Does the experience influence the efficacy of football coach? A perspective from coaches with different levels of experience as player and as coach
DOI:
https://doi.org/10.4100/jhse.2014.91.03Keywords:
Football, Coach, Player, Efficacy, ExperienceAbstract
The experience is as an important predictor of the football coach efficacy. To study its relevance in valuation of efficacy factors we used the CESp (Duarte et al., 2010), an adapted version of the Coaching Efficacy Scale (CES), of Feltz et al. (1999), in a sample of 60 football coaches from different competitive levels working in Portugal, which were categorized according to their experience as players (professionals and non-professionals) and as coaches (high and reduced). Based on the analysis of the results it was concluded that: 1) professional experience as a player does not interfere in valuing of the efficacy factors; 2) professional experience as a coach involves a factor´s different valuation, with a significance level on character factor; 3 ) coaches with less experience as athletes and coaches shows less consistency in the practical application of the factors with regard to their hierarchy and frequency of its use. This is a study that allows a deeper understanding of the importance of experience in football coach performance, emphasizing the need to consider the different levels of experience in coach training, and still require subsequent studies, particulary with coaches who work in other contexts, in order to better support the applicability of the results.
Downloads
References
Alberda, J. and Murphy, P. (1997). Teamwork is the basis for success. In Kormelink, H., Seeverens, T. (Eds.). Team Building. Spring City: Reedswain.
Alzate R, Lázaro I, Ramírez A and Valencia J. (1997). Analysis of the impact of coach communication style in the development of group cohesion, collective efficacy, and satisfaction, Revista Psicologia del Deporte, 12, 7-25.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Barros, G., Ribeiro, I., Arroyo, M., Rosado, A., Sousa,T and Pereira, P. (2010). Autopercepcion de las competencias professionales de los entrenadores de fútbol en funcion de la experiencia personal y de la formacion academica, Cuadernos de Psicología del Deporte. Dirección General de Deportes-CARM, 10 (1), 23-36.
Boardley, I; Kavussanu, M and Ring, C. (2008). Athletes' Perceptions of Coaching Effectiveness and Athlete-Related Outcomes in Rugby Union: An Investigation Based on the Coaching Efficacy Mode, Sport Psychol, 22, 269-287. https://doi.org/10.1123/tsp.22.3.269
Campbell, T. and Sullivan, P. (2005). The Effect of a Standardized Coaching Education Program on the Efficacty of Novice Coaches, Avante, 11 (1), 38-45.
Carter, A. and Bloom, G. (2009). Coaching knowledge Andre sucess: Beyond athletic experiences. Journal of Sport Behavior, 32, 419-437.
Chase, M.; Lirgg, C and Feltz, D. (1997). Do Coaches Efficacy Expectations for Their Teams Predict Team Performance?, Sport Psychol, 11, 8-23. https://doi.org/10.1123/tsp.11.1.8
Cushion, C. and Jones, R. (2001). A systematic observation of professional top-level youth Soccer coaches. Journal of Sport Behavior, 24, 1-23.
Cushion, C. (2007). Modelling the Complexity of the Coaching Process. International Journal of Sports Science and Coaching, 2 (2), 427-433. https://doi.org/10.1260/174795407783359687
Duarte, D.F., Garganta, J. M., and Fonseca, A. M. (2010). Adaptação transcultural e avaliação das propriedades psicométricas e estrutura factorial da versão portuguesa da Coaching Efficacy Scale (CESp). Revista Portuguesa de Ciências do Desporto 10 (2), 94-113.
Feltz, D. L., Chase, M. A., Moritz, S. E. and Sullivan, P. J. (1999). A Conceptual Model of Coaching Efficacy: Preliminary Investigation and Instrument Development, J Educ Psychol, 91, 765-776. https://doi.org/10.1037/0022-0663.91.4.765
Feltz, D.; Hepler, T. and Roman, N. (2009). Coaching Efficacy and Volunteer Youth Sport Coaches, Sport Psychol, 23, 24-41. Human Kinetics. https://doi.org/10.1123/tsp.23.1.24
Fung, L (2003). Assesment: Coaching Efficacy as Indicators of Coach Education Program Needs. Athletic Ingth, The Online Journal of Psychology, 5, 12-18.
Gilbert, W.; Lichtenwaldt, L.; Gilbert, J.; Zelezny, L. and Côté, J. (2009). Developmental Profiles of Successful High School Coaches, International Journal of Sports Science and Coaching, 4 (3), 415-431. https://doi.org/10.1260/174795409789623928
Gilbert, W., and Rangeon, S. (2011). Current Directions in coaching research, Revista Iberoamericana de Psicologia del Ejercicio e Deporte, 6 (2), 217-236.
Gilbert, W. and Trudel, P. (2001). Learning to Coach Through Experience: Reflection in Model Youth Sport Coaches, J Teach and Phys Educ, 21, 16-34. https://doi.org/10.1123/jtpe.21.1.16
Hanin, Y. (2007). Coaching experience, playing experience and coaching tenure: a commentary, International Journal of Sports Science and Coaching, 2 (2).
James, N. (2007). Coaching Experience, Playing Experience and Coaching Tenure:commentary, International Journal of Sports Science and Coaching, 2 (2). https://doi.org/10.1260/174795407781394248
Jones, A., Armour, B. and Potrac, P. (2003). Constructing expert knowledge: a Case study of a top level professional soccer coach. Sport Educ Soc, 8 (2), 213–229. https://doi.org/10.1080/13573320309254
Kavussanu, M.; Boardley, D.; Jutkiewicz, N.; Vincent, S. and Ring, C. (2008). Coaching Efficacy and Coaching Effectiveness: Examining Their Predictors and Comparing Coaches and Athletes Reports. Sport Psychol, 22, 383-404. Human Kinetics. https://doi.org/10.1123/tsp.22.4.383
Kowalski, C.; Edginton, C.; Lankford, S.; Waldron, J.; Roberts-Dobie, S; and Nielsen, L. (2007). Coaching Efficacy and Volunteer Youth Soccer Coaches, Asian Journal of Exercise and Sports Science, 4 (1), 1-5.
Lent, R and López F. (2002). Cognitive ties that bind: A tripartite view of efficacy beliefs in growth-promoting relationships, Journal Social in Psychology, 21, 256-286. https://doi.org/10.1521/jscp.21.3.256.22535
Lyle, J. (2002). Sport Coaching Concepts – A framework for coaches´ behaviour. New York: Routledge.
Lyle, J. (2007). Modelling the Complexity of the Coaching Process: A Commentary, International Journal of Sports Science and Coaching, 2 (4), 407-410.
Manley, A.; Greenless, I.; Thelwell, R.; Smith, M. (2010). Atheletes use of reputation and gender information when forming inicial expectancies of coaches. International Journal of Sports Science e Coaching, volume 5, 4, 517-532. https://doi.org/10.1260/1747-9541.5.4.517
Marback T; Short S; Short M and Sullivan P. (2005). Coaching confidence: An exploratory investigation of sources and gender differences, Journal Sport Behavior, 28 (1), 18-35.
Mielke, D. (2007). Coaching Experience, Playing Experience, and Coaching Tenure: A Response to Commentaries, International Journal of Sports Science and Coaching, 2 (2), 141-142. https://doi.org/10.1260/174795407781394301
Montiel, A. (1997). Treinador: Técnico e Formador. Treino Desportivo, 11-13.
Myers, N.; Wolfe, E. and Feltz, D. (2005). An Evaluation of the Psychometric Properties of the Coaching Efficacy Scale for Coaches From the United States of America. In Measurement in Physical Education and Exercice Science, 9 (3), 135–160. Lawrence Erlbaum Associates, Inc. https://doi.org/10.1207/s15327841mpee0903_1
Myers, N.; Feltz, D.; Maier, K.; Wolfe, E and Reckase, M. (2006). Athletes'evaluations of their head coach's coaching competency. Research Quarterly for Exercise and Sport, 77, 111–121. https://doi.org/10.1080/02701367.2006.10599337
Rodgers, W., Reade, I.; and Hall, C. (2007). Factors that Influence Coaches' Use of Sound Coaching Practices, International Journal of Sports Science and Coaching, 2 (2). https://doi.org/10.1260/174795407781394284
Pacheco, R. (2005). Segredos de Balneário – A palestra dos treinadores de futebol antes do jogo. Lisboa: Prime Books.
Sullivan, P and Kent, A. (2003). Coaching Efficacy as a Predictor of Leadership Style in Intercollegiate Athletics, J Appl Sport Psychol, 15, 1-11. https://doi.org/10.1080/10413200305404
Thelwell, R.; Lane, A.; Weston, N. and Greenless, I. (2008). Examining relationships between emotional intelligence and coaching efficacy, USEP, 6, 224-235. West Virginia University. https://doi.org/10.1080/1612197X.2008.9671863
Tsorbatzudis, H., Daroglou, G., Zahariadis, P. and Grouious, G. (2003). Examination of coaches Self-Efficacy Preliminary Analysis of the Coaching Efficacy Scale, Percept Motor Skill, 97, 1297-1306. https://doi.org/10.2466/pms.2003.97.3f.1297
Vargas-Tonsing, T.; Warners, A. and Feltz, D. (2003). The Predictability of Coching Efficacy on Team Efficacy and Player Efficacy in Volleyball, Journal of Sport Behavior, 26 (4) 396-407.
Veerger, F. and Lyle, J. (2009). Coaching experience: examining its role in coach decision Making. USEP, 7, 431- 449. https://doi.org/10.1080/1612197X.2009.9671918
Werthner, P., and Trudel, P. (2006). A new theoretical perspective for understanding how.coaches Learn to coach. Sport Psychol, 20, 198-212. https://doi.org/10.1123/tsp.20.2.198
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2014 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
