The Effect of a Coaching Clinic on Student-Coaches’ Behavior During a Basketball Sport Education Season With Preservice Teachers

Abstract

Purpose: To investigate (a) if a coaching clinic (CC) impacted student-coaches’ behavior and academic learning time during a basketball Sport Education season and (b) if 3v3 game performance improved as a function of the coaching clinic. Method: Preservice teachers (n = 85) were randomly assigned to a CC or a comparison group and taught a 16-lesson Sport Education-based basketball season. The CC group received a coaching clinic in which student-coaches were introduced to core instructional skills, including task organization, task presentation, and delivering congruent feedback. Results: For both groups, coaching time significantly increased from 11.5% to 34.1%, p = .02, as well as cognitive learner involvement, p < .01. CC coaches provided significantly more demonstrations, p < .02. Players in the CC group had significantly greater improvement in 3v3 game play, p = .01. Conclusion: The clinic positively impacted student-coaches’ demonstrations, which likely contributed to improved 3v3 performance.

The effect of the Sport Education Model in physical education on student learning attitude: a systematic review

“…The sports covered in these studies encompassed basketball, volleyball, soccer, ultimate Frisbee, table tennis, hockey, Polskie ringo, ball games, and body movements. Some studies examined two exercise programs [ 23 , 43 ], while the majority of research focused on basketball [ 44 , 52 , 53 ]. The participants in the course experiments were primarily college and high school students, with a limited number of studies investigating primary and junior high school students.…”

“…Furthermore, none of the selected studies mentioned the teaching standards or syllabus used to design the course content, nor did they provide explanations for the rationale behind the experimental teaching content. The number of interventions in the trials ranged from 8 to 25, with up to half of the studies using fewer than 18 interventions [ 42 , 47 – 50 , 52 , 53 ], the recommended class hours for large unit teaching are not met [ 54 ]. The duration of each intervention was most commonly reported as 45 or 60 min [ 42 – 44 , 47 , 49 – 53 ].…”

“…The number of interventions in the trials ranged from 8 to 25, with up to half of the studies using fewer than 18 interventions [ 42 , 47 – 50 , 52 , 53 ], the recommended class hours for large unit teaching are not met [ 54 ]. The duration of each intervention was most commonly reported as 45 or 60 min [ 42 – 44 , 47 , 49 – 53 ]. The frequency of weekly interventions varied from 1 to 5, but the majority of studies implemented interventions once a week [ 23 , 42 , 43 , 46 – 49 ].…”

“…Among these studies, eight of them specifically evaluated students' cognitive performance [ 23 , 42 , 43 , 45 , 48 , 50 , 52 ]. Various assessment instruments were employed, such as the Intrinsic Motivation Inventory (IMI) [ 42 , 43 , 45 ], the Amotivation subscale of the Academic Motivation Scale (AMS) [ 23 ], the attitude questionnaire [ 48 ], the Spanish version of the Sport Satisfaction Instrument (SVSSI) [ 50 ], the ARCS Learning Motivation Scale, the Physical Education Affection Scale (PEAS) [ 52 ], and the ALT-PE data were collected using momentary time sampling for each team by trained coders [ 53 ].…”

“…The study participants encompassed junior high school students [ 43 ], high school students [ 23 , 42 , 45 , 48 , 50 ] and College students [ 52 , 53 ]. Most of these investigations revealed that following the intervention of the physical education course, the cognitive abilities of students in the intervention group exhibited significant improvement, surpassing those of the control group instructed through the TT.…”