Research UpdateThe Volunteer Coaching Game Plan

7/27/2019 Research UpdateThe Volunteer Coaching Game Plan

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THE ACA DEM IC PERSPECTIVE

Research Update: The Volunteer Coaching Game P lan

^actors sucn as

success and

"^elf-efficacy

drive volunteer

coaches.

By Chris Kow alslii

ith 40 percent to 50

percent of young peo-

ple's time categorized

as free and unoblig-

ated, they have plenty

of time for numerous leisure and rec-

reation activities (Caldwell&

Baldwin,2003). Youth sports have hecome a sta-

ple for young people during their lei-

sure time . While engaging in sports,

youth are able to experience a new

activity, refine their skills or techniques,

interact with their teammates, engage in

com petition, a nd have fun. Youth

coaches serve not only as team leaders,

but also as role models and mentors.

The coach's leadership style and deci-

sion-making in the youth sports setting

may have a lasting imp act on a young

person's decision to continue partici-

pating in a sport.

Coaches are responsible for teaching

and guiding their athletes. Volunteering

to be a youth sports coach can be

daunting if an individual has limited

playing or coaching experience in tha t

particular sport. Coaches with limited

experience about motivation or techni-

cal skills may n ot believe in th eir ability

to guide young athletes. Focusing on

coaching efficacy allows individ uals to

understand what can impact their own

coaching abilities and provides organi-

zations with opportunities to mold and

guide volunteer coaches involved in

their programs.

Coa ching efficacy is the belief

coaches have in their ability to carry out

a certain course of action. Specifically,

coaching efficacy comprises four di-

mensions: character-building, motiva-

tion, technique, and game strategy

{Feltz, Chase, Moritz & Sullivan, 1999).

Character-building addresses a

coach's belief in influencing an athlete's

personal development and attitude.

Motivation examines a coach's belief in

influencing the psychological state of anathlete. Technique looks at a coach's

belief in his or her own instructional

skills. And game strategy explores the

belief a coach has in his or her ability to

lead during a game performance. These

four dimensions have been determined

through research to be the "building

blocks" on which coaching efficacy is

gauged (Feltz et al., 1999; Marback,

Short, Short & Sullivan, 2005; Vargas-

Tonsing, Warners & Feltz, 2003).

Coaches with high levels of efficacy

remain in coaching longer than coaches

with lower levels of efficacy (Everha rt &

Chelladurai, 1998). Understanding

these dimension s and a coach's overall

level of efficacy may help youth sports

organization administrators retain the

volunteer coaches who in some cases

are the backbone of programs.

Research and Critique

A coach's level of efficacy plays a major

role in an individual's commitment

to coaching. Factors that may play a

role in determining a coach's level of

efficacy are 1) organizationai and com-

mun ity support, 2) coaching education/

licensing/certification programs or

clinics, 3) previous coaching experi-

ence, and 4) win-loss record.

Administrators of youth sports or-

ganizations willing to invest the time

addressing each of these factors increase



Research Update

the chances of their retaining coaches.

Although all of the factors are discussed

in terms of current research, organiza-

tions can have the greatest influence by

providing support and education.

Research has shown that a coach will

remain comm itted to coaching when

the organization or co mm unity he or

she coaches for is committed to him or

her as a coach (Kent & Sullivan, 2003).

Social supp ort is a key comp onen t; a

coach needs to feel appreciated and

welcome by the organization and the

community for the job he or she does.

These feelings in turn will positively

influence coach ing efficacy levels (Feltzetal., 1999).

Coaching ed ucation classes and

licensing or certification clinics have

been attribu ted to an increase in a

coach's level of efficacy. Lee, Malete and

Feltz (2002) found that coaching educa-

tion provides valuable information on

technical skills and game strategy,

which positively affect the coach's effi-

cacy.

Tbe researchers emphasize theimportance of focusing on all four

Youth coaches serve not

only a s team leaders, but

also a s role models and

mentors. T h e coach's

leadership style and deci-

sion-making in the youth

sports setting m ay have

a lasting impact on a

young person's decision

to continue participatingin a sport.

dimen sions of efficacy when cond uct-

ing a coaching education program or

clinic. Fung's (2002) research indicated

that having a coaching education pro-

gram, which provides a mentor for less

experienced coaches, will aid in their

commitment to coaching. Certain exer-cises in a coaching education program .

such as simulated or mock p ractices

and games, may increase a coach's level

of efficacy (Male te & Feltz, 200 0).

Previous coaching experience can

provide a wealth of knowledge and the

opportu nity to use new coaching tech-

niques. These experiences are signifi-

cant sources of information in predict-

ing coaching efficacy. Marback, Short,

Short & Sullivan (2005) have shown

that previous experiences have a power-

ful effect on coaching efficacy, both

positively and negatively. Sullivan a nd

Kent (2003) found that previous coach-

ing experience, coupled with the othe r

variables m ention ed, positively influ-enced a coach's level of efficacy.

The win-loss record of a coach's team

may have ramifications on whether a

coach continues in his or her role. As

far back as the late 1970s, research has

shown that success can be one of the

strongest sources of information for

understanding a coach's level of efficacy

(Bandura, 1977).

Research studies more recently found

that the w in-loss record ofa

coach posi-tively affected his or her level of efficacy

Research Into Action: Recruit ami Retain

Organizations and coaches can

work together toward increas-

ing a coach's level of efficacy

to keep volunteer coaches

staffed. Organizations can

offer support and education

through the creation of coach-

ing clinics, or can outsource

these clinics to other agencies

that have designed clinics or

education programs.

For example, th e Cedar Valley

Youth Soccer Association in

Cedar Falls, Iowa, provides

coaching education sessions

before the beginning of the

season that involve league

administrators leading coaches

through a series of demonstra-

tions, simulating a practice

session.

The South Texas Youth Soccer

Association, in Manor, Texas,

requires all coaches gothrough a basic coaching

course. These courses are

taught by STYSA staff coaches

who hold national licenses or

certifications. Participation in

a coaching course includes

organizing and implementing

a practice with fellow coaches

as "players," crit iquing a

game video and taking a writ-

ten exam. Both associations

cover topics in their coaching

courses related to the four

dimensions of coaching effi-

cacy.

Outlining the expectations of

coaches before a season's startand followin g up w ith coaches

once a season is over are good

ways to develop and retain

coaches. Coaches who volun -

teer for organizations that

periodically meet to review

and discuss adjustments to

the programs may feel more

appreciated and enjoy In-

creased self-worth. Asking for

feedback from coaches

throughout the playing season

is another way to understand

how coaches feel about their

abilities related to coaching.

As indicated from past re-

search, there are several vari-ables, if addressed in a posi-

tive manner, which can posi-

tively influence a coach's level

of efficacy. If an organization

can proactively manage the

aforementioned factors, it wil l

enjoy good retention rates for

coaches in the youth sports

programs.

2 4 P A R K s 6 ' R E C R E A T 1 0 N J A N U A R Y 2 0 0 8



regiirding game strategy and motivation

(Sullivan & K ent, 2003). M arback,

Short, Short & Sullivan (2005) found

that coaches are aware of their own

win-loss record (specifically their most

recent season) and that information can

affect their level ofcoaching efficacy.

Chris Kowiitski Is an assistant professor in

the Leisure, Youth and Human Services

Division at the University of Northern

Iowa in Cedar Falls, Iowa. He is currently

a coach with FC Midwest SoccerAcad-

em y in Cedar Falls.

References

Bandura, A. (19 77). Self-efficacy: Toward a unifying

theory of behavioralchange, Psychoiogical Review,

84,191-215.

CaldwelL, L L. & Baldwin , C. K. (200 3). A serious

lookat leisure. In F.A. Villarruel, D.F.Perkins, L.M.Borden,SJ.G. Keith {Ms.), Comm unity youth devel-

opment: Programs, policies, a n d practices (pp. 181-

2 0 0 ) . Thousand O aks, CA: Sage.

Everhart, C. B., & Chelladurai, P. (1998). Gender

differences in preferences for coaching as an occu-

pation: The role ofself-efficacy, valence, and per-

ceived barriers . Research Quarterly or Exercise an d

Sport, 69(2), 188-200.

FelU, D. L., Chase, M. A., Moritz, S. E., & Sulliva n, P.

J . (1999). A conceptual model of coaching efficacy:

Preliminary investigation and instrument develop-

ment. jDumfl/o/fducahbno/Psyc/jo/ogy, 91 ,4, 765-

7 7 6 .

Fung. L. (2002 ). Task fam iliari ty and task efficacy:

A study ofsports coaches. Perceptual an d Motor

Skills. 96, 367-372.

Kent. A. & Sullivan, P. J. (20 03). Coaching efficacy

as a predictor of university coaches' commitment.

International Sports Journal, 7. 78-88.

L e e , K. S.. Malete. L., & Feltz, D. L. (200 2). The

strength of coaching efficacy between certified and

noncertified Singapore coaches, InternationalJour-

nal of Applied Sports Sciences, 1 4 , 1 , 55-67.

Marback. T. L. Short, S. E., Short. M. W., &Sullivan,

P. J. (2005). Coaching confidence: An exploratory

investigation ofsources and gender differences.

Journal of Sport Behavior, 2 8 .1 ,18-35 .

Malete, L.,&FelU. D. L. (2000 ). The effect of a

coaching education program on coaching efficacy.

T h e Sport Psychologist 14,410-417.

Sullivan, P. 3. &Kent, A. (2003 ). Coaching efficacy

as a predictor of leadership style in intercotlegiate

athieUcs. Journal of Applied Sport Psychology, 1 5 . 1 -

1 1 .

Vargas-Tonsing.T. M.. Warners. A. L.. 8. Feltz, D. L.

(2003). The predictability of coaching efficacy on

team efficacy and player efficacy in volleyball. Jour-

nal of Sport Behavior, 26(4), 396-408.

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Research UpdateThe Volunteer Coaching Game Plan