Participants perceptions of a coaching and sport instructor certification program

Introduction

In the field of sport instruction, teacher certification programs provide teachers with a substantial content and pedagogical knowledge base. Continual improvement of these programs helps ensure that those certified are effective and competent. The purpose of this study was to ascertain the strengths and weaknesses of a coaching and sport instructor certification (CSIC) program based on the perceptions of the program participants. Specifically, two research questions guided the study: (a) What components of the CSIC curriculum do the certification candidates (CCs) perceive to be most beneficial to their development as teachers? (b)What components of the CSIC program do Teacher Educators (TEs) of the program perceive to be most beneficial to the preparation of CCs?

Methods

Twenty-six CCs and five TEs (n=31) involved in the Ladies Professional Golf Association-National Education Program (LPGA-NEP) participated. Interviews, journals, and observations served as data sources. A set of interview questions was developed based on a review of the literature in teacher education that specifically reflected the elements of the CSIC program (e.g., program activities, knowledge, practical components, participant interactions, and program materials). The participants were interviewed in groups of 4-10 for approximately 15-60 minutes at the conclusion of each day for four days. All interviews were audiotaped and transcribed for data analysis. Each participant kept a journal throughout the program in order to chronicle their reflections about the CSIC program in regard to interactions with peers and TEs, instruction, content, and presentation. TEs were asked to comment on their perceptions of student acceptance to the information presented, the overall success of each day, and what could be done differently. An investigator was present for the entire program and kept field notes. Interview, journal, and field note data were analyzed inductively to allow the drawing of themes and commonalities from data. From the data, a composite of the participants= views regarding the program was conceived.

Results

The themes emerging from the participants’ responses and journal entries revealed four major factors that they viewed as enhancing their training as sport instructors and coaches. First, the participants believed that the structure of the program must have a logical, sequential, and comfortable format. That is, it had to be conceptually sound and held in an environment that invited learning and interaction. Second, pedagogical knowledge was identified important for CCs to learn and, furthermore, should be modeled by the TEs. Knowledgeable TE’s providing relevant content knowledge was the third theme deemed as essential by the participants. Finally, the participants valued an introduction to and integration of pertinent research in sport pedagogy and subject matter content.

Discussion/ Conclusions

This study is significant for two reasons. First, the data provide those who are responsible for preparing teachers of sport with insight in regards to how those involved perceive the preparation of sport instructors. Although Tinning (2001) cautions us that a fascination with the "perceptions and concerns" (p. 14) of those involved in teaching and coaching education programs may not provide us with adequate answers, they still remain a legitimate source of information. They also seem to be reflective of the CSI’s experiences which has been suggested as what is needed in CSIC programs (Cushion, Armour, & Jones, 2003). McCullick (2001, 2002) points out that those who are students in today’s programs are likely to be involved in the design and teaching of them in the future. Furthermore, upon certification those "graduates" from these programs have an influence on their athletes/students who will be the next generation of CSIs. Knowing what the participant’s value, therefore, can help in the design of future and maintenance of existing programs.

References

[1]. Cushion, C. J., Armour, K. M., & Jones, R. L. (2003) Quest, 55, 215-230.
[2]. McCullick, B.A. (2001). Journal of Teaching in Physical Education, 21, 35-56.
[3]. McCullick, B. A. (2002). Journal of Sport Pedagogy, 8, 38-73.
[4]. Tinning, R. (2001). International Journal of Physical Education, 38, 3-16.