This study investigated the relationship between belief in coaching abilities (coaching efficacy beliefs, CEB), transformational leadership behaviors (TLB), and motivational climate development of current strength and conditioning coaches working with high school level athletes. The measures used were the coaching efficacy scale for high school teams (CES II-HST, Myers et al.,2000), the differentiated transformational leadership inventory (DTLI, Callow et al., 2009), and the patterns of adaptive learning scales (PALS, Midgley et al., 2000). It was hypothesized that CEB and TLB would influence motivational climate development, while coaches' background characteristics would correlate with CEB, TLB, and motivational climate development. The 60 coaches who participated reported an average of thirteen (SD=8) years of experience and 51 were Certified Strength and Conditioning Specialists. Coaches reported high efficacy, frequent use of TLB, and development of a moderately high task- and somewhat ego-involving motivational climate. Correlations between demographic variables and CEB, TLB, and motivational climate development revealed three significant relationships: years of experience with CEB, and professional development activities and athlete to coach ratio with ego-involving climate development. CEB and TLB had a strong positive correlation. Two regression analyses were conducted to determine if the outcomes of the CEB and TLB measures predicted motivational climate development. The only significant predictor was TLB positively predicting development of a task-involving motivational climate. Strength coaches can utilize the findings of this study help shape their leadership behaviors and develop a task-involving motivational climate that emphasizes effort, improvement, and cooperative learning and is optimal for athlete development and performance.

Syftet med studien var att skapa en ökad förståelse för nybörjartränares upplevda orsaker till coaching efficacy. Frågeställningar var: (1) Vilka orsaker upplever nybörjartränare bidrog till deras coaching efficay som gjorde att de tog på sig tränaruppdraget?; (2) Vilka orsaker upplever nybörjartränare ökar respektive minskar deras coaching efficacy?; och (3) vilka attributionsmönster använder nybörjartränare sig av i förhållande till de orsaker de upplever ökar respektive minskar deras coaching efficacy. Semistrukturerade intervjuer genomfördes på fem nybörjartränare. En induktiv analys genomfördes. Alla respondenter upplevde att kunskap var en bidragande orsak till att de började som tränare. När tränaruppdraget utövades var stöd den mest citerade orsaken. Stabiliteten i respondenternas attributionsmönster verkar vara framför allt varierande. De orsaker till coaching efficacy som hittades diskuteras utifrån tidigare forskning och implikationer ges. / The purpose of this study was to create a deeper understanding of the sources to novice coaches coaching efficacy. The following questions where used: (1) Witch sources do novice coaches perceive contributed to their coaching efficacy witch made them take the trainer mission?; (2) Witch sources do novice coaches perceive raise and lower their coaching efficacy?; and What attribution pattern uses novice coaches in relation to the sources they perceive increase and decrease their coaching efficacy. Semi-structured interviews where conducted with five novice coaches. An inductive analysis where conducted. All respondents perceived knowledge to be a contribution source for starting as a coach. During the trainer mission support was the most cited source. The stability of the respondents attribution patterns seems to be mostly varying. The sources to coaching efficacy that where found are discussed based on earlier work and entailments are given.

The purpose of this study was twofold: (a) assess cycling coaches' trauma-related competencies, as measured by trauma knowledge (i.e., trauma-specific education, familiarity with post-traumatic stress [PTS]), stigma of persons with PTS (i.e., fear/dangerousness, help/interact, forcing treatment, negative emotions), and interpersonal skills (i.e., self-reported emotional intelligence, perceived quality of coach-athlete relationships); and (b) examine the influence that trauma knowledge and stigma of persons with PTS has on coaching efficacy specific to coaching trauma-impacted athletes (i.e., trauma-informed coaching efficacy), after controlling for general coaching experience. Descriptive statistics indicated the majority of coaches had no trauma-specific education, a high degree of familiarity with PTS, and a low level of stigma via four attribution variables. Moreover, participants highly appraised their own emotional intelligence, the quality of their coach-athlete relationships, and their trauma-informed coaching efficacy. A hierarchical regression analyses indicated that familiarity with PTS helped to explain additional variance in trauma-informed coaching efficacy over and above demographic and general coach experience variables. The study establishes trauma-informed coaching as a distinct area of research and highlights the need for improved continuing education opportunities for coaches related to psychological trauma and PTS.

Despite the presence and potential impact of instructional coaches, many schools are not experiencing significant improvements in teachers’ practices or student achievement. In gaining more insight into forces that impact instructional coach effectiveness, this study (a) explored the relationship between sources of instructional coaching efficacy and dimensions of instructional coaching efficacy [Mathematics Content & Mathematics-Specific Pedagogy (ME), Student Centered & General Pedagogy (SE), Interpersonal & Communication Coaching (IE), and Personal Coach Characteristics]; and (b) explored the relationship between dimensions of instructional coaching efficacy and instructional coach outcomes. Participants included teachers (n=144) and their instructional coaches (n=19), from elementary schools located within a large urban school district in the southeastern U.S. Teachers completed an adapted Coach Effectiveness Questionnaire (Yopp, Burroughs, & Sutton, 2010), which assessed their perceptions of coach outcomes. Coaches completed an adapted Coach Efficacy Questionnaire (Yopp, Burroughs, & Sutton, 2010), which assessed their perceptions of source information and dimensions of instructional coaching efficacy. Significant correlations were found between the source Degree Major (Math) and ME (r =.534). Moreover, canonical correlation analysis showed that dimensions of instructional coaching efficacy were significantly associated with instructional coach outcomes, F(45, 363.21) = 2.326, p < .001. Particularly, regression analyses found IE to be predictive of instructional coach behavior (β =.395, t = 3.534, p < .01); instructional coach impact (β =.343, t = 2.982, p < .01); and teacher satisfaction (β =.264, t = 2.272, p = .025) with their instructional coach. Mathematics content & mathematics-specific coaching efficacy (ME) was also predictive of teacher satisfaction with their instructional coach (β =.181, t = 2.012, p = .046). These results were generally supportive of the theoretically expected relationships between instructional coaching efficacy and instructional coach outcomes. Lastly, context and individual instructional coach qualities accounted for a substantial amount of variance in instructional coach outcomes. These findings are consistent with previous research that link situational factors and individual differences to coach effectiveness (Horn, 2002).

abstract: Research on coaching behaviors as well as how these behaviors relate to national standard is limited. Utilizing the conceptual framework of the National Association for Sports and Physical Education (NASPE) National Coaching Standards and the body of literature on coaching behaviors, the current study examined: (a) coaching behaviors, coach's self- efficacy and stakeholders' (i.e., athlete, parents'/guardians') perceptions of their coaches' effectiveness, and (b) an in-depth review of coaching effectiveness with a subsample of coaches (observations) as well as comparing coaching behaviors to the National Coaching Standards (NASPE, 2006). Coaches completed the Coaching Efficacy Scale (CES), while athletes and parents'/guardians' used a modified version of the CES measuring perceptions of coaching effectiveness. Observations [using the Arizona State University Observation Instrument (ASUIO)], formal and informal interviews, and document analyses [field notes, artifacts, and interviews] were used to explore coaching behaviors and perceptions of coaching experiences as they relate to the NASPE Coaching Standards. Coaches had the post positive perceptions (efficacy) of the stakeholder groups. Consistent with previous research on effective coaches, it was found that this cohort of coaches frequently used instruction (38.5%) and non-instructional (51.07%) behaviors (Becker & Wrisberg, 2008; Bloom, Crumpton, & Anderson, 1999; Kahan, 1999; Lacy & Darst, 1985; Segrave & Ciancio, 1990). Qualitative data revealed three themes related to coaching effectiveness and relationships with the NASPE Coaching Standards: (a) the structure of the program and environment, (b) pedagogical content knowledge, and (c) past athletic experiences. Findings suggest that observed coaching behaviors do not enact many of the NASPE Coaching Standards and that coaches are not be aware of the national standards. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 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

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

Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches' coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches' coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.