendrograms produced by hierarchical clustering. The links between the groups are the same in first two dendrogram (FIS-FIP) and different in third one (FIGH-FIP). It is easy to notice that FIP and FIPAV (basket, volley) are big federations in terms of number of coaches (13230, 20018); FIGC is the biggest Olympic NSFs with almost the 50% (6900018 out of 148720) of coaches in the 21 federations. The dimension of football federation

17 the cluster analysis and the standardization of variables are done through SPSS software (ver.19°)

18 this number includes UEFA coaches at national level

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greatly reduce the Euclidean distance in dendrograms, this is the resaon why we exclude this federation in the second cluster analysis (tab. 18/19/20, Annex 5).

26

27

The second analysis gives us 5 clusters in all 3 levels of qualifications, the number of NSFs and the links between the groups change in clusters. The clusters 3, 4 and 5 are one-federation cluster and include FIP, FIPAV and FIGC. These federations have a big number of coaches but different coach education systems related to their international federations (continental federation –UEFA- for FIGC) and the “market”, mainly TV rights and sponsors. The main result of cluster analysis are the cluster 1 and 2. In cluster 1 there are the “pure Olympic federations”, in cluster 2 there are the “labour market related” federations.

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3.2 Discussion of the results

The results of the comparative analysis evidences a misunderstanding between intensity and quantity in vocational education, we can notice that the range of hours increases from the first to the third level. Often federations propose a long education patway, which is not always intensive in terms of activity on field and recognition of other experiences in sport sector. In some case the misunderstanding becomes mismatch between hours of education program and learning outcomes. There is the risk to create confusion with credit system (ECVET) and lifelong learning process.

The results of comparative analysis were shown during the focus groups. There were two focus groups, the first in February with NSFs presidents and secretaries general; the second one in April with VET managers19. The comments in focus groups underline that gaps in their coach programs are not shortage. The lack among hours in qualification levels depend by the needs of NSFs: some federations are well known through their history (FIDAL, FIV, FITARCO, FIC), Olympic medals (FIS, FIJLKAM, FITAV, FICK) or media popularity (FIGC, FIPAV, FIP, FIT, FIR); other federations are new in the “Olympic family” or has less popularity. This factor has a significant influence on the capability to attract coaches. The “pure Olympic” federations have less coaches and often they are former athletes, for those federations coach education is a cost. The “market” related federations generate incomes from coach education and being a coach is often a part-time paid job, sometimes the main job. These federations have an high turnovers in first two levels of coach qualifications. Quite interesting is the cluster of “labour market related” federations: some federations offer a cross-education in terms of employability, coaches can work out of federation system, in other sports, in fitness or paid directly by athletes in private clubs. Those federatios have more relationships with University and local NOC departments.

The security issue is the main reason of the high volume of “on field” education. Football federation is the only one with international rules in terms of “sport related” contents. The general contents are similar among federations and often teachers are the same persons.

It is interesting to notice that VET managers have often a traditional approach to education, the differences between the credits system (SNaQ) and the previuos framework, based on hours, are not clear. VET managers have different positions within federations (employees, annual contract experts, board members, coaches in charge of national teams) and sometimes they have a 4 years turnover. Presidents and, more, secretaries general have an innovative approach to education but coach education is not one of the main points of their agenda.

All focus groups members agree on the opportunity to work together grouping federations. This team work should be based on needs of federations, not on dimensions or nearness of sports.

3.3 Conclusions

The coach education is a “trendy” topic, in sport congresses and books there are often recalls to the key role of education. It is a common point speaking about the quality of education in terms of quantity, where more is better. It is not easy think to the coach less as a teacher and more like a practitioner. The approach to study and to develop the coach education is often multidimensional. In this approach several disciplines gives their contibute to read the role of coach and teach him 19 VET managers are people in charge of coach education in NSFs. In order to involve all VET managers there were 3 “second focus group” and 5 skype calls.

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specific knowledge (physiology, psychology, biomechanics, pedagogy, etc.); but coaching is something different and this study is an evidence of it. Currently two studies are adopting an interdisciplinary approach to analyse the coach education: SPLISS 2.0 and International Sport Coaching Framework 1.2 (ISCF). The SPLISS model is a comparative high performance sport model with the purpose of seeking which factors will lead countries to international sporting success. This model includes stakeholders (athletes, coaches, organizations, government), which is quite new because many studies use only one point of view. Moreover the model focuses the country system, it means study the issue from inside. The SPLISS model has nine pillars, one of them is related to coach (coaching provision and coach development - Pillar 7) and it provides a theoretical base tentative to identify and examine pivotal issues and to generate crucial questions in a benchmark study of elite sport systems. In the conclusion De Bosscher notes that the model requires further testing and application in empirical environments to understand how the pillars are activated in different nations and this should not be isolated from qualitative descriptions. The qualitative descriprions and the benchmark results are the key point to engage the stakeholders and it is confirmed by the feedbacks from the focus groups in this study. As the SPLISS authors write the existence of the nine pillars is not a guarantee of success. Rather, their strategic and efficient implementation is crucial. This is an intersting point to understand the importance of the research in this field. The SPLISS project concluded that three pillars of international sporting success remain relatively underdeveloped, these being talent identification and development (Pillar 4), coaching provision and coach development (Pillar 7) and scientific research and sports science support (Pillar 9). These, it is suggested, might give sporting nations a competitive advantage, therefore making any examination of their activationevenmorecritical.The Pillar 7 seems an under-researched area and what is known about coach development internationally, coaches sporting experiences and educational attainment are important milestones in the elite-level pathway (Erickson, 2007), the definition of coaching excellence continues to be discussed if not contested (Côté, 2007), elite coaches have particular educational needs (Gould, 1990). Coaching involves extensive management of uncertainty and contradictions (Saury and Durand 1998, p. 263) not only in the day-to-day work with athletes on the training ground (Gould, 2002). The theoretical framework used to develop the SPLISS model is based on the Porter’s five forces analysis framework. The SPLISS 2.0 has a larger number of countries as sample and, of course, based on same theoretical framework. In 1990 Porter declares the weaknesses of five forces model and presents the diamond model20. In the new model the Government is a “force”, not a stakeholder anymore, and it can influence the competitiveness. Porter's original diamond model has been extended to the generalized double diamond model whereby multinational activity is formally incorporated into the model. The difference in performance of countries raises important questions regarding the validity of Porter's diamond model of a nation's competitiveness. The basic method in these studies is historical analysis. According with literature quantitative data and a historical approaches are incomplete and limited because the competitiveness of the international sport system is based on win-win game teory and not win-lose. The results of SPLISS 2.0 will be presented in November 201521. Spliss represents an interesting approach but limited for its economic approach. The role of sport in modern society is changing, the Olympic Games have to involve the largest number of countries in order to ensure “the show” requested by the sponsors. The role of Governments is changing in terms of investments (the decision to host international competitions and invest public money in elite athletes). The role of coach is changing

20 Porter, M.E. (1990) The competitive advantage of nations. New York: Free Press 21 http://www.elitesportconference.com/index.html

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and both studies, SPLISS and ISCF22, describe the emergent concept of sport coaching as a profession.

Rome hosted the 1960 Summer Olympics and expressed an interest in bidding for 2024. A previous bid for 2020 Summer Olympic Games was canceled in 2012, but the Italian government now has renewed interest. The International Olympic Committee's president Thomas Bach, also confirmed that "Rome is a very strong and appreciated candidate for the 2024 Olympic Games". On 2 July 2015, during the NOC board meeting in Milan, the prime minister Matteo Renzi confirmed that Rome would be bidding for the 2024 Olympics.

The bidding process, the position in the top ten counties ranking and the emergent concept of sport coaching as a profession open new challenges. The NOC research and education department, School of Sport can give its support working with NSFs. The results of this study lead us to suggest the following conclusions:

- School of Sport could engage the Olympic NSFs through the national coach education

guidelines (SNaQ) with the purpose to create specific plans based on clusters’ needs;

- the LLL 7 steps strategy is the first step to collaborate with University in order to have a

National Qualifications Framework in sport according with European policy;

- the research department (OPOS23) could develop periodic studies on the national sport

system; the aim is to create analysis (and not diagnosis) to share with federations. The

function of an observatory could be an useful “team work” tool;

- international guidelines and comparative studies have limited utility. The adaptation to

national needs and each sport is the key point to develop suitable coach education

strategies.

Acknowledgements

Firstly, I would like to express my sincere gratitude to my tutor Prof. Denis Musso for the continuous support of my PW and related research, for his knowledge, motivation and immense patience. His guidance helped me in all the time of research and writing of this paper.  

22 International Sport Coaching Framework - Version 1.2 - ISBN: 9781450471275

23 http://www.scuoladellosport.coni.it/scuoladellosport/ricerca/osservatorio-delle-professioni-e-degli-operatori-dello-sport-opos.html

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I would like to thank the rest of my PW jury, Prof. Ian Henry and Prof. Jean-Loup Chappelet for their insightful comments and encouragement, but also for the hard questions which incented me to widen my research from various perspectives. My sincere thanks also goes to Rossana Ciuffetti who provided me an opportunity to join the MEMOS program and who gave access to NOC network. Without her precious support it would not be possible to conduct this research. I thank my MEMOS mates for the stimulating discussions, for the sleepless nights we were working together before deadlines, and for all the fun we have had in the last year.

The most effective way to close this paper is to remember the words of Alberto Madella, interdisciplinary research expert and methodology of research Master: "In sport we will never find convincing solutions if we continue to look for them outside of it."

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Annex 1 - Implementation of the Bologna Process and Model Curriculum Development in Coaching (Duffy, P. 2008)

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The development of proposed model curriculum in a coaching was, from the outset of the AEHESIS project, set against the wider emergence of a framework fort the recognition of coaching qualifications in Europe. This approach was taken to maximise the linkage between the development of cirricula for coaching in the Higher Education sector and the wider vocational environment within which coaching operates. The work of the Project involved three years of devolopmental work fallowed by one year of dissemination, including engagement with international federations and agencies with a strong intrest in coach education.

During the 1990s, the European Network of Sports Science, Education and Employment (ENSSEE) had devoloped the EU 5-level structure for the recognition of coaching qualifications (European Network of Sports Science, Education and Employment 1990). This structure, which had been developed throught a process of cooperetion between university and non-university institutions, became a reference point, fort he development of coaching qualifications in a number of European countries. The five-level structure focused primarily on levels three to five and provided an important bench-mark against which a common lenguage and direction began to emerge on coaching within the countries of the European Unions.

As the AEHESIS project commenced its work, there was a consensus emerging within the European Coaching Council (a sub-committee of ENSSEE) on the need to review to EU 5-level structure. Despite the progres that had been made on the basis of the 1999 document, it had become evident that the relationship between university and non-university based courses in coaching required futher clarification. The defination and placement of level 5 programmes had also proven to be a matter of on going discussion since the complation of the initial ENSSEE document.

There where a number of Europaen and international factors at play as well. In the European Union, there had been severel wider developments vithin vocational education and training that had significant implications fort he way in which coaches are educated and their qualifications recognised. These included the Lisbon, Bologna and Copenhagen processes that have charted new directions for vocational education and Higher Education (based on ECTS24) in the light of the emerging social and economic challenges facing the European Union. These processes had also initiated a proposed European Qualification Framework (EQF) and a Eurapean Credit System for Vocational Education and Training (ECVET).

it was also felt that there was a need to more fully engage with the international federations on the issue of coach education and qualifications. In a global contextthe international Council for Coach Education (ICCE) had also indicated the need for a framework to guide of recognation of coaching coalificitions between different countries. Finaly within the EU itself, there was the impending expancion of Member States to twenty seven which will include many former Eastern bloc nations. This expansion presented significant challenges for coaching, given the varying traditions and approaches that had prevailed over a protracted period within the widened landscape of the EU.

For these reason, it was decided that the development of the model cirriculum in coaching through the AEHESIS Project should be set egainst a review of the EU 5-level structure. This

24 European Credit Transfer and Accumulation System (ECTS) is a credit system designed to make it easier for students to move between different countries. Since they are based on the learning achievements and workload of a course, a student can transfer their ECTS credits from one university to another so they are added up to contribute to an individual's degree programme or training. A typical "first cycle" (or Bachelor's) Degree, would consist of 180 or 240 credits, whereas a typical "second cycle" (or Master's) Degree, would consist of 90 or 120 credits, with at least 60 credits at second cycle level. The use of ECTS at the "third cycle" (or Ph.D. level) varies

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approach would ensure that the proposed model cirricilum had a clear prefessional and vocational context. In coacing, this approach was deemed to be particularly important, given the strong tradition in many Europian countries of the development of coaching expertise and qualifications outside the university context. It also recognised the need to develop a paradigm that brokered a common lenguage and set of reference points between the university and the non university sectors. In coaching the respective national and international sports federations have played a central role in the devolopment of coaching and coach education in the sports for witch they hold a mandate.

Within this context, the resultant outputs from the project include:

a. Review of the EU 5-level structure fort he recognition of coaching competence and qualifications

b. Outline framework fort he development of coaching qualificationc. Outline curriculum for the education of coaches at four levels and in two standard

occupations (coach of participation-oriented sportspersons and coach of performans oriented sportspersons)

d. Sample curriculum to quide the development of coaching qualifications in Higher Education

e. Guidelines on the recognition of coaching qualifications in the university and non-university sectors

f. Development of a multi-anercy Convention on the Recognation of Coaching Competence and Qualifications adoped at the final project meeting in Rio Maior, Portugal in September 2007.

Each of the elements will be addressed in turn within the current chapter, with a view to providing the full context fort he aplication of the model to the individual recuirements of individual agencies and countries. The Framework provides is not intended to be prescriptive, but rather to act as a referance point fort he review of current programmes and the development of new cirricula in coaching. It is envisaged that the Framework be subject to further evelution and development in the period 2008-2011.

Review of the EU 5-Level Structure

The Eurapaen Coaching Coincil (a sub-committee of the European Network of Sports Sience, Education and Employment- ENSSEE) initiatedthe review of the Eurapean Structure fort he 5-levels of coaches’ training in 2004.

The review was conducted concurrently with the AEHESIS Project and it was egreed at the outset that quidelines on the development of a coaching cirriculum would be informed by the on going work and findings of the Review. The initial mandate fort he Review was as fallows:

Review the EU qualification structure for coaches, in light of the emerging structures fort he recognation of vocational and educational qualifications in Europe and taking

into accaunt the needs and programmes of European/International and National sports federations.

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Make preliminary proposals on a revised structure for coaching qualifications in Europe. Prepare a preliminary report, for consultation porposes, at the ENSSEE AND International

Council for Coach Education (ICCE) Forum in Limerick on September 2-4, 2005

The review group included representatives from the European Coaching Coincil (ECC); International Federational; European Olimpic Committee; ICCE and ENSSEE25 there was a strong overlap between the composition of the Review Group and the AEHESIS Expert Coaching Group. The Review Group met on 9 occasions in Warsaw; Rio Maior (twice); Limerick; Budapest (twice); Barcelona; Valencia; Maglingen; between 2004 and 2007. In addition, several sub-group meeting took place with the support of the AEHESIS Project.

Annex 2 -The emergent concept of sport coaching as a profession (Duffy, P. 2008)

25 the composition of the Group was as fallows: Chair: Dr Pat Duffy, sports coach UK and Chairman of the European Coaching Council; Mr Corrado Beccarini, Coni, Italy; Ms Jacqualine Braissant, Federation Equestre International; Mr Bruce Cook/Mr Mark Harrington, International Rugby Board; Dr Miguel Crespo, International Tenis Federation; Mr Christophe DeBov, INSEP, France; Mr Elio Locatelli, In ternational Amotuor Athletics Federation; Mr Declan O Leary, National Coaching and Training Center, Irland; Dr Thierry Marique, Louvain, Belgium; Dr Ladislav Petrovic, Director Coach Education,Semmelwiess University; Mr Jose Rodrigues , Director, Rio Marior; Mr Agoston Schulek, European Athletics Association; Mr Ton Van Linder, European Handball Federation; Mr Hrvoje Zjamic, Europian Tenis Federation; External Advisor: Mr John Bales, President, Coaching Assosiation of Canada and President-elect of the International Council for Coach Education.

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Within a global context, sport plays a significant role in the generation of economic activity and in the provision of services to spectators, participants, communities, athletes, coaches, administrators and the corporate sector (Maguire, 1999, 2005; Maguire et al, 2002). Increasingly, Governments see sport as an important element of their policy frameworks (Australian Government, 2010; Department of Culture, Media and Sport, 2002; Government of Ireland, 1998; Green & Houlihan, 2005; Houlihan, 1997; President’s Council on Fitness, Sports and Nutrition, 2011; Sport and Recreation South Africa, 2011). In some cases, legislative frameworks have been established regulating the operation of sport (Chaker, 1999; Government of France, 2000; Kikulis et al., 1992; Parrish, 2003; Republic of South Africa, 1998, 2007). More recently, the European Union has issued both a White Paper and an official communication on sport which sets out the proposed objectives for sport within a wider social, economic and cultural framework (European Commission, 2007, 2011). At a global level the influence of the Olympic movement gathers pace, while sport has also been identified as a vehicle to achieve the millennium goals of the United Nations (Beutler, 2008).

Within this context, sport coaching fulfils an important social function as part of the wider sport service sector across the globe (Lyle, 1999, 2002). Anecdotal evidence suggests that millions of adults deliver coaching sessions to sport participants on a regular basis, with up to 1.5 million people engaged in coaching in the UK every year (North, 2009). While the vast majority of these coaches are volunteers, a situation that is reflected in the majority of countries in the world, the existence of a substantial body of part-time or full-time paid coaches has been verified in a number of nations. For example, Australia has recently reported 27,900 full-time coaches, while the figure for the United States is 217,000 (Duffy, 2009). Within the UK, there are an estimated 36,537 full-time coaches and 230,765 part-time coaches (North, 2009).

The scale and social significance of sport coaching as a paid, part-time paid and full-time paid pursuit has led to the inevitable examination of its position as a professional area of activity (Campbell, 1993; Chelladurai, 1986; Duffy, 2010; Lyle, 1986, 2002; Lyle & Cushion, 2010; Taylor & Garret, 2010; Woodman, 1993). In the earlier years of these analyses, there was a strong degree of advocacy on the need for core coach education programmes that brought a stronger scientific and professional orientation to sport coaching. This perspective reflected the position of two of the authors (Campbell, 1993; Woodman, 1993), who were responsible for the creation of core coach education programmes in the UK and Australia respectively. The creation of such nationally led programmes has also been supported in a range of strategic and policy publications around the globe, reflecting a broad canvas of support for the proposition that sport coaching is meritorious of a position alongside other professions (Coaching Association of Canada, 2011; European Coaching Council, 2007; National Association for Sport and Physical Education, 2008; National Coaching Foundation, 1991; sports coach UK, 2008; UK Sport 2001).

Following on from the pioneering work done in Canada, Australia and the UK, there has been an increasing trend to develop large scale programmes for the education and accreditation of coaches (Mallet, 2010; Trudel, Gilbert & Werthner, 2010). Some of these initiatives occurred within a context where there has been a stated need or intention for coaching to become more strongly established as a profession (Government of Canada, 2002; sports coach UK, 2008). In other cases, coaching was accorded a central place in the sport systems of, for example, Eastern Europe, Russia and China, with a strong emphasis on the scientific principles of athlete development and degree level education of coaches (Lyle, 2002; Dasheva, 2011).

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The potential impediments facing the emergent profession were highlighted by Chelladurai (1986) who questioned the feasibility of sport coaching following the path of more established professions such as law and medicine. Challenges were also highlighted by Lyle (2002), where the characteristics and boundaries of sport coaching were laid out in detail. More recently, Lyle and Cushion (2010) collated an insightful range of contributions from authors around the globe on professsionalisation and practice, where a range of key issues and theoretical perspectives led the authors to conclude that ‘this academic field is beginning to look beyond cultural differences’ to a point where ‘findings are beginning to be aggregated within a set of conceptual understandings that suggests a more cohesive field’ (Lyle and Cushion, 2010, p. 251-252). In the same publication, the lead author of this paper cited the adoption of the Rio Maior Convention (European Coaching Council, 2007a) as evidence of a greater activation of national and international organisations around a more common framework of understanding while ‘recognising sport specific variations, as well as diversity of need among paid and unpaid coaches in the different nations and continents of the world’ (Duffy, 2010, p. vii).

The trend to focus more strongly on the position of sport coaching as a profession had been prompted internationally with the creation of the International Council for Coach Education (ICCE) in 1997 and the adoption of the Magglingen Declaration at a general assembly meeting involving twenty nine countries (ICCE, 2000). This Declaration outlined the challenges facing coach education and development, highlighting the need to ensure that the vital role of coaching was recognised by governments, sport and the wider community. The Declaration emphasised the importance of coach education and stressed the need for clarity in the identification of coaching competencies. The Declaration also highlighted the need to promote standards of ethical behaviour and the need for mechanisms for monitoring compliance. The final element of the Declaration advocated the need to work towards the establishment of coaching as a profession, with the clear implication that such status had not yet been achieved. Indeed, the Declaration highlighted one of the key dilemmas inherent to such an aspiration by stating that coach education and development should seek to be inclusive, engaging of all sectors of the community regardless of race, gender, culture, disability, sexual orientation or religious practice (ICCE, 2000). The extent to which such inclusivity, including the continued engagement of large numbers of volunteer coaches in varied social contexts, is congruent with the modus operandi required to establish coaching as a profession is an issue that remains to be addressed.

Advocacy to move in the direction of coaching as a profession gathered new pace within Europe after the adoption of the Magglingen Declaration and in the context of the convergent policies of the European Union. Supported by a European Commission funded project, the European Coaching Council (2007) proposed the introduction of a licensing system for coaches as part of the move towards a regulated profession. Notably, this proposed development was positioned within the wider professional area of sport and physical activity. The need for further work on defining coaching as a professional area of activity was also highlighted, taking ‘account of experiences in other relevant areas and the emerging legislative frameworks within the European Union’ (European Coaching Council, 2007, p. 24)In recent years, international federations have become more interested in the creation of structures to support member nations in the education and qualification of coaches. The International Amateur Athletic Federation (IAAF) has introduced a Coaches Education Certification Scheme, which has been mapped against the European Framework for the Recognition of Coaching Competence and Qualifications (Duffy et al., 2010). Many other international federations

39

have also made significant progress in the development of coach education programme (for example, Badminton World Federation, 2011; Crespo, 2009; Federation Equestre Internationale, 2003; International Rugby Board, 2011; International Table Tennis Federation, 2007; International Tennis Federation (ITF), 2009). Here again, a varied landscape emerges, with some sports focusing on the development of coaches for paid employment, although the major impetus at international level would appear to be on the development of volunteer coaches, often in countries where limited infrastructure exists to develop and deliver such support.

A significant contribution to the development of coaches through international cooperation has been made by Olympic Solidarity which provides financial support for coaches to undertake education programmes in a range of locations around the globe (Olympic Solidarity, 2011). This support, which exceeds $20 million in each quadrennial, has been a significant catalyst in the promotion of engagement on coaching between international federations, national federations and national Olympic committees. Also at the international level, the World Anti-Doping Agency (WADA) has identified the need to educate coaches in anti-doping issues (World Anti-Doping Agency, 2011), while UK Sport has initiated a project to support the development of coach education systems at the community level in developing nations as part of the London 2012 legacy programme (UK Sport, 2011).

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Annex 3 – International Olympic Federation

International Amateur Athletic Federation (IAAF)Fédération Internazionale des Sociétés d'Aviron (FISA)The International Badminton Federation (IBF)Fédération Internationale de BasketballAssociation Internationale de Boxe Amateur (AIBA)Fédération Internationale de Canoë (FIC)Union Cycliste International (UCI)Fédération Equestre Internationale (FEI)Fédération Internationale d'Escrime (FIE)Fédération Internationale de Football Association (FIFA)Fédération Internationale de Gymnastique (FIG)Fédération Internationale de Handball (IHF)Fédération Internationale de Hockey (FIH)International Judo Federation (IJF)Fèdèration Internationale de Lutte Associées (FILA)Fédération Internationale de Natation Amateur (FINA)Union Internationale de Pentathlon Moderne (UIPM)The World Taekwondo Federation (WTF)International Table Tennis Federation (ITTF)International Sports Shooting Federation (ISSF)World Archery Federation (WAF)International Triathlon Union (ITU)Fédération Internationale de Volley-Ball (FIVB)International Weightlifting Federation (IWF)International Sailing Federation (ISAF)International Biathlon Union (IBU)World Curling Federation (WCF)International Ice Hockey Federation (IIHF)Fédération Internationale de Luge de Course (FIL)International Skating Union (ISU)Fédération Internazionale de Ski (FIS) Federation Internationale de Bobsleigh et de Tobogganing (FIBT)

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Annex 4 - First cluster analysis

Dendrogram 1 - using the average bond in first level of coach qualification (between the groups – within NSFs)

tab. 15: Dendrogram with all NSFs – first level

42

Dendrogram 2 - using the average bond in second level of coach qualification (between the groups – within NSFs)

tab. 16: Dendrogram with all NSFs – second level

43

Dendrogram 3 - using the average bond in third level of coach qualification (between the groups – within NSFs)

tab. 17: Dendrogram with all NSFs – third level

44

Annex 5 - Second cluster analysis

Dendrogram 4 - using the average bond in third level of coach qualification (between the groups – within NSFs)

tab. 18: Dendrogram without FIGC – first level

45

Clusters

Cluster – first level

1

FCIFGIFIDALFIJLKAMFIPEFIRFIT

2

FIBAFICFICKFIGHFIPMFISFITARCOFITAVFITRIFIVUITS

3 FIP4 FIPAV5 FIGC

descriptive statistics

Cluster

(first level)

general

contents

(hours)

sport

related

contents

(hours)

“on field”

education

(hours)

Lectures training

activitiesTotal

coaches

Total

coaches

first level

1 average46,71 24,43 40,00 25,57 32,86 5037,71 2514,86

N 7 7 7 7 7 7 7

2average 39,82 17,64 51,27 16,09 25,36 998,27 532,91

N 11 11 11 11 11 11 11

3average 32,00 8,00 ,00 4,00 40,00 13230,00 10070,00

N 1 1 1 1 1 1 1

4average 28,00 20,00 24,00 8,00 34,00 20018,00 13093,00

N 1 1 1 1 1 1 1

5average 82,00 50,00 20,00 64,00 88,00 69000,00 ,00

N 1 1 1 1 1 1 1

46

Totalaverage 43,19 21,10 42,29 20,57 31,95 7071,0952 2220,4286

N 21 21 21 21 21 21 21

47

Dendrogram 5 - using the average bond in third level of coach qualification (between the groups – within NSFs)

tab. 19: Dendrogram without FIGC – second level

48

Clusters

Cluster - second level

1

FIDAL

FIJLKAM

FIPE

FIR

FIT

2

FGI

FIBA

FIC

FICK

FIGH

FIS

FITAV

FITRI

UITS

3 FIP

4 FIPAV

5 FIGC

descriptive statistics

Cluster

(second level)

general

contents

(hours)

sport

related

contents

(hours)

“on field”

education

(hours)

Lectures training

activitiesTotal

coaches

Total

coaches

first level

1average 56,40 29,60 91,60 26,00 43,20 5685,40 1018,80

N 5 5 5 5 5 5 5

2average 62,89 27,33 89,56 23,56 38,00 1147,89 182,87

N 9 9 9 9 9 9 8

3average 26,00 ,00 26,00 20,00 26,00 13230,00 1900,00

N 1 1 1 1 1 1 1

4average 58,00 8,00 ,00 12,00 42,00 20018,00 4293,00

N 1 1 1 1 1 1 1

5average 60,00 132,00 ,00 76,00 116,00 69000,00

N/DN 1 1 1 1 1 1

Total average 58,35 31,41 75,88 26,47 43,65 8294,47 850,00

49

N 17 17 17 17 17 17 15

50

Dendrogram 6 - using the average bond in third level of coach qualification (between the groups – within NSFs)

tab. 20: Dendrogram without FIGC – third level

51

Clusters

Cluster – third level

1

FCIFGIFIDALFIJLKAMFIPEFIRFIT

2

FIBAFICFICKFIGHFIPMFISFITARCOFITAVFITRIFIVUITS

3 FIP4 FIPAV5 FIGC

descriptive statistics

Cluster (terzo

level)

general

contents

(hours)

sport

related

contents

(hours)

“on field”

education

(hours)

Lectures training

activitiesTotal

coaches

Total

coaches

first level

1average 86,29 32,29 139,71 45,43 55,14 5037,71 739,83

N 7 7 7 7 7 7 6

2average 68,45 24,82 100,64 32,55 42,55 998,27 137,91

N 11 11 11 11 11 11 11

3average 90,00 ,00 70,00 28,00 90,00 13230,00 1260,00

N 1 1 1 1 1 1 1

4average 78,00 16,00 ,00 12,00 66,00 20018,00 2582,00

N 1 1 1 1 1 1 1

5average 158,00 50,00 32,00 72,00 168,00 69000,00

N/DN 1 1 1 1 1 1

Totalaverage 80,14 26,90 104,14 37,52 56,10 7071,0952 515,6842

N 21 21 21 21 21 21 19

52