Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial

Abstract

The aim of this randomized controlled trial was to evaluate the impact of a novel 8-week coach development intervention (MASTER) on game-based coaching practices of netball coaches from one netball club (n = 16; 8 intervention, 8 active-control; NSW Australia), and player outcomes for the junior athletes being coached. The multi-component MASTER intervention aimed to educate coaches on how to design and implement high quality game-based coaching sessions. The core pillar of MASTER is ‘positive coaching,’ delivered through games-based coaching practices. At baseline and 10-weeks, two coaching sessions per coach were filmed and assessed using the MASTER assessment tool. Players (8-16yrs; n = 85) were videoed during structured gameplay, with three aspects of game play assessed using Game Performance Assessment Instrument. Coaches and players (n = 75; 12-16yrs) completed a perceptions questionnaire. Using linear mixed model ITT analysis, significant interventions effects were observed for the primary outcome: percentage of time spent performing playing-form activities [25.7% (95% CI (7.79-43.65), P = 0.008, d = 1.52]. Significant interventions effects were also observed for coach perceptions, player game skills, and player self-perceptions (P < 0.05). No significant changes were observed for player enjoyment, motivation, or wellbeing. The MASTER program was effective in improving coach and player self-perceptions, and coaching practices of netball coaches during training sessions.

Coaches of youth field sports as delivery agents of injury prevention programmes: how are we training the trainers? A scoping review

“…Phase 1 comprised a 6-hour workshop; in phase 2, the research team provided support across the intervention period in the form of facilitated discussion and the provision of training ideas via an online Facebook page (ie, community of practice); and phase 3, where participating coaches had the opportunity to evaluate their mentor’s practice, followed by group discussion. Large effect sizes were reported for coach confidence and competence, while 25% more training time was dedicated to desired activities, when compared with the control group indicating a substantial change in coach behaviour 56. Train-the-trainer models for IPP delivery may be adapted from such an example to evolve the ad-hoc support currently offered to coaches when implementing IPPs with their players.…”

“…For example at an organisational level, ‘Activate’, the IPP developed by England RFU, has been disseminated for use across kids, youth and adult club Rugby grades67; which in 2018 accounted for 355 153 registered players 68. One-to-one mentoring for that volume of community coaches is not feasible, but in-service support through communities of practice may be a suitable alternative option 54 56. At the individual level coaches, especially in youth sport,69 70 are typically volunteers otherwise engaged in full time employment elsewhere and express the lack of time as a stressor in addition to lower levels of commitment to their organisation when compared with coaches employed on a full-time basis 71.…”

“…Large effect sizes were reported for coach confidence and competence, while 25% more training time was dedicated to desired activities, when compared with the control group indicating a substantial change in coach behaviour. 56 Train-the-trainer models for IPP delivery may be adapted from such an example to evolve the ad-hoc support currently offered to coaches when implementing IPPs with their players.…”

Current teachers’ perceptions and students' perspectives regarding activities modalities, instructional settings during primary school physical education classes in China: a cross-sectional observational study

“…A targeted questionnaire was adapted from a questionnaire that had been applied in previous investigations involving PE delivery in schools (1,43). During the questionnaire survey, the demographic information, such as gender, time length of teaching PE, and age, was collected and assessed as follows:…”

Table1.docx

“…Table 2 outlines the observation measure used in this study. This observational study employed the MASTER Coach Observation Tool (a modified version of the Coach Analysis Intervention System (44), which has been successfully applied to football (pilot study) (42), netball (43), and football (Randomised Control Trial) (45) in Australia. This tool was used to evaluate teaching behaviours by employing notational analysis (Table 2).…”