Youth Sports Coaches' Knowledge, Knowledge Construction, and Coaching Behaviors

Purpose

The purpose of this study was to analyze youth sports coaches' understanding of their coaching; specifically how youth sports coaches perceive their coaching knowledge in terms of coaching philosophy, goals and strategies, how youth sports coaches construct their own knowledge, and how coaching knowledge is reflected in their coaching behaviors.

Methods

Data were collected through in-depth interview, non-participant observation, and artifacts.

Analysis/Results

After data collection, data were analyzed by using inductive analysis method to identify categories and themes. The basic philosophy of coaches was to make kids have fun. Both coaches believed that kids would come back next season only when they had fun through the positive experiences. In order to attain that basic belief, there were three specific goals: learning, playing rather than winning, and building a team. The coaches thought that kids had fun in their learning of basic motor skills, life skills, game tactics, and decision making in game situations. They concentrated on plying well rather than winning. Also, teamwork was the biggest goal the coaches want to accomplish in their coaching. To realize their coaching beliefs and goals, the coaches employed two basic strategies in their coaching: constructing the relationship with kids and providing diverse activities depending on different goal settings. The most important factor which influenced coaches' knowledge was their experiences in playing and coaching. Also, the most useful resource the coaches used for planning their practices was Internet website.

Conclusions

This qualitative study is not allowed to be generalized to other coaches or other youth sports settings. However, the finding from this study may stimulate insights into youth sports coach's knowledge and knowledge construction. This study helps youth sports coaches reflect themselves in youth sports settings. In addition, this study leads physical educators to understand what and how coaches believe and behave. Not only effective coaching of motor skills but also diverse teaching of movements, decision making skills, and cooperation were identified as important goals in coaching kids. These indicate that a youth sports program is another educational setting in community. Therefore, coaches need to learn more educational knowledge as well as effective coaching strategies emphasizing winning and learning motor skills. Finally, this study represents that the practices and games in a youth sports program are a complex mixture of coaches' experiences and knowledge sources. Through those experiences, the coaches were constructing another coaching knowledge. For them, coaching was not an outcome. Rather, it was continuous process.