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Exploration of Factors Predicting Sport Coaches' Perceived Performance.

Kathrine Lervold1, Jan Arvid Haugan1, Maja Gunhild Olsen Østerås2

  • 1Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, 7491 Trondheim, Norway.

Sports (Basel, Switzerland)
|March 26, 2025
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Sport coaches

Keywords:
coach performancecoach–athlete developmentmentoringpredictive factorsprofessional development

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Area of Science:

  • Sports Science
  • Coaching Education
  • Psychology of Sport

Background:

  • Effective coach education programs are crucial for athlete development.
  • Mentorship and structured learning are key components in enhancing coaching skills.
  • Understanding factors influencing coaches' self-perceived performance is vital for program design.

Purpose of the Study:

  • To identify predictive factors of sport coaches' perceived performance after an 18-month mentor-based education program.
  • To evaluate the impact of a mentor-based program on coaches' self-assessed performance levels.
  • To explore the relationship between coaching experience, coach-athlete alliance, and perceived coaching effectiveness.

Main Methods:

  • Quasi-experimental, pre-test/post-test control group design.
  • Sample of 98 coaches (69 experimental, 29 control) from the Norwegian Olympic Sports Center.
  • Hierarchical regression analysis of online questionnaire data (perceived performance, coaching hours, age, coach-athlete alliance).

Main Results:

  • Coaches' age, weekly coaching hours, baseline performance perception, and task development in the coach-athlete alliance positively predicted post-test performance perception.
  • Participation in the mentor-based program significantly enhanced perceived coach performance.
  • Coach-athlete bond and goal development did not significantly predict performance perception.

Conclusions:

  • Mentor-based coaching education, focusing on task development and structured reflection, enhances coaches' perceived performance.
  • Age and experience (coaching hours) are significant factors in coaches' self-assessed effectiveness.
  • Future coach education should integrate mentorship and task-focused strategies to foster professional growth.