Full Text
In this study, the defining development pathways of “A”, “B” and “C” licenced coaches in Malaysia, were examined from the perspective of identifying critical issues and challenges. This research was guided by principles of evolved grounded theory (EGT), (Strauss & Corbin, 1990). Twelve participants were recruited based on the principles of theoretical sampling (Strauss & Corbin, 1998), eventually a cross section of “A”, “B” and “C” licenced coaches were recruited that adequately represented the various levels. In-depth semi-structured interviews were used to explore how participants organised and understood their coaching experiences was used with a recursive design whereby newly identified themes could be explored in subsequent interviews. Furthermore, probe questions were also used to explore ideographic themes and issues relevant to each interviewee. Initially data analysis involved creating electronic written transcripts of the participant’s answer during the interviews. The data underwent systematically construction, deconstruction and reconstruction stages. As expected, stages of development emerged as a central overarching category. Based on the analysis, the following four stages of development emerged, a) pre-accreditation, b) participation, c) developmental and d) performance. These four stages of development formed the central structure of the constructed grounded theory
References
1. Glaser, B. G. (1978). Theoretical sensitivity. San Francisco, USA: The Sociology Press.
2. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine Publishing Co.
3. Hamid, N. H. A., & Kendall, G. (2008). Maximising stadium attendance: A case study of Malaysian football. Proceedings of the 7th International Conference on the Practice and Theory of Automated Timetabling PATAT (pp. 1–4). Montreal: Université de Montréal.
4. Holt, N. L. (Ed.). (2016). Positive youth development through sport. Routledge.
5. Karim, Z. A. (2016). Development characteristics of football coaches in Australia and Malaysia. Doctoral dissertation, Victoria University.
6. McNamara, B. (2001). Fragile lives: death, dying and care. New South Wales: Allen & Unwin.
7. Nash, C. S. (2008). The role of coach education in the development of expertise in coaching. Doctoral dissertation, The University of Edinburgh.
8. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.
9. Pundyk, G. (2004). Welcome to Malaysia. Singapore: Times Editions.
10. Schinke, R. J., Bloom, G., & Salmela, J. H. (1995). The career stages of elite Canadian Basketball
Coaches. Avante, 1(1), 48–62.
11. Strauss, A., & Corbin, J. (1990). Basic of qualitative research: Grounded theory, procedures, and
techniques. Newbury Park, CA: Sage.
12. Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sage publications.
13. Surujlal, J., & Nguyen, S. (2011). Coping under pressure: Strategies for maintaining confidence amongst South African soccer coaches.Health SA Gesondheid, 16(1).