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Final Project- Evaluation Plan

Terence Amos

Valdosta State University

Department of Kinesiology and Physical Education, Valdosta State University

KSPE 8210: Coaching Pedagogy

Dr. Lauran Holzberg

April 23, 2023

STATEMENT OF ORIGINALITY

By affixing my signature hereto, I promise that this assignment represents original work by

me, that it is submitted as an original copy, and that it neither has been used by me in another

course nor written by anyone but me.

Valdosta 4/23/2023

Terence B. Amos
___________________
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Introduction
Feedback reinforces learning. The results received from feedback aid in goal

achievement, building strengths, developing skills and finding areas of improvement. Feedback

is widely regarded as a frequently used and high-impact strategy to progress a learner from

current to goal performance (Hattie, 2009). Many studies have quantified and analyzed coach

feedback in both training and performance settings (Partington et al., 2015). The use of a

coaching evaluation as a check-in tool is a method of strengthening communication among

stakeholders. It opens up the doors for thoughts and opinions to be shared to track progress,

ensure standards and objectives and serves as a performance appraisal. The findings can

guarantee expectations are being met on all sides.

Feedback and communication in general are critical components to coaching. Feedback

gives information on past behavior, while coaching focuses on future actions. Feedback makes

employees understand their previous shortcomings so that they can improve. Coaching seeks to

improve future outcomes by identifying potential issues and fixing them. Little is known about

the ways in which coaches evaluate their feedback to determine its reception and use by their

athletes. Barriers to the successful reception of feedback by athletes include discrepancies in

interpretations of feedback between the provider and the receiver (Adcroft, 2011).

For the purpose of this assignment, adopting the rationale that evaluations for feedback

could provide evidence and analysis on coaching performance in the current season using

surveys administered to the coaching staff, parents and athletes. This constraint takes the form of

verbal feedback and instructions and is delivered by external agents, such as assistant

coaches/peers, parents, and athletes (Handford et al., 1997). This article pursues the goal of

presenting a conceptual analysis model through the use of a technological tool to collect data to
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determine the success of a current coaching model established by myself, Terence Amos. The

original evaluation would be created by using an online tool, Survey Monkey, to collect the

feedback for review.

Materials and Method

Three assistant coaches currently employed at the high school, three parents of whom

have student-athletes on the current team and three current athletes selected from the team at the

high school were recruited for the study. Recruitment was limited to assistant coaches who had a

minimum of five years of experience coaching on an elite level, parents with student-athletes

considered to be upperclassmen and athletes within the program for less than three years. Within

this recruitment group, a solid representation of experience, ages, maturity levels, grade levels

and insight into the program through the years. For the purpose of this assignment, this was

defined as a professional school-level representative setting within athletics. The sampling

procedure was aligned with a purposeful sampling approach (Creswell, 2013).

Participants were recruited via email or text. At the time of the survey, participants were

provided with a brief statement and a simple consent form. Participants were informed that the

survey was strictly voluntary and the results of the survey would be used for the purpose of an

assignment and not to be shared with the educational institution or the school district.

Procedure
The survey associated with this assignment was explained to the participants. Participants

were allowed the opportunity to ask questions about their involvement in the assignment and to

gain clarification. Verbal consent was received from each participant ahead of the web-based

survey being sent via Survey Monkey. Data collection through an online survey appears to have

the potential to collect large amounts of data efficiently (i.e. with less error due to the lack

transferring written data on to a computer), economically (as it requires low human resource
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efforts while collecting or managing data) and within relatively short time frames (Regmi et al.,

2016). All surveys were constructed by myself for distribution to all parties.

Data Analysis
Many coaches may not consider evaluations a valuable resource. However, drafting and

conducting an effective evaluation process can provide deliverables that highlight several key

features in an athletic program. The underlying objective is to discover the perception of

performance and access the relationships among stakeholders in the program. Elements of job

performance over the season are picked apart just to be put back together again to determine if

the puzzle pieces reveal a clear, distinct and recognizable picture.

Table 1.

Examples of the possible benefits from conducting a successful evaluation process via

questionnaires

 The capabilities of the head coach are evaluated.

 The review of the evaluation process can aid in the enhancement of the head coach’s

performance level.

 The reinforcement of the logics that are working within the program.

 The call-to-action for the matters that rate as low performing.

 The ability to provide a forum for stakeholders within the program to provide unfiltered

feedback.

Assistant Coaches

Questionnaires allow for a standardized set of questions, not biased by interviewer

participation, to be answered by subjects on their own time without the pressures and constraints

of a face-to-face interaction. The purpose of the first set of questionnaires is to allow for
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assistant coaches to provide feedback on various subject matters affiliated with the head coach’s

philosophy and mission statement. The results from this group would provide the head coach

with an understanding of the expectations of coaching positions and recognize actions that are

either exemplary or leave room for improvement.

The questions presented to the coaching staff evaluated the role of the head coach and the

leadership and skills provided as the individual at the forefront of the athletic program. All

questions presented to the coaching staff are presented below along with a tally of the responses

received back using the online platform, Survey Monkey.

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Parents

Most often the approach to assessing coaches after a winning season was in the form of a

photo opportunity with a trophy held high in the air. In some cases, parents might stuff the

complaint box voicing their disappointments and horrors over the course of the season with a

clear disdain for the coaching staff and the fundamentals of the athletic program. By being

proactive and introducing an evaluation system within an athletic program, parents have

increased transparency to their thoughts and are provided a vehicle to provide their valued

opinions. These actions go a long way in balancing the scales of accountability. Athletic
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development and program success are the main byproducts of results from evaluations completed

by parents.

Three parents representing three families with athletes participating in the current season

were sent surveys via the online platform Survey Monkey. The online questionnaire would

provide the parents an outlet to share their experiences with the head coach. These experiences

would take into an account the role of the head coach and contributions to the development of

both the athlete and the program. Results from the assessment would then be evaluated to

determine success stories and any areas of improvement.

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Athletes

The evaluation instrument sent via Survey Monkey to current athletes representing

various grade levels within the athletic program had been prepared as an assessment of the head

coach’s role. The purpose of this questionnaire was to provide an assessment tool to judge

coaching performance that was appropriate for completion by athletes. The results would provide

a glimpse into the atmosphere of the program and suggestions for improvement. The tool was

shown to be a valid and standardized questionnaire demonstrating discriminability and

provoking honest responding to various subject matters.

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Results
The categories that emerged throughout the online assessment conducted via the form of

a questionnaire were full potential of athletes being met, understanding the concerns of

parents/guardians, providing motivation to athletes, maintaining emotional control under stress

and demonstrating the ability to analyze and correct errors. This assessment did not come from

one individual group of participants but rather were results spread among all stakeholders. No

one group of stakeholders shared the same opinion as another when evaluating performance

throughout various subject matters.

The major findings within each category and sub-theme with respect to the range of

knowledge and beliefs held by the assistant coaching staff, parents and athletes who participated

in the completion of the online survey were relevant in determining areas of improvement. In

recognizing where I may be falling short as the head coach, I can take the feedback and create a

game plan to tackle the areas of improvement to ensure the success and growth of the athletic

program. It is my belief as a coach that the role and purpose of feedback in my coaching practice
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falls into four main categories: improving performance, monitoring progress, helping coaching

staff to improve and building confidence among parents and athletes.

Concluding Remarks
The position taken after reviewing the analysis of the original evaluation designed and

distributed to shareholders illustrates how applicable feedback can present theoretical and

practical insights for refinement and growth in the creation of an elite athletic program. The

insight determines the need to display great levels of individual instruction to athletes for peak

performance. The hope is to inspire and support all stakeholders not only during the season but

also in the off season and not only on the field but off the field as well. The aim is to lead with

the intentions of all parties in the front of the mind and taken into deep consideration at times of

decision making and goal setting.

Additionally, the article and the findings of the evaluations provided the feedback and

instructions on how to move forward into the next season.

1. Training designs should be tailored not only to team needs but also to each individual

athletes’ strengths, areas of improvement and personal goals within the sport. The

adoption of a key principle will be the catalyst for the campaign. One principle to lead

with would be the principle of specificity. The principle of specificity loosely means you

should train with the end goal in mind. The more specific you want the training design to

be, the more specific the end goal needs to be.

2. A more targeted and direct communication style would be a benefit to the learning and

training models. Communication is key in coaching. Three types of communication often

combined in coaching are verbal, visual and physical. To succeed in a coaching career,

the components to learn in communication are speaking and active listening. A direct

communication style involves high assertiveness and low expressiveness. The take
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charge approach commits to goal and deadlines. This style coaches by inspiring and

visualizing the big picture. Clear and concise communication is not only needed between

coach and athlete but is also a key component in developing a solid relationship among

the coaching staff. Basic communication skills within the internal coaching circle, such as

attending, reflecting, exploring, self‐disclosing, and acceptance by the head coach will

enhance the effectiveness of feedback.

3. An increased amount of feedback is a window into the soul of a program.

Feedback allows coaches to tell athletes how they are performing in relation to their

expectations. Coaches can then instruct and teach their athletes how to reach these

expectations and perform better (Hillman et al., 1990). Feedback provides an opportunity

to reassess, get a fresh perspective, gather your thoughts, and formulate a new plan if

necessary. Feedback is also essential in coaching to help a person see where they stand.

However, feedback is not limited to the X’s and O’s on the field nor the people who draw

these visual plays on a whiteboard. Feedback from stakeholders, including parents, help

shape and redefine a program. Linton (2018) defined stakeholder in sport is an individual

or organization whose attitudes or actions influence the success of a sports team, sports

participant or an entire sport. Everybody is a stakeholder in sports because it is either

someone is actively or passive involved in sports.

4. Athlete-centered coaching is a necessary approach that stresses values and behaviors. The

primary goal of the coach is to help their athletes take responsibility of their sporting

behaviors that create their results. The athlete-centered model places the athlete at the

center core of the program, with all professionals working together to ensure the athlete

attains his or her goals. Incorporating an athlete-centered initiative into the sports
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program allows for and acknowledges developmental differences and makes coaching

more holistic and coaches more considerate. Athlete-centered coaching shifts the primary

focus towards the development of team culture, decision-making and the empowerment

of the athlete (Greene, 2017).

Motivated participation of coaches, athletes, and parents in youth sports can be viewed as

an effective educational system (Lisinskiene et al., 2019). The athletic triangle consists of the

coach, athlete, and parent. The relationships within this triad can have a significant impact on the

overall development of the athlete (Danioni et al., 2017). It is the intention to create methods of

communication that will not only celebrate the rights but shed light on the wrongs. All

stakeholders should contribute evenly and honestly to yield unlimited returns on their

investments.
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References

Adcroft, A. (2011). The mythology of feedback. Higher Educ. Res. Dev. 30, 405–419.

Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. Thousand Oaks, CA: Sage Publications.

Danioni F.V., Barni D., Rosnati R. Transmitting Sport Values: The Importance of Parental

Involvement in Children’s Sport Activity. Eur. J. Psychol. 2017;13:75–92.

Handford, C., Davids, K., Bennett, S., and Button, C. (1997). Skill acquisition in sport: some

applications of an evolving practice ecology. J. Sports Sci. 15, 621–640.

Hattie, J. A. C. (2009). Visible Learning. London: Routledge.

Hillman, L.W., Schwandt, D.R. and Bartz, D.E. (1990), "Enhancing Staff Members′

Performance through Feedback and Coaching", Journal of Management Development,

Vol. 9 No. 3, pp. 20-27.

Greene, D. (2017). On athlete centered coaching. Sports and Understanding Organizations, 127-

164.

Linton, I. (2018). What is a stakeholder in sports? Hearst Newspapers, LLC. Accessed from

smallbusiness.chron.com/stakeholder-sports-54584.html
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Lisinskiene, A., Lochbaum, M., May, E., & Huml, M. (2019). Quantifying the Coach-Athlete-

Parent (C-A-P) Relationship in Youth Sport: Initial Development of the Positive and

Negative Processes in the C-A-P Questionnaire (PNPCAP). International journal of

environmental research and public health, 16(21), 4140.

Partington, M., Cushion, C. J., Cope, E., and Harvey, S. (2015). The impact of video feedback on

professional youth football coaches’ reflection and practice behaviour: a longitudinal

investigation of behaviour change. Reflect. Pract. 16, 700–716.

Regmi, P. R., Waithaka, E., Paudyal, A., Simkhada, P., & van Teijlingen, E. (2016). Guide to the

design and application of online questionnaire surveys. Nepal journal of

epidemiology, 6(4), 640–644.