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Acronym Key

An Overview of an Evaluation of the Competition – Introduction/Instruction - Beginners Multi-sport Modules of the New National Coaching Certification Program. Acronym Key. LF Learning Facilitator MSM Multi-sport Modules NCCP National Coaching Certification Program NLP New Learning Process

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Acronym Key

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  1. An Overview of anEvaluation of the Competition – Introduction/Instruction - Beginners Multi-sport Modulesof theNew National Coaching Certification Program Coaching Association of Canada 2006

  2. Acronym Key • LF Learning Facilitator • MSM Multi-sport Modules • NCCP National Coaching Certification Program • NLP New Learning Process • P/T Province/Territory Coaching Association of Canada 2006

  3. Overall Findings • The evaluation reveals strong overall support from LFs and coaches for the content and delivery of the Competition -Introduction/Instruction - Beginners multi-sport modules (MSMs). • In a national program, national standards must be followed and a standard learning process is necessary. • There is no reason to consider major change to the MSMs at this stage. Coaching Association of Canada 2006

  4. Overall Findings • Learning Facilitators (LFs) and coaches agree that the content is relevant, the length is right, and most coaches are gaining some abilities. • The LFs are competent, experienced, and committed. • Preference for the new process depends on the number of workshops an LF has facilitated. The more workshops facilitated, the more likely an LF is to like the new process. • The diversity of coaches’ backgrounds, and the resultant huge range of ages, educational levels, coaching experiences, sports, and athletes coached, creates challenges for the LFs. • Coaches prefer the sport-specific environment; LFs prefer the multi-sport environment. Coaching Association of Canada 2006

  5. Overall Findings • It is essential to promote and communicate the benefits of the new NCCP and to constantly monitor the program quality given the massive changes that have been implemented. • Over 80% of coaches said they would “definitely/probably” apply their learnings to future coaching. • 84.6% of coaches are taking the workshops to become a better coach. • 72.7% of coaches said the National Coaching Certification Program (NCCP) should be mandatory for all coaches. • That 79.7% of coaches intend to continue their NCCP education is a vote of confidence for the program. • A consensus of coaches believe that more education is always better than less. Coaching Association of Canada 2006

  6. Overall Findings • LFs said their level of education has sufficiently prepared them to facilitate a workshop. • Training time varies greatly from province/territory to province/territory. • The MSMs could be offered in any random order. • Support for the program is strong: only 12.6% of LFs said they would like “major” change. • A screening process would give a more accurate recommendation of what context program a coach should sign up for. Coaching Association of Canada 2006

  7. Outline • Purpose • Perspective • Process • Population • Methodology • Responses • What the Questionnaires Revealed • Findings • Program Assessment Coaching Association of Canada 2006

  8. Purpose • To provide the new NCCP partnership with feedback on the Competition - Introduction/Instruction - Beginners MSMs of the new NCCP by • identifying and understanding the issues that are emerging as the new NCCP undergoes transition to a competency/outcomes-based approach • soliciting feedback from two main constituencies, the Learning Facilitators (LFs) and coaches who had recently taught or completed the Competition – Introduction multi-sport modules. Coaching Association of Canada 2006

  9. Perspective • The findings represent the viewpoints of LFs and coaches recently involved in the MSMs through questionnaires designed to provide an understanding of the current state of affairs. Coaching Association of Canada 2006

  10. Process • The LF questionnaire, of which 367 were delivered and 141 (38.4%) completed, consisted of 47 questions that took 20 minutes to complete and included a personal profile, training and remuneration, and evaluation of the learning process, module design, and content and packaging. • The LF response was representative of the population in terms of P/T representation. • The coach questionnaire, of which 989 were delivered and 129 (13.3%) completed, covered coaching experience, coaching environment, and observations on the workshop experience and the calibre of the LFs, and provided opportunities to comment. • The response reflected a national opinion without regional bias that could be created by over-representation from one P/T. Coaching Association of Canada 2006

  11. Population • The LF questionnaire was administered to all LFs trained to facilitate any or all of the MSMs in a multi-sport environment. LFs who facilitate the modules in an integrated sport environment were not included. • The coach questionnaire was administered to all coaches who had an active e-mail address registered on the NCCP database (in a specific timeframe) and who participated in a multi-sport module, either as a stand-alone module or as Part A and/or Part B. Coaching Association of Canada 2006

  12. Methodology • The questionnaires were developed by academics and graduate students from the Faculty of Physical Education at the University of Alberta. • Master LFs were consulted and CAC staff provided significant input. Coaching Association of Canada 2006

  13. Who were the LFs? - Age • 9.8% were 25-34 years of age • 25.9% were 35 to 44 years of age • 34.3% were 45-54 years of age • 28.0% were 55 years of age and over Coaching Association of Canada 2006

  14. Who were the LFs? - Education Levels • 5.7% have a high school diploma • 6.4% have a college diploma • 43.3% have an undergraduate degree • 34.8% have a master’s degree • 9.2% have a doctoral degree The data indicate a very well educated LF population. Coaching Association of Canada 2006

  15. Who were the LFs? - Occupations • Over 90% of LFs tend to be in the education sector as graduate students, teachers, or professors, or in the sport system as coaches or administrators. Coaching Association of Canada 2006

  16. Who were the LFs? - Experience Profile • Nearly 80% have been Course Conductors or LFs for more than five years. • Close to 80% delivered courses in the old NCCP. • Close to 80% facilitated three or more Part A or Part B workshops. • 50.3% have coached both team and individual sports. • 30.8% have coached team sports only. Coaching Association of Canada 2006

  17. Who were the LFs?– Gender, Nationality, Language • Data was not collected on the LFs’ gender, country of origin, or their first language. Coaching Association of Canada 2006

  18. Who were the coaches? – Age • 13.3% were 16 to 18 years of age • 19.6% were 19 to 24 years of age • 16.8% were 25 to 34 years of age • 26.8% were 35 to 44 years of age • 19.2% were 45 to 54 years of age • 3.6% were 55 years of age and over The coaches represent the entire spectrum of ages, with 33.0% being 24 years of age or younger. Coaching Association of Canada 2006

  19. Who were the coaches? - Gender • 53.3% of the coaches were male; 45.2% were female. • The gender balance was consistent with registration in the NCCP for the Competition - Introduction/Instruction - Beginners contexts. Coaching Association of Canada 2006

  20. Who were the coaches? - Country of Origin • 84.8% were Canadian born • 7.5% have lived in Canada for 15 or more years • 2.3% have lived in Canada for 8 to 14 years • 2.2% have lived in Canada for 2 to 7 years • 1.0% have lived in Canada for less than 2 years Coaching Association of Canada 2006

  21. Who were the coaches? - First Language • The first language of 95% of the coaches was either English or French. Coaching Association of Canada 2006

  22. Who were the coaches? - Education Levels • 7.6% have Grade 8 • 32.8% have a high school diploma • 22.9% have a college diploma • 30.0% have an undergraduate degree • 4.2% have a master’s degree • 1.2% have a doctoral degree The data reveal that the coaches are more educated than the average Canadian population. * There were no educational requirements for coaches taking the workshops. Coaching Association of Canada 2006

  23. * Education of the average Canadian population Level of Educational Attainment for the Age Group 25 to 64, 2001 Counts for Both Sexes, for Canada, Provinces and Territories –20% Sample Data • 23% High School • 22% University • 31% Trades/Community Colleges • 24% Incomplete High School Highest Degree, Certificate or Diploma (12), Major Field of Study (122), 2000 Employment Income (3), Work Activity in 2000 (2), Age Groups (13B) and Sex (3) for Total Population 15 Years and Over, for Canada, Provinces and Territories, 2001 Census - 20% Sample Data Coaching Association of Canada 2006

  24. Who were the coaches? – First sport currently being coached (Top 5) • Gymnastics 10.5% • Baseball 8.9% • Soccer 8.3% • Basketball 8.0% • Football 5.2% Coaching Association of Canada 2006

  25. Who were the coaches? – Second sport currently being coached (Top 5) • Hockey 16.0% • Basketball 13.7% • Soccer 13.7% • Track and Field 6.1% • Baseball 6.1% Coaching Association of Canada 2006

  26. Who were the coaches? - Experience Profile • The data show a tremendous diversity of athletes and sports and a wide range of age, experience, and education levels of the coaches. • The coaches were almost equally divided between head coach (37.7%) and assistant coach (31.8%) positions; 27.4% coach a bit of both. • While there is a broad range in the length of service, 61.1% have coached for five years or less. Coaching Association of Canada 2006

  27. Who were the coaches? - Experience Profile • 19.5% coach male athletes, 19.5% coach female athletes, and 59.3% coach both male and female athletes • 16. 2% coach children aged 3 to 5 years of age • 37.5% coach children aged 6 to 9 years of age • 47.3% coach children 10 to 11 years of age • 65.1% coach children 12 to 15 years of age • 42.1% coach children 16 to 18 years of age • 21.8% coach young adults 19 to 22 years of age • 24.2% coach adults 22+ years of age Most coach at the community (54.2%) and city (48.2%) levels, 35.2% coach at the provincial level, and 8.9% coach at the national level. Coaching Association of Canada 2006

  28. Who were the coaches? - Time Commitment • 1.6% never coach a practice • 22.1% coach a practice once a week • 36.9% coach a practice twice a week • 19.5% coach a practice three times a week • 16.9% coach a practice more than three times a week Coaching Association of Canada 2006

  29. Who were the coaches? - Weeks coached per season • 0.8% coach less than four weeks • 3.6% coach 4 to 8 weeks • 9.6% coach 8 to 12 weeks • 12.3% coach 12 to 16 weeks • 15.0% coach 16 to 20 weeks • 16.7% coach 20 to 24 weeks • 39.4% coach 24 weeks or more Coaching Association of Canada 2006

  30. Who were the coaches? - Competition schedule • 45.0% have less than 1 competition per week • 28.3% have 1 competition per week • 19.0% have 2 competitions per week • 3.0% have 3 competitions per week • 1.2% have more than 3 competitions per week Coaching Association of Canada 2006

  31. Who were the coaches? – Total years coached • 8.5% have coached less than one year • 16.6% have coached 1 to 2 years • 13.5% have coached 2 to 3 years • 22.5% have coached 3 to 5 years • 11.5% have coached 5 to 7 years • 8.9% have coached 7 to 10 years • 14.4% have coached 10 or more years Over 50% have been coaching for three years or more. Generally, the coaches in the workshops have some experience. Coaching Association of Canada 2006

  32. What the Questionnaires Revealed ― LFs • Support for the program is strong: only 12.6% of LFs said they would like “major” change. • LFs feel their level of education has sufficiently prepared them to facilitate a workshop. Coaching Association of Canada 2006

  33. What the Questionnaires Revealed ― LFs Asked whether the multi-sport or sport-specific environment is better for holding Part A or Part B workshops, • 22.0% of LFs accredited to facilitate multi-sport workshops said sport-specific is better • 12.8% said it doesn’t matter • 36.2% said multi-sport is better • 24.1% prefer multi-sport in groups of similar sports Coaching Association of Canada 2006

  34. What the Questionnaires Revealed ― Coaches • 46.3% of coaches said the sport-specific environment is better • 15.0% prefer the multi-sport environment • 8.7% said it doesn’t matter • 8.6% are unsure • 19.3% said that multi-sport grouped by similar sports is better • 1.3% were trained through Home Study and had no opinion Coaching Association of Canada 2006

  35. Findings - The New Learning Process • As it relates to the new NCCP, the New Learning Process (NLP) is defined as a competency-based approach with a focus on problem-solving methodology/instructional design. Coaching Association of Canada 2006

  36. Findings - LFs and the New Learning Process • 91.0% find the emphasis on problem-solving to be acceptable, very good, or excellent • LFs with less than five years experience are more likely to like the NLP • The more workshops facilitated, the more likely an LF is to like the NLP Coaching Association of Canada 2006

  37. Findings - Coaches and the New Learning Process • 30.7% said the workshop(s) was very useful; 52.6% said the experience was somewhat useful • 70.1% said the LF was very prepared • 70.0% said the LF was very knowledgeable • 44.6% strongly agreed that the LF made the material interesting and meaningful; 39.3% somewhat agreed • 49.3% strongly agreed that the LF made the experience enjoyable as a learner; 33.0% somewhat agreed Coaching Association of Canada 2006

  38. Findings – Order of Modules • Based upon the data, it is clear that there isn’t a preferred order for the modules. Given that they were originally designed as stand-alone modules, this reflection makes sense. However, 45.5% of LFs said the Make Ethical Decisions (MED) module should be delivered first after the Introduction. • Of greater concern was the placement of the MED module and questions about its strength as a stand-alone module. The data indicates that 45.5% of LFs prefer to deliver it as the first module. This data assures that MED can also be effectively facilitated as a stand-alone module. Coaching Association of Canada 2006

  39. Findings – Reference Materials • A slim majority of LFs (56.7%) and coaches (66.3%) indicated preference for receiving the Reference Materials in advance of the workshop. • There are significant ramifications and challenges for the P/T partners to implement such a request given that some coaches may enrol in the workshop after the deadline, and some will have read the materials and others will not have, creating an information gap. • It will not allow the coaches to self-reflect on their own starting point coming into the workshop, skewing their perception of what they have learned through the training process. • Given that implementation of such a request would rest entirely with the P/Ts, and given the additional costs and administrative challenges that such implementation would create, implementation will remain an option. Coaching Association of Canada 2006

  40. Findings – Reading Level • The data reveal that the LFs and the coaches are more educated than the average Canadian population. • 25.9% of LFs said the Reference Material reading level is too high and 98.8% of coaches said it is not too high. Given the relatively significant discrepancy between the LFs and the coaches and the lack of new Canadians being attracted to the new NCCP, the reading level has been flagged and is under review by a plain language editor. Coaching Association of Canada 2006

  41. Findings – Time Allocation - LFs Module LF • Design a Basic Sport Program time allocated is too short (21.7%) • Planning a Practice time allocated is too short (16.1%) • MED time allocated is too short (14.7%) • Nutrition time allocated is too short (14.7%) • Teaching and Learning time allocated is too short (11.9%) • Basic Mental Skills time allocated is too short (11.2%) Coaching Association of Canada 2006

  42. Findings – Time Allocation – Coaches Module Coaches • Design a Basic Sport Program time allocated is too short (7.0%) • Planning a Practice time allocated is too short (21.8%) • MED time allocated is too short (9.2%) • Nutrition time allocated is too short (17.7%) • Teaching and Learning time allocated is too short (5.8%) • Basic Mental Skills time allocated is too short (8.0%) Coaching Association of Canada 2006

  43. Findings – LF Qualifications • In terms of minimum requirements LFs feel are necessary to facilitate a workshop, 30.8% said a high school degree should be a minimum requirement, 21.7% cited a college diploma, and 48.3% opted for a university degree • 54.5% said that teaching experience should be a minimum requirement • 89.5% said that coaching experience should be a minimum requirement • 42.7% said there should be a minimum age requirement • 57.3% said Level 3 should be a minimum requirement • 32.9% said experience as a competitive athlete should be a minimum requirement Coaching Association of Canada 2006

  44. Findings – Context • 67.4% of LFs agree or strongly agree that some of the coaches should have been in the Community Sport - Initiation context • A screening process would give a more accurate recommendation of what program a coach should sign up for • Of the 18.2 of LFs who say the material is too hard, 77.0% agree that the workshops often have coaches in them who should be in the Community Sport stream Coaching Association of Canada 2006

  45. Findings – Coach Preparation • 48.3% of LFs said coaches are prepared to coach in the Competition - Introduction context after completing a workshop • 77.6% of LFs said coaches find the material engaging; 79.6% of coaches said they are interested in the material • 64.8% of coaches feel prepared to coach effectively after attending the NCCP workshop • 76.7% of coaches are taking the workshop because they want to do so • 84.6% of coaches are taking the workshop to become a better coach It should be noted that the MSMs in which the coaches participated represent only a portion of the entire training they will experience in order to achieve NCCP Trained status. Coaching Association of Canada 2006

  46. Findings – Biggest challenge as a coach In order to prepare possible areas of coach interest for professional development modules that could be developed and facilitated in the future, additional questions were asked. One of the most telling response focused on a coach’s biggest challenge. • Dealing with parents 21.3% • Motivating athletes 11.2% • Funding 10.5% • Teaching technical parts 10.0% Coaching Association of Canada 2006

  47. Findings – Home Study Program • 72 (around 9%) of the coaches said they had taken the training by Home Study. Of these, 37 said they had taken Part A only, 25 Part B only, and only 9 had taken both. • The age, gender, and education profiles of the Home Study respondents matched that of the total sample, indicating that the demographic characteristics of this group were the same as the rest of the sample. • It does not appear that Home Study is preferred by any particular age, gender, or education level. As well, the Home Study respondents were in an extremely wide range of sports. • The answers of the Home Study coaches were consistent with the responses of all coaches who answered the questionnaire. Coaching Association of Canada 2006

  48. Findings – NCCP Education • 72.7% of coaches said the NCCP should be mandatory for all coaches • Nearly 80% said they definitely or probably will continue their NCCP education • While a strong majority believe the NCCP should be mandatory, the response cannot be interpreted as representing public opinion because it comes from people who have taken the workshops Coaching Association of Canada 2006

  49. Program Assessment • The majority of LFs (75.9%) said the modules found in Part A should remain the same or change only in minor ways. • The majority of LFs (61.7%) said the modules found in Part B should remain the same or change only in minor ways. • These percentages show LF support for the current program. Coaching Association of Canada 2006

  50. Program Assessment – Relevance of Modules • The majority of coaches (82.1%) said they would definitely/probably apply the work they did to future coaching. Coaching Association of Canada 2006

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