Lervold Kathrine, Haugan Jan Arvid, Østerås Maja Gunhild Olsen, Moen Frode
Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, 7491 Trondheim, Norway.
Department of Education and Lifelong Learning, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, 7491 Trondheim, Norway.
Sports (Basel). 2025 Mar 10;13(3):83. doi: 10.3390/sports13030083.
This study explores the predictive factors influencing sport coaches' perceived performance levels following an 18-month mentor-based education program. The study employed a quasi-experimental, pre-test/post-test control group design to assess changes in perceived coach performance over time. The experimental group participated in six group gatherings and at least 15 individual mentoring sessions over 18 months, while the control group received no intervention. Participants were recruited from a non-formal coach education program run by the Norwegian Olympic Sports Center (NOSC), requiring recommendations from their respective sport federations. Of the 159 coaches who applied, 73 were selected for the program and invited to participate, along with 29 additional coaches from specialized high schools for elite sports, forming a total sample of 98 coaches (69 in the experimental group, 29 in the control group) at pre-test. The sample consisted of 61 males (62%) and 37 females (38%), aged 26 to 71 years (M = 38.3, SD = 8.3), representing over 20 sports, with handball (15.3%), cross-country skiing (10.2%), soccer (7.1%), and track and field (7.1%) being the most common. Data collection included an online questionnaire measuring perceived coach performance, coaching hours, age, and dimensions of the coach-athlete working alliance (task, bond, and goal development). After 18 months, 75 coaches completed the study, yielding a response rate of 73.5%. Hierarchical regression analyses revealed that coaches' ages, weekly coaching hours, baseline perceived performance, and task development within the coach-athlete working alliance positively predicted their performance perception post-test. Participation in the mentor-based program also had a significant positive effect. However, neither bond nor goal development in the working alliance predicted performance perception. These findings underscore the importance of mentoring, structured self-reflection, and task-focused coaching strategies in enhancing coaching effectiveness. The results have implications for coach education programs seeking to foster professional growth and performance development.
本研究探讨了在一项为期18个月的基于导师指导的教育项目之后，影响体育教练感知绩效水平的预测因素。该研究采用了准实验性的前测/后测对照组设计，以评估教练感知绩效随时间的变化。实验组在18个月内参加了六次小组聚会和至少15次个人指导课程，而对照组未接受任何干预。参与者是从挪威奥林匹克体育中心（NOSC）举办的非正规教练教育项目中招募的，需要各自体育联合会的推荐。在申请的159名教练中，73名被选入该项目并受邀参加，另外还有29名来自精英体育专业高中的教练，形成了一个98名教练的总样本（实验组69名，对照组29名）进行前测。样本包括61名男性（62%）和37名女性（38%），年龄在26至71岁之间（M = 38.3，SD = 8.3），代表了20多种运动项目，其中手球（15.3%）、越野滑雪（10.2%）、足球（7.1%）和田径（7.1%）最为常见。数据收集包括一份在线问卷，用于测量教练感知绩效、执教时长、年龄以及教练 - 运动员工作联盟的维度（任务、关系和目标发展）。18个月后，75名教练完成了研究，回复率为73.5%。分层回归分析显示，教练的年龄、每周执教时长、基线感知绩效以及教练 - 运动员工作联盟中的任务发展对他们后测的绩效感知有正向预测作用。参与基于导师指导的项目也有显著的正向影响。然而，工作联盟中的关系发展和目标发展均未对绩效感知产生预测作用。这些发现强调了指导、结构化的自我反思以及以任务为重点的教练策略在提高教练效能方面的重要性。研究结果对寻求促进专业成长和绩效发展的教练教育项目具有启示意义。
