|Abstract or Summary
- The competencies of athletic coaches in selected Oregon
high schools were analyzed to determine the agreement among
various groups of coaches and principals as to what represents
success in high school coaching, and the agreement among groups
of selected coaches and principals in their assessment of the
importance of these coaching competencies to becoming a
successful athletic coach in Oregon high schools.
A selected jury of ten national leaders of state high school
athletic associations, ten Oregon secondary school principals,
and ten Oregon secondary school athletic coordinators approved
the coaching competency and the success-in-coaching items used
with Oregon coaches and principals. The approved instrument
contained 119 competency items and 18 success in coaching items
to be ranked by the respondent as "essential," "important, "
"useful," or not needed" for the knowledge and skill competencies
necessary for coaches; and "most important," "usually important,"
"some importance," "seldom important," or "not important"
for the items representing success in coaching. The responses
were then subjected to a multiple discriminant analysis procedure
which determined whether groups could be distinguished from each
other in the assessment of each competency category.
The population selected for this investigation included
athletic coaches and principals of 61 high schools located in eight
districts in the state of Oregon. Data from the responses of 365
coaches and 50 principals indicate that coaches as a group agree
as to what represents success in coaching, principals as a group
disagree slightly, and a very significant degree of discrepancy
exists between coaches' and principals' groups as to what represents
success in coaching. The data also conclude that coaches'
groups and principals' groups are in agreement as to the cornpetencies
a coach should possess. But significant disagreement
exists between coaches and principals in the following categories:
physiological foundations, athletic coaching abilities, school and
community relationships, and administrative procedures. Items relating to the needs of the individual participant were
ranked as the most important area representing successful coaching.
The study also indicates that major areas of importance for coaching
preparation are personnel relations, athletic coaching abilities,
and health and safety of the participant.
Recommendations were made whereby information obtained
from this study might be utilized for:
1. Development of a university preparation program
for students expressing desire to become high
2. Identification of competencies essential to
successful performance in coaching which
might be used by local school districts as a
basis for developing systems of selecting
and evaluating coaches, and
3. Development of standards to be used by the
State Department of Education in determining
the qualifications needed by athletic coaches.