Applied Coaching Research Journal Volume 1 | Page 25

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 1
Overall results
It is important to consider the scores across all 39
items, as high/low scoring items within one category
might rank differently relative to the complete list.
The chart on the following page presents the top
10 items, across all five superordinate categories,
ranked by order of importance. With mean scores
of 3.9 respectively, creating a safe environment for
all participants and communicating effectively with
people were regarded as the most important items
across all categories.
The least important items across all categories (not
shown) were managing accounts or tax affairs and
marketing/promoting the sport/activity.
In terms of the priorities for learning and
development, the radar chart on the following
page presents the top 10 priorities across all five
superordinate categories. Across all categories,
seeking feedback from participants about their
experience and reviewing and evaluating sessions
had the greatest difference between scores and
were therefore identified as the greatest need in
terms of future learning and development.
Overall, comparing the data across all five
superordinate categories, people skills had the
biggest difference between Rating A and Rating B.
This suggests that people skills should be prioritised
for future coach learning and development.
Management, administrative and other tasks had
the smallest difference between the two ratings,
and therefore the lowest priority in terms of future
learning and development.
Learning needs
From a list of 31 items, respondents were asked
whether they were interested in any specific
learning to help develop their coaching. The list
included a wide range of items, such as time
management, team building, and health and
nutrition. The top five learning needs identified
were: technical skills and drills (63%); emotional
intelligence (48%); growth mindset (45%); using
technology (45%); and injury prevention/safe
practice (44%).
Learning preferences
Respondents were asked to describe their
ideal learning preferences. The majority (40%)
of respondents said they preferred tutor-led,
structured programmes with clear assignments and
assessments. Around one-third (34%) preferred
discussion-led sessions, group-based projects
and assignments, and social interaction. Around a
quarter preferred to have some control over the
content and structure of the learning, but with
guidance from the tutor when they needed it.
In terms of learning methods, the most common
responses were: face-to-face learning, such as
workshops and tutorials (82%); online learning (66%);
one-to-one coaching or mentoring (56%); and on the
job learning/training (53%).
Challenges and barriers
Finally, respondents were asked what they thought
were the main challenges and barriers associated
with coach learning and development. The most
common response was the cost of training, with
over half of coaches citing this as a key barrier
(54%). This was followed by the unsuitability of the
locations of the training (41%) and the timings of the
training and lack of availability to attend (34%).
Rating A
(mean score) Rating B
(mean score) Difference
People skills 3.75 3.33 0.42
Coaching practice 3.59 3.23 0.36
Knowledge and understanding 3.48 3.20 0.28
Environment and risk 3.80 3.57 0.24
Management, administrative and other 3.28 3.13 0.15
Category
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