The influence of coaches' personal factors on the impact of coach education

Abstract

Many coach education programs have been developed to address the increasing demand for qualified coaches. The majority of these programs are sport-specific, and research has focused on the validation of individual programs. Research has failed to consider the role of the coaches' characteristics and their impact on coach education outcomes. This mixed methods study examined changes in coaching efficacy and behavior change after coaches' attendance of a non-formal positive coaching education program. The current study considered the relationship between changes in coaching efficacy and coaches' age, gender, experience, enrollment status (i.e. voluntary v. required), attitudes towards continuing education, and resistance to change. There were 65 coaches who completed this study. Prior to the workshop, participants completed a demographic survey, the Revised Adult Attitudes towards Continuing Education Scale, the Dispositional Resistance to Change Scale, and the Coaching Efficacy Scale. Following the completion of the workshop, coaches answered a follow-up survey containing the same surveys and a qualitative item regarding behavioral change. Results suggest that the coaches who completed the online program experienced significant increases in coaching efficacy and behavioral change. There was a significant relationship between enrollment status and changes in coaching efficacy and coaches' behavioral change. The findings indicate that coaches who are required to attend education do not experience the same changes in coaching efficacy or behavior compared to those who attend voluntarily. It is necessary to convince coaches of the benefit of continuing education for their careers and the athletes with whom they work.