UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Sport coaches play a crucial role in contributing to individual and team performance. Unlike the
scientific study of athlete development, scant attention has been paid to the intricacies of coach
development across the full spectrum of coaching levels. In the current research the defining stage
development characteristics of A, B and C license soccer (hereafter referred to as football)
coaches in Australia and Malaysia, were interviewed about their development journey, especially
dating back to their first involvement in football through to the
present.
Methods
This research was guided by evolved grounded theory (EGT), (Strauss & Corbin, 1990) principles.
Evolved grounded theory was used and is well suited to developing an understanding of the
complexities of sport coaching development (Pellegrino, Chudowsky, & Glaser, 2001). Furthermore,
EGT is inherently adaptable and is data driven but with the capacity to consider relevant research
with a view to developing an explanatory model. Coaches' learning changes as they learn from
different sources that change their cognitive structure (Werthner & Trudel, 2006). Suitable
accredited football coaches were progressively recruited based on the principles of theoretical
sampling (Strauss & Corbin, 1990, 1998).
Interviews
In-depth semi-structured face-to-face interviews were used to explore how participants organized
and understood their coaching development perspectives and experiences. I used a semi-structured
interview guide with a recursive design, whereby themes were identified and explored in later
interviews. The transcripts from twenty-four interviews conducted over an 11-month period in
Australia and
Malaysia were transcribed and analyzed according to EGT principles. Probe questions were also used
to explore idiographic themes and issues relevant to each interviewee. Initially data analysis
involved creating verbatim transcripts of each interview resulting in 372 pages of single spaced
text. Following the principle of Strauss & Corbin's, (1990) EGT, I systematically conducted data
construction, data deconstruction, and data reconstruction stages.
Results
As expected, development emerged as a central overarching category.
Based on the analysis, the following four core development themes emerged, a) pre-accreditation, b)
characteristics, c) learning and d) challenges. These core categories were relevant for both
Australian and Malaysian football coach samples were underpinned by over 15 selected common codes,
over 70 axial codes and close to 3,000 open codes. These four development themes formed the basis
for the resultant evolved grounded model. Although the development themes for the Australian and
Malaysian coaches were very similar two sub-themes related to egalitarianism coaching attitudes in
Australia and hierarchical practices in Malaysia emerged.
Conclusion
The use of EGT proved to be a useful methodology to delineate key development themes for accredited
football coaches across a wide spectrum of coaching contexts. The aims of the study were achieved
and the accredited football coach development model (AFCDM) will hopefully provide an impetus to
examine further coach development and particularly strategies and techniques to ensure all coaches
are well supported, trained and developed.
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