Date

2017-08-02

Author

Kılıç, Koray
İnce, Mustafa Levent

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Coaching effectiveness in youth sport mainly depends on coaches' competencies in creating an effective learning environment to reach the learning outcomes in youth sport. Those learning outcomes include the sport specific competencies (technical and tactical skills, performance skills, health and fitness), confidence (sense of positive self-worth), connection (positive bonds with other people), and character (respect others, integrity, empathy and responsibility) (Cote & Gilbert, 2009). Youth sport learning outcomes have an emphasis on higher order outcomes in cognitive, social-affective and psychomotor domains. To reach those higher order outcomes, coaches should also use productive teaching strategies and athlete-centered teaching methods (Cassidy, Jones & Potrac, 2009). In the educational psychology literature, it is very well identified that productive teaching strategies and learner-centered approaches are more effective in reaching higher order learning outcomes. However, coaches generally opt for coach-centered approaches, and they are reluctant to change their taken-for-granted teaching practices. The aim of this study was to examine the use of teaching styles and value perceptions of teaching styles with respect to fun, effectiveness and motivation for learning in youth sport setting by asking coaches and their athletes for their views. For this purpose, the scenario based " Use of Teaching Styles and Perceptions of Styles Questionnaire " (Kulinna and Cothran, 2003) was revised and applied to 104 coaches and 349 athletes from a variety of sports in Turkish competitive youth sports. In terms of coaches' use of the teaching styles, Principal Component Analysis yielded a three-factor solution that accounted for 57.73% of the total variance. Internal consistency coefficients of the factors were 0.53, 0.78, and 0.75 respectively. Similarly, for athletes' perceptions related to the use of the styles, the analysis yielded a three-factor solution that account for 55.84% of the total variance with alpha coefficients 0.66, 0.73, and 0.70 respectively. These factors were labeled as " Reproductive Approach " , " Problem Solving Approach " , and " Athlete-designed/initiated Approach " depending on the characteristics of the factor items. Descriptive statistics and Multivariate Analysis of Variance (MANOVA) were used for statistical analysis (p < .05). Both the athletes and coaches were found to highly value " Problem Solving Approach " and " Athlete-designed/initiated Approach " ; however, they rated their use comparably very low. MANOVA results revealed that the athletes perceived the use of " Problem Solving Approach " significantly less as compared to the coaches. Also, coaches valued all of the three approaches significantly less than the athletes did. Developing professional development programs may improve youth sport coaches' use of athlete-centered teaching approaches and their value perceptions towards these approaches effectively, which may consequently enhance athlete learning.

URI

https://hdl.handle.net/11511/72021
https://scholar.google.com.tr/citations?user=hV8hOrEAAAAJ&hl=tr

Collections

Department of Physical Education and Sports, Conference / Seminar