Coaching Education and Its Potential Relationship to Performance in International Sport Academies
Lindsey Beisser
SMT 699 Dr. Giddings
Abstract
Research Conducted
Methods
The project explores numerous publications concentrating on
benefits that athletes receive from expert coach instruction along
with publications pertaining to how coaches learn and coach
specific education that are needed for coaches to develop their
coaching skills and expertise. The articles vary on information but
all support that expert coaches are needed for athlete development.
One study conducted by Garcia-Calvo found that the coach-created
task climate positively improved cohesion along with satisfaction
in the player’s participation within their team (García-Calvo et al.,
2014). The remaining articles focus on the coach specific education
and the benefits that coaches receive with education in the subject
of coaching and the type of education styles that the coaches are
learning from. There is an article that describes coach specific
education that found there was awareness in uniqueness of coach
education and an importance of reflection and engagement with
learning experiences (Mesquita, Ribeiro, Santos & Morgan, 2014).
The purpose of this proposal is to encourage the utilization of
international coaches for the development of athletes in the Italian
softball and baseball academies.
The Athlete
•The role of a coach is accomplished through adoption of behavior
that facilitates the success of the athlete at a rapid rate (Genevois,
2014).
•Elite coaches found that skill development was essential to
developing athlete performance and findings suggested age
appropriate competitive games along with development of
specialized skills after the fundamental skills were acquired.
Findings also contributed youth development to the presence of
adult involvement and organized competition (Thomas & Wilson,
2014).
•Coach expectations and athlete development have three aspects of
expectations that coaches hold that can empower athletes and aid
in accelerated athletic development. The source of the information
that a coach uses to evaluate athlete ability is identified; coaches
are inflexible with their perceptions of athlete ability; and that
there is a demonstration from coaches that there are high
expectancies (Solomon, 2010).
•Results found that the coach-created task climate positively
improved cohesion along with satisfaction in the player’s
participation within their team (García-Calvo et al., 2014).
First, contacts must be made to gauge interest in potential funding
for the proposal. Networking with these contacts will gain interest
and other potential funding that will aid in the proposal’s strength
when it is presented. Dr. Giddings and I will identify potential
funding from donors during this networking time period also. I will
use the contacts that Dr. Giddings and I have acquired to send and
present to potential funding outlets. The backing of names will
assist in interest in future potential funding.
Objectives
The purpose of this proposal is to encourage the utilization of
international coaches for the development of athletes in the Italian
softball and baseball academies. The proposal will explore benefits
that athletes receive during the developmental stages of sport from
engages, expert coaches and the benefits that coaches will receive
while coaching experience with coaching-specific education.
Coaches are needed in the Italian League is to develop Italian
athletes and transition them out of the Academy and into the
Federation of Italian Baseball and Softball and international
coaches require additional training opportunities to develop
coaching skills and expertise.
The Coach
•Self-reported results found that education relating to their career
paths as coaches was a determining factor to success. The
development methods that the expert coaches practiced were
informal and also relied on networking with other coaches of
similar values to be essential to progress of their own development.
The ability to exchange ideas and methods with mentors and peers
was vital to their development of their career (Nash, Sproule,
Callan, McDonald & Cassidy, 2009).
•Results stated that there was awareness in uniqueness of coach
education and an importane of reflection and engagement with
learning experiences (Mesquita, Ribeiro, Santos & Morgan, 2014).
There was also an acknowledgement that in Portugal there is a
dissatisfaction with the current learning system that revolves
around classroom oriented practicing (Mesquita et al., 2014).
•The coaches that had opportunities or sought out knowledge had
more success than coaches that were not open to education. Results
also indicated that formal, non-formal and informal learning
situations were all beneficial to the education of the coaches and
creating a positive youth development in players. Coaching
philosophy and coaching practice evolves over time and is also
based on numerous experiences such as coaching or parenting
(Camiré, Trudel, & Forneris, 2014).
•According to Trninić, Papić and Trninić (2009), athletic
development is a continuous process that requires an expert coach
whether the sport is a team or individualized sport. The role that
the expert coach facilitates the development of skills, personality,
decision-making along with encouraging the progression of
development of the athlete as a whole (Trninić et al., 2009). The
findings related that an athlete’s career depended on genetics, the
althete’s preparation for the sport and by the lifelong development
of the sport (Trninić et al., 2009).
www.PosterPresentations.com
There is significant evidence that the presence of coaches is
beneficial results to athletes and coaches in sport programs. In
order to utilize expert coaches abroad in the Italian softball and
baseball academies various contacts, networking, funding and
identification of necessities must happen.
Dr. Giddings and I will research for grants or other financial aids
that would assist in funding of the proposal. Grants and financial
aids that do not require reimbursement would be ideal. With the
funding, the proposal will be stronger and the probability of a
university adopting the proposal is higher. Potential graduate
assistantship stipends may be a possibility also after Dr. Giddings
and I have gained the approval of the proposal.
Dr. Giddings and I will reach out to the presidents of the
professional softball teams in Italy to pursue other possible funding
and assistance with the proposal. This may be possible but will not
be accounted for as a necessity. There may be interest in the
development of the League’s athletes, which could be a reason that
the presidents would want to support the proposal. Some of the
potential donations could entail would be living accommodations
to graduate students, transportation, or a work or study visa for the
coaches.
Dr. Giddings and I will contact the baseball and softball academy
in Italy to ask for housing, potential donations that are not
monetary but will assist in accomplishing the proposal. These
accommodations could also consist of transportation or internet
availabilities.
Dr. Giddings and I will network, contact potential funding
resources and the presidents of the Italian softball and baseball
teams. Dr. Giddings and I will research for grants and forms of
financial aid. After exhausting all resources for potential funding
for the proposal and networking in the interested softball and
baseball community, Dr. Giddings and I will gather the data that
we have collected pertaining to donations or possible funding
sources and form an expenses sheet to present. Another sheet will
be made to collect the resources that we have gained from the
Italian academy for baseball and softball. The information gathered
will be accounted for to make sure that all resources and
connections that Dr. Giddings and I have made are intact. After all
the information has been formatted in a presentable manner, Dr.
Giddings and I will present to an interested university the proposal
plan for creating a new graduate student assistantship possibility to
add to the department’s Master’s program for Master’s of
Coaching or Sports Management Program.
Contact Information
For more information about this poster please contact Lindsey Beisser at
lob23@drexel.edu or (765)620-6523
RESEARCH POSTER PRESENTATION DESIGN © 2012
Conclusion
References
•Camiré, M., Trudel, P., & Forneris, T. (2014). Examining how model
youth sport coaches learn to facilitate positive youth development.
Physical Educ ation & Sport Pedagogy, 19(1), 1-17.
•García-Calvo, T., Leo, F. M., Gonzalez-Ponce, I., Sánchez-Miguel, P. A.,
Mouratidis, A., & Ntoumanis, N. (2014). Perceived coach-created and
peer-created motivational climates and their associations with team
cohesion and athlete satisfaction: evidence from a longitudinal study.
Journal Of Sports Sciences, 32(18), 1738-1750.
•Genevois, C. (2014). The role of the coach in the early stages of
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•Mesquita, I., Ribeiro, J., Santos, S., & Morgan, K. (2014). Coach
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•Nash, C. S., Sproule, J., Callan, M., McDonald, K., & Cassidy, T. (2009).
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