TY - JOUR
T1 - Cooperative coaching
T2 - Benefits to students in extracurricular school sports
AU - Aoyagi, Kenryu
AU - Ishii, Kaori
AU - Shibata, Ai
AU - Arai, Hirokazu
AU - Fukamachi, Hanako
AU - Oka, Koichiro
N1 - Funding Information:
This study was supported by the Japan Society for the Promotion of Science [No. 16K16535]; the Ministry of Education, Culture, Sports, Science and Technology in Japan [the MEXT Supported Program for the Strategic Research Foundation at Private Universities, 2015-2019].
Publisher Copyright:
© JPES.
PY - 2016/9
Y1 - 2016/9
N2 - Problem Statement: Many youths participate in school-based extracurricular sports activities (SBECSA). These SBECSAs contribute to positive youth development. However, SBECSAs sometimes require the outsourcing of human resources. The major reason is difficulty to manage SBECSAs by employing teachers as the primary coaching resources. Using external coaches is an effective solution for reducing the workload on teachers, and it can contribute to improving teachers’ and students’ knowledge and skills. Because teacher involvement also appears to provide benefits for students, cooperative coaching between external coaches and teachers is essential. However, the lack of evidence regarding the benefits that cooperative coaching offers students may result in inadequate cooperation. Approach: In all, 23 students who participated in SBECSAs were recruited from three junior high schools and three high schools that employed external coaches. An open-ended, semi-structured interview was conducted with each student. The KJ method was used for qualitative analysis of the responses. Purpose: The purpose of this study is to determine how external coaches and teachers impact students’ experiences in SBECSAs, and how external coaches and teachers differ and/or have similar impacts. Results: In terms of benefits from external coaches, six categories and 31 subcategories were identified. The major categories included the following: expert coaching; support for SBECSA teacher; general coaching; human network; improved SBECSA atmosphere; and equipment supply. Benefits from teachers comprised six categories and 22 subcategories. The major categories identified were as follows: general coaching; management and office work; participation in SBECSA; human network; connection with school life; and improved SBECSA atmosphere. Conclusions: Students perceived overlapping and specific benefits from both groups, which indicated that cooperative coaching would be more desirable to students than having only external coaches or teacher instruct their SBECSAs.
AB - Problem Statement: Many youths participate in school-based extracurricular sports activities (SBECSA). These SBECSAs contribute to positive youth development. However, SBECSAs sometimes require the outsourcing of human resources. The major reason is difficulty to manage SBECSAs by employing teachers as the primary coaching resources. Using external coaches is an effective solution for reducing the workload on teachers, and it can contribute to improving teachers’ and students’ knowledge and skills. Because teacher involvement also appears to provide benefits for students, cooperative coaching between external coaches and teachers is essential. However, the lack of evidence regarding the benefits that cooperative coaching offers students may result in inadequate cooperation. Approach: In all, 23 students who participated in SBECSAs were recruited from three junior high schools and three high schools that employed external coaches. An open-ended, semi-structured interview was conducted with each student. The KJ method was used for qualitative analysis of the responses. Purpose: The purpose of this study is to determine how external coaches and teachers impact students’ experiences in SBECSAs, and how external coaches and teachers differ and/or have similar impacts. Results: In terms of benefits from external coaches, six categories and 31 subcategories were identified. The major categories included the following: expert coaching; support for SBECSA teacher; general coaching; human network; improved SBECSA atmosphere; and equipment supply. Benefits from teachers comprised six categories and 22 subcategories. The major categories identified were as follows: general coaching; management and office work; participation in SBECSA; human network; connection with school life; and improved SBECSA atmosphere. Conclusions: Students perceived overlapping and specific benefits from both groups, which indicated that cooperative coaching would be more desirable to students than having only external coaches or teacher instruct their SBECSAs.
KW - External coach
KW - Extracurricular activity
KW - Human resource management
KW - Outsourcing
KW - Qualitative study
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U2 - 10.7752/jpes.2016.03128
DO - 10.7752/jpes.2016.03128
M3 - Article
AN - SCOPUS:84988923222
SN - 2247-8051
VL - 16
SP - 806
EP - 815
JO - Journal of Physical Education and Sport
JF - Journal of Physical Education and Sport
IS - 3
M1 - 128
ER -