This study examined the perception of Malaysian sport coaches on the sport coaching standards (SCS). A total of 384 coaches (age = 28.84+4.02 years; male = 67.7%, female = 32.3%) responded to the survey via an online google document. Almost 59% of the respondents were club level coaches with 42% having 1-3 years coaching experience. Majority (56.2%) of the coaches was involved in soccer, frisbee, dodgeball, and futsal. The adopted research instrument consisted of 40 coaching standards and were categorized into eight domains. The items were measured through an 11-point (0-10) Likert scale. The results suggested that Malaysian coaches perceived the 40 standards (minimum = 6.94 and maximum = 9.00) as knowledge and abilities that effective coaches must possess. As for the domains, Malaysian coaches ranked the top three domains to be ‘Growth and Development’, ‘Teaching and Communication’, and ‘Skills and Tactics’ respectively. Similar ranking of the domain was also reported according to gender. Even though coaching education in terms of sport specific and sport science programs is in place in Malaysia, it is imperative for Malaysian Sport Coaching Academy and National Sport Associations to incorporate some coaching standards in their relevant coaching education curriculum.
This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.
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