Self-Assessment and Modification of a Division I Strength and Conditioning Coachʼs Instructional Behavior

• Published in: Journal of strength and conditioning research 2008-07, Vol.22 (4), p.1228-1235
• Main Authors: Gallo, Gerry J, De Marco, George M
• Format: Article
• Language: English
• Subjects: Adolescent; Adult; Attitude; Behavior; Coaches & managers; Colleges & universities; Communication; Data analysis; Data collection; Feedback; Female; Football; Humans; Kinesiology; Methods; Motivation; Research methodology; Sports training; Teaching; Videotape Recording; Volleyball
• ISSN: 1064-8011; 1533-4287
• DOI: 10.1519/JSC.0b013e318173dae9

Gallo, GJ and De Marco, GM Jr. Self-assessment and modification of a Division I strength and conditioning coachʼs instructional behavior. J Strength Cond Res 221228-1235, 2008-The purpose of this study was to determine the effectiveness of self-assessment in the modification of a Division I strength and conditioning coachʼs instructional behavior. The coach and 16 members of the universityʼs womenʼs volleyball team were the subjects. Both quantitative and qualitative methods were utilized. Sources of data included the Self-Assessment Feedback Instrument (SAFI) and the coachʼs personal journal. The study consisted of 12 practices divided into 3 phases. Each phase consisted of 4 videotaped practices. Practices were coded with the SAFI to determine the type and frequency of the coachʼs behaviors. Phase I data depicted the coachʼs behavioral profile. Following phase I, the coach formulated goals and targeted behaviors for improvement or change. During phase II, interventions to generate improvements and changes were developed with the primary investigator after each practice. Phase III, conducted in the off-season, was the postintervention phase, during which the coach resumed his regular instructional routine and did not receive intervention. At the conclusion of the study, descriptive statistics were used to compare phase I and III data to determine the effectiveness of the self-assessment process. Qualitative data collected from the coachʼs journal were subject to content analyses. All behaviors targeted for modification were successfully changed. The most frequently observed behavior during phase III was Instruction During Performance (42.2%), followed by Extended Information (15.2%) and Questions (11.2%). Analysis of the coachʼs journal revealed a heightened self-awareness of his instructional behavior. It was determined that the process of self-assessment was effective in improving the coachʼs instructional behavior. Practical application of the results of this study will support strength and conditioning coachesʼ efforts to efficiently improve the quality of instruction provided to their athletes.