Student-athletes’ Evaluation of Coaches’ Coaching Competencies and Their Sport Achievement Motivation

Abstract

The primary concerns of this study is whether universities' sport coaches possess good coaching competency skills in bringing up potential athletes for the country. What are coaches' coaching competency levels? Do their competencies capability able to contribute significantly to sport achievement motivation of student-athletes? Thus, this study was designed to evaluate the competency level of coaches and student-athletes' achievement motivation at the Higher Educational Institutions (HEI) in sports competitions. A total of 322 student-athletes were participated in the questionnaire survey. Researchers have adapted the Coaching Competency Scale to measure four different dimensions of coaching competency and Sport Orientation Questionnaire to measure achievement motivation of student-athletes. Validity and reliability of the instrument were found to be satisfactory.The results of this study indicate that the coaches' competency levels at the HEI were not differ significantly by gender and performance of student-athletes, but it was differed significantly by type of sport, between team and individual sports. In addition, this study showed that there was a moderate relationship between the competencies of sport coaches and achievement motivation among student-athletes. However, among the coaches' coaching competencies, motivation competency of coaches was found to be significant contributor to student-athletes sport achievement motivation. The study provides important insights from the perspective of sport development programme at the related organizations which can be valuable in identifying and recruiting suitable coaches; and helping coaches to some extent in planning strategies for coaching athletes to ensure the effectiveness of its role as a coach.

Determining the tactical and technical level of competitive tennis players using a competency model: a systematic review

“…The analysis of coaches’ competencies in team sports in four areas (motivation, game strategy, technique and character-building competencies) showed that improving coaches’ psychological and tactical skills and their ability to recognize skills, together with a positive attitude towards sport, can help to improve athletes’ confidence in the work of coaches ( 77 ). Lim et al ( 78 ) found that the competence levels of coaches did not differ significantly by gender and performance of student athletes, but did differ significantly by sport type, between team and individual sports. The competency model proved to be a useful tool for sports organizations to identify and recruit coaches and for coaches to apply coaching planning strategies to ensure the effectiveness of their work.…”

Validity and Reliability of Futsal Coach Competency Evaluation Instruments

“…(Chiu, Mahat, Ahmad Marzuki, & Poy Hua, 2014) Stated that coaches who had competence show differences in their use and training style in providing motivation, explaining strategies and playing techniques, and building the athlete's character. That was because that difference would have a different impact on the training process results (Chiu et al, 2014) stated that coach's competency showed differences in the use and style of training in providing motivation and explaining playing strategies and techniques and when building athlete character. That was because that difference would have a different impact on the results of the training process.…”

The Hierarchy of Sustainable Sports Coaching Competencies in Korea

“…Thus, the competence for any position in the sports-related vocational field, including that of the sports coach, consists of a combination of knowledge, skills, and certain psychosocial senses [21,22,[25][26][27][28]. However, sports coach competency and its components could differ from one community to another since this competency may reflect the cultural, historical, societal, economic, and political contexts of the community [29][30][31][32][33]. Similarly, the relative importance of each required competence and its components could differ according to this context.…”