Exploration of Factors Predicting Sport Coaches' Perceived Performance.

Abstract

This study explores the predictive factors influencing sport coaches' perceived performance levels following an 18-month mentor-based education program. The study employed a quasi-experimental, pre-test/post-test control group design to assess changes in perceived coach performance over time. The experimental group participated in six group gatherings and at least 15 individual mentoring sessions over 18 months, while the control group received no intervention. Participants were recruited from a non-formal coach education program run by the Norwegian Olympic Sports Center (NOSC), requiring recommendations from their respective sport federations. Of the 159 coaches who applied, 73 were selected for the program and invited to participate, along with 29 additional coaches from specialized high schools for elite sports, forming a total sample of 98 coaches (69 in the experimental group, 29 in the control group) at pre-test. The sample consisted of 61 males (62%) and 37 females (38%), aged 26 to 71 years (M = 38.3, SD = 8.3), representing over 20 sports, with handball (15.3%), cross-country skiing (10.2%), soccer (7.1%), and track and field (7.1%) being the most common. Data collection included an online questionnaire measuring perceived coach performance, coaching hours, age, and dimensions of the coach-athlete working alliance (task, bond, and goal development). After 18 months, 75 coaches completed the study, yielding a response rate of 73.5%. Hierarchical regression analyses revealed that coaches' ages, weekly coaching hours, baseline perceived performance, and task development within the coach-athlete working alliance positively predicted their performance perception post-test. Participation in the mentor-based program also had a significant positive effect. However, neither bond nor goal development in the working alliance predicted performance perception. These findings underscore the importance of mentoring, structured self-reflection, and task-focused coaching strategies in enhancing coaching effectiveness. The results have implications for coach education programs seeking to foster professional growth and performance development.