Journal articles: 'Job coaches'

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Bozer, Gil, James C. Sarros, and Joseph C. Santora. "Academic background and credibility in executive coaching effectiveness." Personnel Review 43, no. 6 (August 26, 2014): 881–97. http://dx.doi.org/10.1108/pr-10-2013-0171.

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Purpose – Little empirical research has examined the role of coach characteristics in coaching success. The purpose of this paper is to address this gap in the literature by identifying and testing the relationships between a coach's academic background in psychology and credibility with executive coaching effectiveness as reflected in greater levels of individual outcomes. Design/methodology/approach – These factors were examined through a quasi-experimental pretest-posttest design. Participants were drawn from the client bases of four Israeli executive coaching agencies. Findings – A coach's academic background in psychology was positively related to executive coaching effectiveness as reflected in greater improvement in coachee self-awareness and job performance as reported by the direct supervisor. Further, coach credibility was positively related to executive coaching effectiveness as reflected in higher mean scores in coachee self-reported job performance. Originality/value – Findings should assist businesses and educators in improving the formal preparation of coaches and in better identifying and selecting competent coaches. This may lead to better executive coaching design, implementation, and outcomes. Recommendations for future research are provided.

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Chelladurai, Packianathan, and Etsuko Ogasawara. "Satisfaction and Commitment of American and Japanese Collegiate Coaches." Journal of Sport Management 17, no. 1 (January 2003): 62–73. http://dx.doi.org/10.1123/jsm.17.1.62.

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Male coaches from NCAA Division I (n = 297), Division III (n = 294), and Japanese universities (n = 254) responded to the Coach Satisfaction Questionnaire measuring satisfaction with supervision, coaching job, autonomy, facilities, media and community support, pay, team performance, amount of work, colleagues, athletes’ academic performance, and job security; and Blau, Paul, and St. John's (1993) General Index of Work Commitment. Japanese coaches expressed significantly lower satisfaction than American coaches with seven facets (supervision, coaching job, autonomy, team performance, colleagues, athletes' academic performance, and job security). American coaches were significantly more committed to their occupation than the Japanese coaches who were significantly more committed to their organizations than American coaches.

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Li, Ming. "Job Satisfaction and Performance of Coaches of the Spare-Time Sports Schools in China." Journal of Sport Management 7, no. 2 (May 1993): 132–40. http://dx.doi.org/10.1123/jsm.7.2.132.

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Twelve organizational variables that were associated with the organizational effectiveness of spare-time sports schools in China were examined. Specifically, coaches' expressed satisfaction with their jobs and their performance was assessed, and the significant organizational correlates of these two effectiveness indicators were identified. Six hundred forty coaches participated in the study, Stepwise multiple regression analyses were carried out to determine if there were common determinants of coaches' job satisfaction and performance, The results showed that job influence, job motivation, incentive system, and leader behavior had a more pervasive influence on job satisfaction and job performance of the coaches than did other variables.

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Wehman, Paul H., Pamela S. Targett, and David X. Cifu. "Job Coaches: A Workplace Support." American Journal of Physical Medicine & Rehabilitation 85, no. 8 (August 2006): 704. http://dx.doi.org/10.1097/01.phm.0000228557.69308.15.

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Bentzen, Marte, Göran Kenttä, and Pierre-Nicolas Lemyre. "Elite Football Coaches Experiences and Sensemaking about Being Fired: An Interpretative Phenomenological Analysis." International Journal of Environmental Research and Public Health 17, no. 14 (July 18, 2020): 5196. http://dx.doi.org/10.3390/ijerph17145196.

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Background: Chronic job insecurity seems to be a prominent feature within elite sport, where coaches work under pressure of dismissals if failing to meet performance expectations of stakeholders. The aim of the current study was to get a deeper understanding of elite football coaches’ experiences of getting fired and how they made sense of that process. Method: A qualitative design using semi-structured interviews was conducted with six elite football coaches who were fired within the same season. Interpretative phenomenological analysis was chosen as framework to analyze the data. Results: The results reflected five emerging themes: Acceptance of having an insecure job, working for an unprofessional organization and management, micro-politics in the organization, unrealistic and changing performance expectation, and emotional responses. Conclusion: All coaches expressed awareness and acceptance regarding the risk of being fired. However, they experienced a lack of transparency and clear feedback regarding the causes of dismissal. This led to negative emotional reactions as the coaches experienced being evaluated by poorly defined expectations and by anonymous stakeholders. Sports organizations as employers should strive to be transparent during dismissal. In addition, job insecurity is a permanent stressor for coaches and should be acknowledged and targeted within coach education.

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Orlowski, Johannes, Pamela Wicker, and Christoph Breuer. "Labor migration among elite sport coaches: An exploratory study." International Review for the Sociology of Sport 53, no. 3 (June 2, 2016): 335–49. http://dx.doi.org/10.1177/1012690216649778.

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Coaches are critical to elite sport achievements because they represent the link between sport policies and athletes. Yet, labor migration of elite sport coaches challenges the competitiveness of the sport system of the sending country and brain drain is a concern for policy-makers. Previous research on labor migration in sport has focused on athletes in professional team sports. Based on the push–pull framework, this study seeks to explore the factors affecting labor migration of elite sport coaches in less commercialized sports. Semi-structured interviews with nine elite sport coaches employed in Germany were conducted. The following migration factors emerged from the analysis: job-related factors (salary, workload, financial planning security, pressure, politics within the sport federation, and recognition of the coaching job in society); social factors (family support, and children’s education); competitive factors (training environment, and sport equipment); and seeking new experiences (new culture/language, and challenging task). Networks were found to be critical to the reception of job offers. A combination of various push and pull factors from several levels (i.e., individual, household, organizational, and national level) is at work when examining potential coach migration. Policy- makers should consider these factors when they strive to create a more attractive working environment for coaches.

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Dixon, Marlene A., and Stacy Warner. "Employee Satisfaction in Sport: Development of a Multi-Dimensional Model in Coaching." Journal of Sport Management 24, no. 2 (March 2010): 139–68. http://dx.doi.org/10.1123/jsm.24.2.139.

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Despite the overwhelming emphasis on job satisfaction in sport management research, scholars continue to advocate for the distinctiveness and importance of evaluating both job satisfaction and dissatisfaction. The purpose of this investigation is to develop a model of job satisfaction and dissatisfaction for intercollegiate coaches. Fifteen head coaches participated in semistructured interviews. Results revealed a sport industry specific three-factor model. Desirable job factors (Player-Coach Relationships, Recognition, and Social Status) were related only to satisfaction. Industry Standard Factors (Sport Policy, Salary, Recruiting, Supervision, and Life Balance) were related only to dissatisfaction. Performance Dependent Factors (Flexibility and Control, Program Building, and Relationships with Colleagues) were related to satisfaction and dissatisfaction. The results support the distinctiveness of job satisfaction and dissatisfaction as constructs, and also demonstrate a continued need for examining job attitudes within context. As sport managers understand the particular expectations of their employees and their industry they can better diagnose and solve employee issues.

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Bentzen, Marte, Göran Kenttä, Anne Richter, and Pierre-Nicolas Lemyre. "Impact of Job Insecurity on Psychological Well- and Ill-Being among High Performance Coaches." International Journal of Environmental Research and Public Health 17, no. 19 (September 23, 2020): 6939. http://dx.doi.org/10.3390/ijerph17196939.

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Background: The evaluative nature of high performance (HP) sport fosters performance expectations that can be associated with harsh scrutiny, criticism, and job insecurity. In this context, (HP) sport is described as a highly competitive, complex, and turbulent work environment. The aim of this longitudinal, quantitative study was to explore whether HP coaches’ perceptions of job insecurity and job value incongruence in relation to work would predict their psychological well- and ill-being over time. Methods: HP coaches (n = 299) responded to an electronic questionnaire at the start, middle, and end of a competitive season, designed to measure the following: job insecurity, values, psychological well-being (vitality and satisfaction with work), and psychological ill-being (exhaustion and cynicism). Structural equation model analyses were conducted using Mplus. Results: Experiencing higher levels of job insecurity during the middle of the season significantly predicted an increase in coaches’ psychological ill-being, and a decrease in their psychological well-being at the end of the season. However, value incongruence did not have a significant longitudinal impact. Conclusions: These findings cumulatively indicate that coaches’ perceptions of job insecurity matter to their psychological health at work. Consequently, it is recommended that coaches and organizations acknowledge and discuss how to handle job security within the HP sport context.

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YIN, Xiao-Chuan, and Zu-Mei XUE. "Job Burnout Scale for Competition Sport Coaches." Acta Psychologica Sinica 41, no. 6 (August 11, 2009): 545–56. http://dx.doi.org/10.3724/sp.j.1041.2009.00545.

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Selcuk, Gencay, and Alpaslan Gencay Okkes. "Job satisfaction levels of Turkish judo coaches." African Journal of Business Management 6, no. 41 (October 17, 2012): 10542–46. http://dx.doi.org/10.5897/ajbm11.1422.

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Polly, Drew, Robert Algozzine, Christie Sullivan Martin, and Maryann Mraz. "Perceptions of the roles and responsibilities of elementary school mathematics coaches." International Journal of Mentoring and Coaching in Education 4, no. 2 (June 8, 2015): 126–41. http://dx.doi.org/10.1108/ijmce-08-2014-0030.

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Purpose – In the USA, school districts are funding mathematics coaching positions to provide school-level support to teachers. The purpose of this paper is to survey school personnel whose job responsibilities included mathematics coaching in order to examine their job responsibilities and what they felt that their job responsibilities should be. Design/methodology/approach – In all, 67 elementary school mathematics coaches completed a survey that included 30 aspects of the job of elementary school mathematics leaders. Findings – Quantitative analyses indicated that there were statistically significant differences between their actual roles and their preferred roles on 24 of the 30 items. This means that coaches reported that the aspects of their current role did not align to what they thought their job should be. Research limitations/implications – The findings indicate a need to collect further information in a longitudinal study, potentially from a combination of surveys, interviews, and observations, about elementary mathematics coaches’ job responsibilities and the impact that coaches have on both teachers and students. Practical implications – The findings indicate a need for school leaders, mathematics leaders (coaches), and classroom teachers to work together to utilize mathematics leaders more effectively so as to best support teachers’ instruction and students’ learning. Originality/value – While some research has been published on literacy coaching, the research base on mathematics coaching is scant. This study contributes to the knowledge base about the roles and duties of coaches in elementary school settings.

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Roach, Michael. "Does Prior NFL Head Coaching Experience Improve Team Performance?" Journal of Sport Management 30, no. 3 (May 2016): 298–311. http://dx.doi.org/10.1123/jsm.2015-0008.

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Sports franchises often value prior head coaching experience as they evaluate head coaching candidates. This paper empirically tests whether prior head coaching experience affects team performance in the National Football League. Accounting for individual coach effects and other relevant factors, I find that team performance is significantly worse beyond a given coach’s initial head coaching spell. These results hold for a variety of outcome measures. While coaches with the lowest levels of success in their initial head coaching spell have the most pronounced negative experience effects, significant negative effects are estimated for coaches at all levels of initial success. One explanation for these results is that human capital acquired through head coaching experience is to a large extent firm specific, so while learning does occur within a given head coaching job, it does not carry over to future coaching spells. This can lead to an erosion of any relative human capital advantage.

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Takamatsu, Shohei, and Yasuo Yamaguchi. "Effect of coaching behaviors on job satisfaction and organizational commitment: The case of comprehensive community sport clubs in Japan." International Journal of Sports Science & Coaching 13, no. 4 (November 24, 2017): 508–19. http://dx.doi.org/10.1177/1747954117742652.

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Coaches are widely regarded as playing an important role in the development of comprehensive community sport clubs, in terms of meeting the needs of club members and club staff. However, few studies have explored the coaching activities of comprehensive community sport clubs in Japan. This study, therefore, aimed to examine the effect of coaching behaviors in comprehensive community sport clubs on job satisfaction and organizational commitment. One hundred seventy-seven coaches completed questionnaires assessing coaching behaviors in comprehensive community sport clubs, job satisfaction, and organizational commitment. The scale measuring coaching behaviors in comprehensive community sport clubs was comprised of seven factors: (1) manner education, (2) cooperative approach, (3) field management, (4) coaching skills, (5) communication with people outside the club, (6) communication with people inside the club, and (7) safety management. Path analysis with structural equation modeling revealed cooperative approach and field management influenced job satisfaction. The study additionally indicated job satisfaction positively impacted organizational commitment. Furthermore, communication with people inside the club directly influenced on organizational commitment. Thus, it was concluded that creating a sporting environment in which coaches can behave autonomously, as well as providing a space where coaches can communicate with many people, are necessary preconditions to increase job satisfaction and organizational commitment of coaches in comprehensive community sport clubs.

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Lin, Li. "The Study of Effects Caused by Job Satisfaction on Performance Evaluation of Professional Coaches in China." Advanced Materials Research 346 (September 2011): 675–81. http://dx.doi.org/10.4028/www.scientific.net/amr.346.675.

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Our study has conducted an inquiry ,based on the " The Structure scale for Job performance of Chinese professional coaches" and "Job satisfaction scale ", and 213 coaches from 19 provinces in China were involved in our investigation.The gathered evidence demonstrate the results that job satisfaction has significant and positive correlation of effects with task performance,contextual performance,as well as development performance,on the contrary, it has shown significant positive effects on counter-production performance.

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Camiré, Martin. "Examining High School Teacher-Coaches’ Perspective on Relationship Building With Student-Athletes." International Sport Coaching Journal 2, no. 2 (May 2015): 125–36. http://dx.doi.org/10.1123/iscj.2014-0098.

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Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.

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Sas-Nowosielski, Krzysztof, Wioletta Szóstak, and Ewa Herman. "What makes coaches burn out in their job? Prevalance and correlates of coaches’ burnout in Poland." International Journal of Sports Science & Coaching 13, no. 6 (July 12, 2018): 874–82. http://dx.doi.org/10.1177/1747954118788539.

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Objective The aim of this study was to determine the range of burnout among sport coaches in Poland and identify its personal (especially psychological) and situational correlates. Methods The sample consisted of 174 male and 70 female coaches from 21 sports disciplines, aged from 23 to 82 ( M = 39.00, SD = 10.93). Coaching experience ranged from 1 to 40 years ( M = 12.00, SD = 9.99). Participants filled in four questionnaires: Maslach Burnout Inventory, Coaching Efficacy Scale. The questionnaire of adaptive and maladaptive perfectionism, and Preferred Management Style Questionnaire. Results Coaches reported experiencing low levels of emotional exhaustion and depersonalisation, but high level of reduced sense of personal accomplishments. The latter was observed in 61.06% of respondents. The correlates of individual dimensions of burnout turned out to be: (a) emotional exhaustion – gender, age, deriving financial satisfaction from one’s job, motivation efficacy, maladaptive perfectionism, democratic management style, and the nature of competition; (b) depersonalisation – deriving financial satisfaction from one’s job, building character efficacy, maladaptive perfectionism, democratic, autocratic and liberal management styles; (c) reduced sense of personal accomplishments – deriving financial satisfaction from one’s job, motivation efficacy, game strategy efficacy, maladaptive perfectionism, and democratic management style. Conclusions Our study suggests that sport coaches are not emotionally exhausted and do not depersonalise their charges, but are professionally undervalued. This phenomenon is related to several personal and situational variables.

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Yaşar, Onur Mutlu, and Hakan Sunay. "Investigation of job satisfaction and organizational commitment level of football coachesFutbol antrenörlerinin iş doyumlarinin ve örgütsel bağliliklarinin incelenmesi." Journal of Human Sciences 15, no. 2 (May 22, 2018): 952. http://dx.doi.org/10.14687/jhs.v15i2.5239.

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The purpose of this study is to determine the organizational commitment and job satisfaction of youth team football coaches.The sample of the study is consisted of 212 youth team coaches who work in Central Anatolian region. Coaches were selected by purpose sampling method. During the study, basic personal information form was utilized. In addition to this, the job satisfaction survey which was developed by Spector (1985) and the organizational commitment survey which was developed by Porter et al. (1974) was used. The Cronbach Alpha value of job satisfaction survey was calculated .80 and Cronbach Alpha value of organizational commitment survey was calculated .72 after data’s were analyzed. The data’s, normal distribution for the data were analyzed with non-parametric tests. Standard deviation, minimum and maximum values, percentage, of the data which obtained from the survey was analyzed by using, Kruskal-Wallis and Mann-Whitney U tests in SPSS 21.0 statistic program. Also the relationship between job satisfaction and organizational commitment of coaches were tried to determine by using Spearman Test.Job satisfaction and organizational commitment levels of the coaches who participated in this study was found average. The lowest levels of job satisfaction factor structures were found Pay and Promotion. In spite of this the highest levels of job satisfaction factor structures were found Nature of Work and Coworkers. Besides, it was found out that there was a positive relationship between the job satisfaction levels and organizational commitment degrees of the coaches. When coaches are compared by their education status, it was seen that, higher educated coaches’ job satisfaction levels were detected lower. Moreover, when coaches are compared by their football club types, it was found that, professional club coaches, job satisfaction and organizational commitment levels were reached higher than amateur club coaches. Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacını, futbol altyapı antrenörlerinin iş doyum düzeylerinin ve örgütsel bağlılıklarının incelenmesi, oluşturmaktadır. Araştırma örneklemini, İç Anadolu Bölgesi’nde bulunan futbol kulüplerinin altyapılarında görev yapan, amaçlı örnekleme yöntemi ile seçilmiş 212 antrenör oluşturmaktadır. Çalışmada veri toplama aracı olarak kişisel bilgi formu ile 1985 yılında Spector tarafından geliştirilmiş, Yelboğa (2009) tarafından Türkçeye uyarlanan 9 alt boyuttan oluşan İş Doyum Ölçeği ve Porter ve ark. (1974) tarafından geliştirilen, Türkçeye uyarlaması ise 2009 yılında Buluç (2009) tarafından yapılan örgütsel bağlılık ölçeği kullanılmıştır. Kullanılan iş doyum ölçeğinin Cronbach Alpha değeri .80 olarak hesaplanmıştır. Örgütsel bağlılık ölçeğinin Cronbach Alpha değeri ise .72 olarak hesaplanmıştır. Çalışmada verilerin normal dağılım gösterip göstermediği Kolmogrov-Simirnov testi ile analiz edilmiştir. Her iki ölçeğin verilerinin de normal dağılım göstermediği tespit edilmiş ve parametrik olmayan testler kullanılmıştır. Araştırmadan elde edilen verilerin ortalama, standart sapma, minimum, maksimum değerler ile yüzdelik sayılar, Kruskal-Wallis ve Mann-Whitney U testi kullanılarak değerlendirilmiştir. Ayrıca altyapı antrenörlerinin iş doyum düzeylerin ve örgütsel bağlılık seviyeleri arasında herhangi bir ilişki olup olmadığını belirlemek amacıyla Spearman Sıra Farkları Korelasyon Katsayısı testi uygulanmıştır.Araştırmaya katılan altyapı antrenörlerinin iş doyum düzeyleri ve örgütsel bağlılık seviyeleri orta düzeyde olduğu tespit edilmiştir. Antrenörlerin iş doyum düzeylerinde en düşük değerde tespit edilen alt boyutlar Ödeme ve Prim iken en yüksek değerde tespit edilen alt boyutları ise İşin Doğası ve İş Arkadaşlarıdır. Ayrıca antrenörlerin iş doyum düzeyleri ve örgütsel bağlılık seviyeleri arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir. Antrenörler, eğitim durumu değişkeni açısından değerlendirildiğinde, eğitim seviyesi daha yüksek olan antrenörlerin, iş doyum düzeyleri ve örgütsel bağlılık seviyelerinin daha düşük olduğu tespit edilmiştir. Antrenörler, görev yaptıkları kulüp yapısı değişkeni açısından değerlendirildiğinde ise profesyonel gurubun iş doyum düzeyleri ve örgütsel bağlılık seviyelerinin amatör gruba göre daha yüksek çıktığı tespit edilmiştir.

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Snyder, Carey J. "The Effects of Leader Behavior and Organizational Climate on Intercollegiate Coaches’ Job Satisfaction." Journal of Sport Management 4, no. 1 (January 1990): 59–70. http://dx.doi.org/10.1123/jsm.4.1.59.

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The effects of leader behavior and organizational climate on the job satisfaction of intercollegiate coaches were analyzed. The 117 subjects represented 17 California colleges and universities. The instruments used in data collection were the Leader Behavior Description Questionnaire, the Organizational Climate Description Questionnaire, and the Job Descriptive Index. Statistical analysis revealed that the athletic director’s behavior and the climate had direct and indirect effects on job satisfaction. The degree of consideration shown by the athletic director had a strong effect on satisfaction with work and supervision. Coaches’ feelings of detachment and the lack of administrative support showed a negative relationship to satisfaction with work and supervision. Path analytic procedures showed male and female subjects differing with respect to the factors shaping job satisfaction. Consideration helped female coaches feel integrated into the department and supported by the administration. Male subjects viewed consideration as important to the development of morale and rapport with colleagues.

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Hwang, Jae-Wook. "Development and Validation of a Scale for Interaction between Parents and Coaches of Middle and High School Golf Players." International Journal of Environmental Research and Public Health 18, no. 17 (September 6, 2021): 9419. http://dx.doi.org/10.3390/ijerph18179419.

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The purpose of this study was to develop a measurement tool for the interaction between parents and coaches of middle and high school golfers, and to verify its validity. A total of 563 parents participated in the study. Based on the results of preliminary item production, item analysis, reliability analysis, exploratory factor analysis, identification factor analysis, job uniformity analysis, and potential mean comparison analysis, the initial 70 items were constructed according to the conceptualization of parent–coach interactions. The first and second item reduction processes and preliminary surveys were conducted through expert meetings to produce the final 40 items of parent–coach interactions. After eliminating 20 items through question analysis, reliability analysis, and exploratory factor analysis, the final three factors of parent–coach interaction were extracted, and the conformity index for the middle and high school golfers’ parent-to-coach interaction tool was checked. Then, to ensure the external validity of the developed parent–coach interaction measurement tool, a construct equivalence analysis was conducted to demonstrate that the tool can be applied equally to parents and coaches. In summary, the tools for measuring the interaction between the middle and high school golfers’ parents and coaches were developed in 20 questions, three factors for communication, qualification, and support, and it was confirmed that the developed measuring tools could all be applied equally through a latent mean analysis. Parents and coaches are key variables that can affect a player’s performance; thus parents and coaches’ interaction measuring tools can be provide positive information not only for golfers but also for players of various other sports.

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Dumangöz, Pero Duygu. "Investigation of Job Satisfaction Levels of Tennis Coaches Who Work in Higher Education Institutions According to Personal Variables." Journal of Educational Issues 7, no. 1 (May 6, 2021): 282. http://dx.doi.org/10.5296/jei.v7i1.18484.

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According to some personal variables, this study examines tennis coaches’ job satisfaction levels in higher education institutions. A total of 50 tennis coaches, 16 women (32%), and 34 men (68%) took part in the study. The coaches included in the study are examined in three categories as 26 years and younger (34%), 27-29 years old (34%), 30 years old and above (32%). Two forms were used as tools for data collection. The first one of these forms is a 6-question form created by the researcher to determine tennis coaches’ characteristics. The second one is the Minnesota Job Satisfaction Scale developed by Weiss et al. in 1967 and translated into Turkish by Baycan in 1985. Baycan also conducted the validity and reliability studies of the scale in 1985. The analysis of the data was done in SPSS 26.0 statistics package program. Percentage and frequency distributions were examined in the statistical analysis of the data, independent sample t-test was performed to evaluate the differences between two groups, one-way analysis of variance (ANOVA) was made to determine the difference between more than two groups, and Scheffe test was performed to determine which groups the difference was between. p significance level was accepted as 0.05 (p < 0.05). As a result, there was no statistically significant difference in job satisfaction levels of tennis coaches according to gender, education level, coaching level, and work experience (p > 0.05), while there was a directly proportional relationship between the age variable and job satisfaction levels (p < 0.05).

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Bravo, Gonzalo A., Doyeon Won, and Weisheng Chiu. "Psychological contract, job satisfaction, commitment, and turnover intention: Exploring the moderating role of psychological contract breach in National Collegiate Athletic Association coaches." International Journal of Sports Science & Coaching 14, no. 3 (June 2019): 273–84. http://dx.doi.org/10.1177/1747954119848420.

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This study examined the relationship between psychological contract and three work attitudes, job satisfaction, affective commitment, and turnover intention in a sample of National Collegiate Athletic Association coaches. This study also explored the moderating role of the psychological contract by examining coaches' perceptions of the intentional and unintentional breach. A total of 383 coaches responded to the survey that included items in the transactional and relational psychological contract, job satisfaction, affective commitment, and turnover intention. In addition, the sample was split into two groups, intentional breach and unintentional breach based on their responses to a single question regarding the perceived breach status. Results revealed that the transactional contract had a positive influence on job satisfaction and a negative influence on affective commitment. On the other hand, the relational contract had positive influences on both job satisfaction and affective commitment. Job satisfaction had a positive influence on affective commitment, which negatively led to turnover intention, while affective commitment had no significant influence on turnover intention. A multi-group analysis was conducted to test whether the psychological contract breach moderated the paths in the hypothesized model. The paths from transactional contract to satisfaction and commitment as well as from satisfaction to turnover intention were moderated by the psychological contract breach. The transactional contract–job satisfaction relationship was meaningful for the unintentional breach group, while the transactional contract–affective commitment relationship was stronger with the intentional breach group. The job satisfaction–turnover intention relationship was stronger with the intentional breach group than with the unintentional breach group.

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R Richards, K. Andrew, Nicholas S. Washburn, and Michael A. Hemphill. "Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction." European Physical Education Review 25, no. 2 (November 29, 2017): 389–408. http://dx.doi.org/10.1177/1356336x17741402.

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Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included 500 physical educators (251 females, 249 males) from the United States. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using latent variable modeling procedures. Results supported the conceptual framework, χ2(214) = 511.49, p < .001, RMSEA = .052 (90% CI = [.046, .058], p = .216), SRMR = .06, NNFI = .95, CFI = .96, and commonly experienced pathways were invariant across coaching and non-coaching groups. A key goal for schools should be to increase teacher perceived mattering and reduce role stress and emotional exhaustion.

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Kubayi, Alliance, Yoga Coopoo, and Heather Morris-Eyton. "Work-related constraints in sports coaching: Perceptions of South African female coaches." International Journal of Sports Science & Coaching 12, no. 1 (December 22, 2016): 103–8. http://dx.doi.org/10.1177/1747954116684391.

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The purpose of this study was to investigate the work-related constraints encountered by female coaches in the Gauteng Province of South Africa. Participants were 100 female coaches who completed a 34-item questionnaire on the perceived constraints/hindrances to coaching. A Cronbach’s α of 0.953 was recorded for the questionnaire. Results indicated that coaches identified lack of support for women coaches, inadequate salary, job insecurity, difficulties in working with parents/spectators and coaching at weekends and evenings as the major constraints to their coaching. Based on the results of this study, it is recommended that female coaches should be provided with support programmes which could ensure fair treatment of female coaches, promote equitable salaries, alleviate all forms of discrimination and ensure that their needs are well catered for.

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Li, Lin. "The Study on Effects Resulted from Job Burnout on Performance Appraisal of Professional Coaches in China." Advanced Materials Research 345 (September 2011): 405–10. http://dx.doi.org/10.4028/www.scientific.net/amr.345.405.

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Our study has conducted an inquiry ,based on the " The Structure scale for Job performance of Chinese professional coaches" and " Job burnout scale ", and 213 coaches from 19 provinces in China were involved in our investigation.The gathered evidence enable us to draw the conclusions that the two dimensions of low-potency feeling and Knowledge Drain result in significant negative impacts on task performance and development performance,low-potency feeling lead to negative impacts on contextual performance,on the contrary, the two dimensions of low-potency feeling and Knowledge Drain have shown significant positive effects on counter-production performance.

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Joncheray, Hélène, Fabrice Burlot, and Mathilde Julla-Marcy. "Is the game lost in advance? Being a high-performance coach and preserving family life." International Journal of Sports Science & Coaching 14, no. 4 (August 2019): 453–62. http://dx.doi.org/10.1177/1747954119860223.

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This article examines how high-performance sport coaches combine their professional and family lives. To address this issue, semi-structured interviews were conducted with 41 French coaches (8 females, 33 males) involved in the preparation of the French teams for the Olympic Games in Rio (2016), Pyeongchang (2018) and/or Tokyo (2020). The results show that all the coaches interviewed are engaged in a passionate relationship with their job. For some coaches, this commitment has an impact on their family life. Three groups of coaches stand out: (i) a majority of coaches who are unable to preserve their family life, (ii) coaches who maintain a distance from their profession and preserve their family life, (iii) coaches who have or have not preserved their family life and who position themselves as actors wishing to do everything possible to preserve the family life of the coaches they supervise. Thus, these results highlight, for some coaches, difficulties in combining professional and family life. For others, family life is a protection for engagement in a passionate profession. These data can provide useful information for sport organizations in charge of coaches.

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Bopp, Trevor, Brian J. Wigley, and Melfy Eddosary. "Job and Life Satisfaction: The Perspective of Collegiate Head Coaches." International Journal of Sports Science & Coaching 10, no. 6 (December 2015): 1025–37. http://dx.doi.org/10.1260/1747-9541.10.6.1025.

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Cobigo, Virginie, Yves Lachapelle, and Diane Morin. "Choice-Making in Vocational Activities Planning: Recommendations from Job Coaches." Journal of Policy and Practice in Intellectual Disabilities 7, no. 4 (December 2010): 245–49. http://dx.doi.org/10.1111/j.1741-1130.2010.00273.x.

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D’Agostino, Mary Ellen, and Paul W. Cascella. "Communication Supports by Job Coaches of People with Developmental Disabilities." Journal of Developmental and Physical Disabilities 20, no. 6 (August 28, 2008): 551–60. http://dx.doi.org/10.1007/s10882-008-9118-4.

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Cotterill, Stewart, Richard Cheetham, and Katrien Fransen. "Professional Rugby Coaches’ Perceptions of the Role of the Team Captain." Sport Psychologist 33, no. 4 (December 1, 2019): 276–84. http://dx.doi.org/10.1123/tsp.2018-0094.

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The aim of this study was to explore the lived experiences of the coach in relation to the perceived function of captains in professional rugby union. Participants were 8 elite male rugby coaches purposely sampled for this study. Participants were interviewed individually to gain an understanding of their experiences and perceptions of the role of the captain. The data were thematically analyzed using interpretative phenomenological analysis. Ten superordinate themes emerged in the study: types of captain, captain development, challenges, captains role, off-field responsibilities, nature of the job, selection, cultural architects, coach–captain relationship, and key attributes. Results suggest that coaches view the captain as an extension of their authority in the team, leadership groups are increasingly important to support captains, and the criteria for the selection of captains are still vague. As a result, future research should explore the development of specific evidence-based approaches to captain selection and development.

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Lacy, Alicia M. Pike, Thomas G. Bowman, and Stephanie Mazerolle Singe. "Challenges Faced by Collegiate Athletic Trainers, Part I: Organizational Conflict and Clinical Decision Making." Journal of Athletic Training 55, no. 3 (March 1, 2020): 303–11. http://dx.doi.org/10.4085/1062-6050-84-19.

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Context Organizational conflict, particularly between coaches and medical professionals, has been reported in collegiate athletics. Different values create room for conflict between coaches and athletic trainers (ATs); however, ATs' experiences when making medical decisions are not fully understood. Objective To investigate the presence of organizational conflict regarding medical decision making and determine if differences exist across athletic affiliations. Design Cross-sectional study. Setting Collegiate athletics (National Collegiate Athletic Association [NCAA], National Association of Intercollegiate Athletics [NAIA], National Junior College Athletic Association [NJCAA]). Patients or Other Participants A total of 434 ATs responded (age = 27.7 ± 3.2 years, years certified = 5.2 ± 2.7), representing the NCAA Division I (DI; n = 199), Division II (DII; n = 67), Division III (DIII; n = 108); NAIA (n = 37); and NJCAA (n = 23) settings. Main Outcome Measure(s) The survey instrument contained quantitative measures and open-ended questions, with affiliation as our primary independent variable. Responses to Likert-scale questions (1 = strongly agree, 5 = strongly disagree) regarding organizational pressures within athletics served as the dependent variables. Kruskal-Wallis analysis-of-variance and Mann-Whitney U post hoc tests assessed differences in organizational conflict across affiliations. Open-ended questions were analyzed inductively. Results We obtained a 14.47% (434 of 3000) response rate. National Collegiate Athletic Association DI ATs disagreed less than NCAA DII and DIII and NJCAA ATs that they would worry about job security if turnover in the head coaching position occurred (P < .05). Regarding the influence of coaches on job performance, differences were found between NCAA DI and DIII and between DI and NJCAA ATs (P < .01). Visibility of the injury and situational factors influenced the level of perceived pressure. Conclusions Athletic trainers perceived pressure from coaches regarding medical decision making. Division I ATs placed greater emphasis on the role that coaches played in their job performance and job security. Athletic departments should consider transitioning to patient-centered models of care to better align values and reduce the external pressures placed on ATs.

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Gillham, Andy, Michael Doscher, Craig Fitzgerald, Scott Bennett, Adam Davis, and Adam Banwarth. "Strength and conditioning roundtable: Strength and conditioning coach evaluation." International Journal of Sports Science & Coaching 12, no. 5 (May 1, 2017): 635–46. http://dx.doi.org/10.1177/1747954117707484.

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Evaluation is a necessary component of nearly every job and strength and conditioning coaches are no exception. However, the utility of that evaluation seems likely to vary tremendously across the sporting landscape. The literature is lacking information on how strength and conditioning coaches are evaluated. Therefore, the purpose of this project was to solicit responses from head strength and conditioning coaches regarding their experiences with evaluation of their work. Five coaches representing competitive levels from high school to professional American football responded to a series of 11 questions about evaluations and assessments. Their answers were more diverse than similar and combined to present a picture of evaluation that is entirely inconsistent and muddled.

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Kubayi, Alliance, Yoga Coopoo, and Heather Morris-Eyton. "Perceived Hindrances Experienced by Sport Coaches in South Africa." Journal of Human Kinetics 57, no. 1 (June 22, 2017): 233–38. http://dx.doi.org/10.1515/hukin-2017-0064.

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AbstractThe purpose of this study was to examine perceived hindrances encountered by sport coaches in the Gauteng Province of South Africa. A total of 224 sport coaches (122 males and 102 females) were purposively recruited to participate in this study. An exploratory factor analysis was used to assess the factor structure of the Perceived Hindrance Scale. The results of this study indicated the following as major hindrances encountered by sport coaches: “Lack of support systems for women players”, “Lack of support for women coaches from superiors”, “Low salary”, “Lack of opportunities for promotion”, “Difficulties with parents/spectators” and “Lack of job security”. Recommendations on strategies to overcome these perceived hindrances are discussed.

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Frey, Melinda. "College Coaches’ Experiences with Stress—“Problem Solvers” Have Problems, Too." Sport Psychologist 21, no. 1 (March 2007): 38–57. http://dx.doi.org/10.1123/tsp.21.1.38.

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Research has demonstrated that coaches experience stress because of the nature of their job and that stress can affect their physical and mental well-being (Richman, 1992; Wang & Ramsey, 1998). The purpose of the present study was to better understand coaches’ experiences with stress, the perceived effects of stress on their coaching performance, and their coping strategies. A semistructured interview approach was used with 10 NCAA Division I male and female head coaches. The five major themes that characterized the coaches’ experiences were contextual/conditional factors, sources of stress, responses and effects of stress, managing stress, and sources of enjoyment. The results are discussed in relation to Smith’s (1986) cognitive-affective model of stress. Opportunities for future research are suggested, and implications for practitioners who want to help coaches manage the stress of their profession are offered.

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Buranok, Oleg Mikhailovich, and Sergey Aleksandrovich Serper. "Cultural, professional, job-related competences and development of the course «Fitness and gymnastics for yoga coaches»." Samara Journal of Science 8, no. 1 (February 28, 2019): 235–38. http://dx.doi.org/10.17816/snv201981303.

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The paper deals with specifics of cultural, professional, job-related competences development of Physical Education and Sports Bachelors (training code 44.03.01). Teaching programs are designed according to the requirements of the Federal State Educational Standard (the third generation), approved by the Ministry of Education and Science of the Russian Federation. Acquiring professional competencies are crucial for any coach or specialist in athletics. Moreover, the personality-oriented approach to the system of modern higher education presupposes development of personal skills such as independence, self-motivation and self-reliance. These qualities help the field experts build a healthy Russian society. The authors define knowledge, skills and abilities for cultural, professional, job-related competences to implement in the syllabus of Fitness and Gymnastics for Yoga Coaches.

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Lee, Keunchul, Seung-Yup Beak, and Kanghun Lee. "Verification of an Integrated Model of Coaches Burnout and Job Engagement Applying Job Demands-Resources Model." Korean Journal of Sport Psychology 31, no. 2 (May 31, 2020): 89–105. http://dx.doi.org/10.14385/kssp.31.2.89.

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Brock, Matthew E., Helen I. Cannella-Malone, John M. Schaefer, E. Justin Page, Natalie R. Andzik, and Rachel L. Seaman. "Efficacy of training job coaches to implement evidence-based instructional strategies." Journal of Vocational Rehabilitation 45, no. 3 (November 17, 2016): 351–64. http://dx.doi.org/10.3233/jvr-160835.

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Scott, Nicole, Donna Winham, Brent Alvar, and Debra Crews. "Job Satisfaction Of Division I-AA Collegiate Strength And Conditioning Coaches." Journal of Strength and Conditioning Research 24 (January 2010): 1. http://dx.doi.org/10.1097/01.jsc.0000367208.18161.33.

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Massey, C. Dwayne, and John Vincent. "A Job Analysis of Major College Female Strength and Conditioning Coaches." Journal of Strength and Conditioning Research 27, no. 7 (July 2013): 2000–2012. http://dx.doi.org/10.1519/jsc.0b013e31827361a9.

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Robinson, G. Matthew, Mar Magnusen, and Jun W. Kim. "The socially effective leader: Exploring the relationship between athletic director political skill and coach commitment and job satisfaction." International Journal of Sports Science & Coaching 14, no. 2 (April 2019): 197–204. http://dx.doi.org/10.1177/1747954119834118.

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Previous sport management research has demonstrated the positive relationship between political skill and personal career outcomes, but research addressing the question of how leader social effectiveness (i.e. political skill) influences the commitment and satisfaction of subordinates is lacking. This study sought to determine if leader (athletic director) political skill influences subordinate (head coach) evaluations of leader effectiveness, in turn influencing subordinate job satisfaction and commitment. Surveys were completed by interscholastic athletic directors ( n = 250) and representative subsets of head coaches ( n = 806) in the United States. Structural equation modeling was used to analyze the data. Political skill was shown to have a positive impact on evaluations of leader effectiveness. Leader effectiveness also acts as a mediator between political skill and employee job satisfaction and affective organizational commitment. Thus, political skill appears to be an important contributor to subordinate perceptions of leadership effectiveness, job satisfaction, and organizational commitment.

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Turner, Brian. "Does Commitment Develop in the Same Manner for Male and Female Coaches? An Examination of Personal and Job Characteristic Antecedents." Women in Sport and Physical Activity Journal 17, no. 1 (April 2008): 15–28. http://dx.doi.org/10.1123/wspaj.17.1.15.

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Over the years, many researchers have examined organizational commitment and how it develops. However, few have looked at differences in antecedents of commitment based on gender. Three hundred and twenty-eight athletic coaches (women = 88; men = 240) from Divisions I (n = 156) and III (n = 172) responded to a questionnaire that measured four bases of organizational commitment (affective [AC], normative [NC], continuance-high sacrifice [CC:HiSac], and continuance-low number of alternatives [CC:LoAlt]) and two specific groups of antecedents (personal characteristics and job characteristics). Differences between male and female respondents were examined to determine if their commitment developed in similar manners. The regression equation with all four job characteristic variables was significantly related to the bases of organizational commitment, cumulatively explaining 37.9% of the variance in females’ NC and 29.6% of the variance in women’s AC; for men, the job characteristic variables explained 30.0% and 24.4% for NC and AC, respectively. In addition, the regression equation with all four personal characteristic variables was significant for CC:HiSac for both male and female coaches. Overall, employer commitment was the job characteristic variable that had the greatest effect on organizational commitment for both men and women.

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Pastore, Donna L., Bernie Goldfine, and Harold Riemer. "NCAA College Coaches and Athletic Administrative Support." Journal of Sport Management 10, no. 4 (October 1996): 373–87. http://dx.doi.org/10.1123/jsm.10.4.373.

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The present study examined the perceptions of coaches to identify and assess the important areas in which athletic administrators may provide support. A total of 173 NCAA college coaches responded to a questionnaire consisting of 46 items that elicited the importance attached to each item. Principal component analysis of the importance data set yielded six components: Game Management, Decision Making, Nondiscriminatory Work Environment, Job Benefits/Salary, Program Support, and Evaluation. Multivariate analyses of variance (MÁNOVA) was used to analyze the set of dependent variables (Importance of Items) with the independent variables (Gender and Division). The MÁNOVA showed a significant relationship for the main effects of gender and division for the importance of the components. Univariate analyses indicated a significant difference between males and females on the Decision Making component. Male coaches rated Decision Making more important than female coaches. Univariate analyses further revealed significant differences for the components Program Support and Nondiscriminatory Work Environment by division. Tukey's post-hoc analyses showed that Division III coaches rated Program Support significantly higher than those in Division I and II. No significant difference was found between Division I and II coaches. Regarding Nondiscriminatory Work Environment, a significant difference was found between Division I and III coaches in that Division III coaches rated this component significantly higher than their counterparts in Division I.

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Fletcher, Tim, Ken Lodewyk, Katie Glover, and Sandra Albione. "Learning to Become Instructional Coaches in Health and Physical Education." Journal of Teaching in Physical Education 37, no. 4 (October 1, 2018): 313–21. http://dx.doi.org/10.1123/jtpe.2018-0024.

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Purpose: To examine the experiences of a cohort of health and physical education teachers and consultants who were learning to become instructional coaches. Methods: Three surveys and three focus groups were administered to 14 participants over 9 months to consider their experiences of learning to become instructional coaches. Concepts from expectancy-value theory guided analyses of both quantitative and qualitative data. Results: Participants reported positive experiences learning to become instructional coaches. Understanding and importance-utility value increased significantly between the administration of initial and end surveys. Focus group data generally supported quantitative findings while enabling more specific insights to be gained, particularly regarding specific moments of participants’ learning that led to a shift in thinking or practice. Conclusions: Participants valued their experiences learning to become instructional coaches and identified the instructional coaching model as a powerful form of job-embedded professional learning based on teachers’ context-specific needs.

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Rodgers, Wendy M., Camilla J. Knight, Anne-Marie Selzler, Ian L. Reade, and Gregory F. Ryan. "Influence of Performance Enhancement and Administrative Tasks on Coaches’ Stress and Intentions to Continue." International Sport Coaching Journal 2, no. 3 (September 2015): 261–72. http://dx.doi.org/10.1123/iscj.2014-0112.

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The purposes of this study were to, (a) assess motivational experiences of performance enhancement tasks (PET) and administrative tasks (AT), and; (b) examine the relationships of emergent motivational experiences of each task type to coaches’ perceived stress and intentions to continue coaching. In total, 572 coaches completed an online survey, which assessed autonomy, competence, relatedness, and other characteristics of PET and AT, intentions to continue coaching, and perceived stress. Two separate exploratory factor analyses (EFA) were conducted, one for AT and one for PET. This was followed up with confirmatory factor analysis (CFA) and SEM to examine relationships between emerging factors and stress and intentions. The factors generated for PET reflected ideas of autonomy, time conflict, and satisfaction, and for AT also included competence, effort, and job requirements. The resulting experiences of AT and PET appear to have different influences on stress and intentions, suggesting their distinction will be important in future work examining coach retention.

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Cimera, Robert E., Frank R. Rusch, and Laird W. Heal. "Supported employee independence from the presence of job coaches at work sites." Journal of Vocational Rehabilitation 10, no. 1 (1998): 51–63. http://dx.doi.org/10.3233/jvr-1998-10108.

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Massey, C. Dwayne, JOHN VINCENT, and MARK MANEVAL. "JOB ANALYSIS OF COLLEGE DIVISION I-A FOOTBALL STRENGTH AND CONDITIONING COACHES." Journal of Strength and Conditioning Research 18, no. 1 (February 2004): 19–25. http://dx.doi.org/10.1519/00124278-200402000-00002.

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Massey, C. Dwayne, John Vincent, and Mark Maneval. "Job Analysis of College Division I-A Football Strength and Conditioning Coaches." Journal of Strength and Conditioning Research 18, no. 1 (2004): 19. http://dx.doi.org/10.1519/1533-4287(2004)018<0019:jaocdi>2.0.co;2.

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Phetlhe, Lesego, Heather Morris-Eyton, and Alliance Kubayi. "Sources of Stress among Soccer Coaches in Gauteng Province, South Africa." International Sports Studies 42, no. 2 (December 21, 2020): 45–52. http://dx.doi.org/10.30819/iss.42-2.05.

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The purpose of this study was to examine sources of stress among football coaches in Gauteng Province, South Africa. Participants were 150 football coaches who completed the twenty-six item Stressors in Sports Coaching Questionnaire (Kubayi, Toriola, and Didymus, 2018). Players were generally seen as providing the greatest source of stress through ‘players underperforming in training’ and ‘lack of discipline and commitment from players’. The most important task related stressors came from the ‘lack of recognition of good coaching’ and ‘performing multiple roles’. ‘High expectation to win’ and ‘my performance is judged on players’ results’ were the major sources of performance stress and ‘job insecurity’ was the leading environmental stressor. It is recommended that sport clubs and managers in Gauteng need to increase the resources available to their coaches to cope with the stresses that have been identified. Particular attention should be paid to assist coaches in improving their resilience and coping skills when under pressure from the many external demands that accompany their coaching role.

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Granger, Barbara, Richard Baron, and Susan Robinson. "Findings from a national survey of job coaches and job developers about job accommodations arranged between employers and people with psychiatric disabilities." Journal of Vocational Rehabilitation 9, no. 3 (1997): 235–51. http://dx.doi.org/10.3233/jvr-1997-9305.

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Swanson, Joel, and Joe Deutsch. "Mentoring in Sports for the Development of the Successful High School Coach." Journal of Human Sciences 14, no. 2 (April 14, 2017): 1158. http://dx.doi.org/10.14687/jhs.v14i2.4453.

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This study involves the surveying of current high school coaches in the state of North Dakota who are certified by the National Federation of High Schools through the completion of the required courses, including “The Fundamentals of Coaching”, “Concussion Diagnosis and Prevention”, as well as CPR, First Aid and AED certification in a current, active status. The participant coaches (n=113), were sent a survey through email using the Qualtrics Survey Program. This survey contained documentation of demographic information, coaching history, opinions regarding issues in coaching and how they are/can be addressed. This survey also discussed influences in the coaches life and how they have shaped their coaching careers. Coaching education and mentoring suggestions are also offered by the subjects as ways to improve the coaching job field as well as struggles they see mentoring bringing if a program were to be introduced.Results indicated that the majority of coaches would be open to mentoring programs in their school. This includes communication sessions, coaching education, sport specific coaching development, and time for personal interaction with other coaches aimed at creating relationships and discussing professional successes, coaching issues, and questions they have. Results also show a trend happening. There is a shortage of coaches with 11-20 years of experience and a large number of head coaches that have less than five years of experience. This trend is hinting to coaches leaving the profession after ten years, with not a lot of experienced people left to take over. Young coaches lead to a large learning curve, immaturity with dealing with certain situations, and lack the experience of actually teaching the game itself.

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Bertram, Rachael, and Wade Gilbert. "Learning Communities as Continuing Professional Development for Sport Coaches." Journal of Coaching Education 4, no. 2 (August 2011): 40–61. http://dx.doi.org/10.1123/jce.4.2.40.

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Continuing professional development (CPD) for sport coaches has been defined as all kinds of professional learning that occurs after initial certification (Nelson et al., 2006), and includes both non-formal and informal learning situations. Despite the fact that within the past decade there has been an increasing number of studies on these learning situations, learning communities as a type of CPD have received little attention. Therefore, the purpose of this paper is to share initial observations and lessons learned from creating and implementing sport coach learning communities. In addition, this paper extends the dialogue on learning community implementation and assessment. Our learning community efforts were formulated around five key guidelines: (1) Stable settings dedicated to improving instruction and learning, (2) Job-alike teams, (3) Published protocols that guide but do not prescribe, (4) Trained peer facilitators, and (5) Working on student learning goals until there are tangible gains in student learning.

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Journal articles on the topic 'Job coaches'

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