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Sport participation is continually rising nationally and internationally emphasizing the need for effective coaches. Literature regarding coaching in sport is also increasing yearly leading to an ample amount of studies available. Despite the available results, there is still a lot more to understand concerning the complex nature of coaching. Although the majority of the studies focused on coaching behaviours, only limited results exist measuring the perceptions of coaches and players to determine whether the behaviours are effective. More scientific research in the area of coaching effectiveness is therefore needed, especially in South Africa. The objectives of this study were firstly to determine the difference between players‟ perceptions of coaching effectiveness between larger and smaller secondary schools and secondly, to determine the difference between the players and the coaches‟ perceptions of coaching effectiveness at university/club level. Twenty high schools (n = 20) and four hundred and seventy-six (n = 476) male rugby union players (15-19 years) participated in the first part of the study. Players were asked to fill in the adapted version of the Coaching Efficacy Scale (CES). To determine the validity of the sample size a power calculation was done followed by Chronbach alpha values to determine the reliability of the questionnaire on the specific group. Discriptive statistics, followed by independant t-test were done to measure statistically differences between large and small schools with regard to the 4 constructs measured. Cohen‟s effect sizes were then used to determine practical significantly differences. The sample size was found to be valid (> 0.9) together with high Cronbach alpha values (> 0.7) indicating that the questionnaire is reliable for the specific sample. It was found that no practically significant differences exist between coaches from large schools compared to coaches from smaller schools. It was therefore concluded that the players from high schools that participated in the study perceive their coaches‟ effectiveness with regard to the constructs measured similarly, irrespective of the size (number of learners) of the school. One hundred and forty-two (n =142) male rugby union players (age: 18-15) and thirteen (n = 13) coaches (age: 23-55) from the Puk Rugby Institute (PRI) participated in the second part of this study. All the players completed the adapted version of the CES and the coaches completed the CES. Confirmatory factor analysis (CFA) was done to determine the factor structure of the adapted version of the CES. The CFA of the CES was not done due to the small number (13) of coaches that participated in the study. Regression estimates were set at p<0.05. Cronbach alpha values were measured to determine the reliability of the questionnaires. To adapt for inter-dependency, mixed models (set at 5%) were used to measure perception differences between coaches and players. All the regression estimates were found to be significant (p < 0.05). High Cronbach alpha values were found (>0.70). Statistically significant differences between coaches and players‟ perceptions were found with regard to the four constructs measured where coaches‟ perception values were higher than those of the players. Although it is not important to practice, the findings should not be ignored. For total coaching effectiveness values, the majority of the coaches (8 out of 13) rated their own coaching effectiveness more positive than did their respective players. It was therefore concluded that researchers should be aware of the perception differences that exist when measuring coaching effectiveness. These results complement the existing literature with regard to sport coaching and the complexity thereof. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

Sport participation is continually rising nationally and internationally emphasizing the need for effective coaches. Literature regarding coaching in sport is also increasing yearly leading to an ample amount of studies available. Despite the available results, there is still a lot more to understand concerning the complex nature of coaching. Although the majority of the studies focused on coaching behaviours, only limited results exist measuring the perceptions of coaches and players to determine whether the behaviours are effective. More scientific research in the area of coaching effectiveness is therefore needed, especially in South Africa. The objectives of this study were firstly to determine the difference between players‟ perceptions of coaching effectiveness between larger and smaller secondary schools and secondly, to determine the difference between the players and the coaches‟ perceptions of coaching effectiveness at university/club level. Twenty high schools (n = 20) and four hundred and seventy-six (n = 476) male rugby union players (15-19 years) participated in the first part of the study. Players were asked to fill in the adapted version of the Coaching Efficacy Scale (CES). To determine the validity of the sample size a power calculation was done followed by Chronbach alpha values to determine the reliability of the questionnaire on the specific group. Discriptive statistics, followed by independant t-test were done to measure statistically differences between large and small schools with regard to the 4 constructs measured. Cohen‟s effect sizes were then used to determine practical significantly differences. The sample size was found to be valid (> 0.9) together with high Cronbach alpha values (> 0.7) indicating that the questionnaire is reliable for the specific sample. It was found that no practically significant differences exist between coaches from large schools compared to coaches from smaller schools. It was therefore concluded that the players from high schools that participated in the study perceive their coaches‟ effectiveness with regard to the constructs measured similarly, irrespective of the size (number of learners) of the school. One hundred and forty-two (n =142) male rugby union players (age: 18-15) and thirteen (n = 13) coaches (age: 23-55) from the Puk Rugby Institute (PRI) participated in the second part of this study. All the players completed the adapted version of the CES and the coaches completed the CES. Confirmatory factor analysis (CFA) was done to determine the factor structure of the adapted version of the CES. The CFA of the CES was not done due to the small number (13) of coaches that participated in the study. Regression estimates were set at p<0.05. Cronbach alpha values were measured to determine the reliability of the questionnaires. To adapt for inter-dependency, mixed models (set at 5%) were used to measure perception differences between coaches and players. All the regression estimates were found to be significant (p < 0.05). High Cronbach alpha values were found (>0.70). Statistically significant differences between coaches and players‟ perceptions were found with regard to the four constructs measured where coaches‟ perception values were higher than those of the players. Although it is not important to practice, the findings should not be ignored. For total coaching effectiveness values, the majority of the coaches (8 out of 13) rated their own coaching effectiveness more positive than did their respective players. It was therefore concluded that researchers should be aware of the perception differences that exist when measuring coaching effectiveness. These results complement the existing literature with regard to sport coaching and the complexity thereof. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The South African coaching and mentoring industry is a fragmented and unregulated work environment with no entry barriers. Industry standards and quality are undefined and dependent on a myriad of coaching training institutions, of which only one, the University of Stellenbosch, is registered with and quality assured by the National Qualifications Act. The result is a mixed bag of coaching approaches, philosophies and methodologies which are not necessarily grounded in evidence-based practice. Thus the industry is characterised by market confusion and an influx of untrained or poorly trained practitioners. Although coaching is not a high-risk occupation, it still carries a significant responsibility. It directly influences decision-making in business and in the lives of individuals. Consequently it has the potential for a considerable positive impact on society. However, the unregulated environment of South African coaching exposes the public to coaching behaviour which may be incompetent and unethical. The global demand for coaching has been growing steadily over the past few years and South Africa is no exception. Unfortunately this growth is at risk of stagnation and decreasing levels of trust – typical ingredients for a fad recipe. It must be stated though that there are pockets of excellence, often supported by international qualifications and credentials. In early 2013 the newly elected executive committee of COMENSA (Coaches and Mentors of South Africa) embarked on a bold journey to rectify this situation. A decision was made to professionalise the coaching industry by registering with government as a self-regulated professional body in 2014. To prepare for this, COMENSA launched a strategy for the development of local standards, credentialing and continuing professional development based on international benchmarking. This research documented the launch of the strategy through a monitoring and evaluation framework. It investigated the strategy's activities in relation to intended results. It also probed a number of direct stakeholders regarding their understanding and expectations of the strategy as well as their attitude towards it. The research yielded in-depth insights into the objectives of the strategy – some of them unstated in the strategic document, but still intended. It also uncovered a stakeholder view which contained indicators of the market confusion mentioned above. Finally, it identified a potential misalignment between the expectations of the strategy and the requirements contained in the government policy on self-regulated professionalisation. In conclusion it must be added that this research was the first phase of a longer-term monitoring and evaluation project on the impact of a professional coaching environment. Key words: COMENSA; coaching; professionalisation; self-regulation; monitoring and evaluation; impact evaluation; evaluating strategy. / AFRIKAANSE OPSOMMING: Geen

The purpose of this study was to determine whether coaching behavior preferences of interscholastic athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnaire (CBQ; Martin & Barnes, 1999) was administered to 372 interscholastic athletes. The mean scores of the participants' responses to each subscale on the CBQ were the dependent variables and gender and type of sport were the independent variables. Descriptive statistics revealed that female and male interscholastic athletes who perform on coactive, mixed, and interactive sport teams preferred coaches who engage in supportive and instructional behaviors, as opposed to non-responses or negative responses. A 2 (Gender) X 3 (Type of Sport) MANOVA and discriminant function analyses indicated that gender and the degree of interdependency between group members affects preferred coaching behavior. Thus, coaches should consider situational factors and personal characteristics when working with interscholastic athletes.

Background/Introduction:  Coaching is a concept that has existed since the 16th century but recently seems to be in every context. There are life coaches, work coaches, sports coaches and coaching in companies. Suddenly coaching seems to be everywhere. Despite that, there is not many empirical studies about coaching. At the same time there is a discussion going on about wheater coaching could be seen as a short-lived fashion or not. Purpose: Develop an understanding of coaching by showing how coaching can end up in and how it can be expressed in organizations.  Research questions: How has coaching ended up in the cases in the study? How has coaching been expressed in the cases in the study? Method: We have made a qualitative study with an abductive approach. First we have collected empirical material through semi-structured interviews without a theoretical basis. Then we analyzed and interpreted the empiricals using institutional theory.  Conclusion: The study shows that coaching has spread through leadership educations, sport coach educations, university studies, own interest, lectures, books, and role models. The coaching then been expressed through communication, questions, goals and planning, support and feedback. The characteristics of coaching, the way it is spreads and the way it has come to the companies are in line with how fashion works according to the theory. The organisations also handle coaching in the exact same way as they are handling fashion. With these facts we claim that one could say that coaching is fashion today. / Bakgrund/inledning: Coaching är ett begrepp som funnits sedan 1500-talet men som på senare tid verkar finnas överallt. Det finns livscoacher, jobbcoacher, idrottscoacher och coaching i företag. Det verkar vara något som plötsligt finns i alla sammanhang. Trots det finns det få empiriska studier om coaching. Samtidigt pågår en diskussion kring huruvida coaching kan ses som ett mode eller inte.  Syfte: Utveckla förståelsen för coaching genom att visa på hur coaching kan komma till och ta sig i uttryck i organisationer Frågor: Hur har coaching kommit till fallen i studien?  Hur har coaching tagit sig i uttryck i fallen i studien?  Metod: Vi har gjort en kvalitativ studie med med ett abduktivt tillvägagångssätt. Vi har först samlat in empiriskt material via semi-strukturerade intervjuer utan en teoretisk utgångspunkt för att sedan analysera och tolka det empiriska materialet med hjälp av institutionell teori. Slutsats: Studien visar att coaching har spridit sig via ledarskapsutbildningar, idrottscoachutbildning, universitetsstudier, eget intresse, föreläsningar, böcker, och förebilder. Coachingen har sedan tagit sig i uttryck genom kommunikation, frågeställningar, mål och planering, stöttning och feedback. Cochingens egenskaper, sätt att sprida sig på och komma till företaget stämmer överens med hur ett mode fungerar. Organisationerna hanterar dessutom coaching precis som de hanterar moden vilket gör att vi menar att vi kan säga att coaching ses som ett mode idag.