About coaching
Factor 7 is labelled ‘Technical knowledge link to coach level’ All coaches perceived that appropriate knowledge and technical skills of the coach are of vital
importance at both club and elite level judo. Consequently, coaches should take into consideration all players standards and needs at whatever level they are participating. It is important to know about judo to be able to pass on skills to the maximum of the individual’s potential.
A repeated measures ANOVA of mean score revealed significant differences in Judo Coaching Scores (Pillai 6,119 = .86, P < .001). Results indicate that coaches reported
the highest scores for ‘Relationships with players’ followed by ‘Technical knowledge link to coach level’, ‘Presentational issues’, ‘Coach-player interaction’, ‘Attitudes to
judo structure’, ‘Attitudes to coaching at different levels’, and ‘Coaching is about
winning’.
Table 6 contains relationships between Judo coaching scale factors. As Table 6 indicates only three significant relationships emerged. Further, each relationship was relatively weak (r < .3). ‘Presentational issues’ correlated significantly with ‘Attitudes to Coaching at different levels’ and ‘Relationships with players’. ‘Attitudes to
coaching at different levels’ correlated significantly to ‘Coaching are about winning’.
Table 6. Relationships between Judo coaching Scale factors Coaching is About Winning Attitudes To Coaching At Different Levels Attitudes To Judo Structure Relationships With Players Presentational Issues Technical Knowledge Link To Coach Level
Coaching Is About Winning 1.00 Attitudes To Coaching At
Different Levels
0.23* 1.00
Attitudes To Judo Structure 0.05 0.16 1.00
Relationships With Players -0.03 0.16 0.10 1.00
Presentational Issues 0.06 0.26* 0.15 0.25* 1.00 Technical Knowledge Link
To Coach Level
0.17 0.10 0.03 0.28 0.09 1.00 Coach-Player Interaction -0.08 -0.19 -0.09 -0.13 0.07 -0.03
*p< 0.01
4.6 Discussion
The aim of this study was to develop and validate a scale for assessing perceptions of judo coaching. A questionnaire was developed over two stages. The first stage involved qualitative techniques identifying detailed comments on the structure of judo coaching. The second stage tested ideas developed in stage 1 by sampling a much larger group of judo coaches. Coaches reported high mean scores for the importance of feeling confident in their relationship with the players. It was highlighted that if the coach is not confidence in his or own ability, this could then have an effect on the players losing confidence in the coach, which in turn may well reflect on their relationship. This was the belief of most coaches, which were also the views of the initial coaches. Most coaches are involved in the training of player from the moment that they step on to the judo mat until they achieve a senior judo grade. It is consequently the club coach who is the instructor that the player has built up the working relationship with and it is therefore in the player’s best interest for the coach to remain involved even when another elite coach is coaching the player.
In contrast, factor analysis and descriptive statistics from the 130-coaches indicate some support for the present system. Indeed, the factor attitudes to the coaching structure which contains items such as “The elite training system now in place, is well structured?” and “I am happy with the British Judo Coaching structure.” As indicated previously, club coaches might have a self-serving bias. It is possible that club coaches made their estimation on the efficiency of the elite system based on faulty or insufficient knowledge. It is possible that some of the club coaches had limited knowledge of the practices of elite coaches. Participants in the five face-to-face samples were all elite coaches and so could offer more insight.
Discrepancies between face-to-face data and participants from the 130 coaches were further evidenced when coach-education is considered. Elite coaches felt that there was a need for further coach education at the elite level, although they thought that at club level it was sufficient to progress students through the belt grading system. The elite judo coaches further suggested that there was a vast difference between coaching at club level to that elite level.
Coaching skills for club player would be primarily to help players to pass all the way through the judo belt system. This usually involves students being tutored in a group system method, whereas the competitive player would be training on a one-to one method or in much smaller group. There was evidence from both the face-to-face interview study and the present factor analytic study that it is essential for coaches to know about judo. This essential for coaches to be able to pass on skills to the utmost of the individual’s potential. Webber (1997) also outlined that it is essential for the coach to have had practical participation in their chosen sport, otherwise how can the coach transfer the
sports experiences. Martens (2004) also support the belief that successful coaches should have the knowledge of their sport, plus to be able to pass this information to their players. It is therefore important for coaches to up-grade their knowledge, as some judo coaches have been coaching for many years and may be only interested in the belt system coaching. However, coaches must also gain knowledge to promote judoka who wish to become competitive players.
It was also evident from both the interviewees and from the questionnaire that the coach must have the technical knowledge, and be a good communicator who is able to develop players to the best of their ability. Jowett and Cockerill (2003) also agreed that communication is an important unifying relational component for the sports coach. The coach must have the ability to pass on skills to the maximum of the individual’s potential. It was agreed that an effective coach is one who plans each session and analyses at the end of the lesson. Morrel and Schichidan (2006) believe that one of the greatest injustices is for the coach to come to a class unprepared, since judo can be equated to teaching in general therefore class material must be prepared in advance.
Indeed it was worthy of note, that coaches recognised former players do not necessarily make good coaches. This comment was articulated by the preliminary five coaches and was shared by most judo coaches in the survey. Turner (2003) was also of the opinion that high performance players do not make good coaches, tend to be over rated in terms of their potential, and provided with disproportionate opportunities to access high profile coaching positions. Abrahams and Collins (1998) were also of the opinion that performers do not necessarily become expert coaches, as the role of knowledge in expertise is extremely area specific, and does not usually transfer well.
Coaches also believed in the significance of having coach education training, especially for elite judo coaches. However, it was mentioned that some coaches were of the opinion that they are self-trained, and they had gained their knowledge by trial and error. Turner (2003) also suggested that some National Governing organisations often see fit to implement a fast track system for former elite competitors. Cote and Fraser-Thomas (2007) suggest that knowledge and competencies are restricted to the context in which coaches have amassed a wealth of experience and/or in which they have formal preparation (e.g., coach education, mentorship) and intentionally trained themselves. Evidence shows the excellence in coaching is not immediate, but is developed over-long the term, and the specific contexts in which coaches develop, determines their domain of excellence (Erickson, Cote, and Fraser-Thomas, 2006; Werthner and Trudel, 2006).
There was evidence to suggest that both the initial interviewed judo coaches and the surveyed judo coaches, shared the belief that it was necessary to have coaches with specialist skills. Most judo coaches agreed that specialist skills were required to meet the desires of elite performers, which are replicated by the majority of coaches in the questionnaire. In other sports, they have specialist technical coaches such as rugby has offensive and defensive kicking coaches, soccer has a goalkeeper and defence and specialist striker coaches, also their technical set play coaches. It was indicated herein that the judo coaches would like to see specialist technical coaches. These coaches would need to have specialised skills in selected throwing techniques, grappling skills, arm choke and locking applications.
The coaches were of the belief that it is important for player to listen to their guidance instructions when in combat. There was evidence to suggest that quality
matside coaching at major tournaments is vital to the player’s success in the need to deliver medals. It was also one of the concerns, that it was reiterated how important it was for players’ to have an input into their own programme and share the responsibility. The coaches believed this builds the relationship between coach and players to have confidence in each other. The coaches were of the opinion that it was important to reveal good behaviour off the mat as well as when players are in combat.
It was suggested that judo coaches must be highly committed and motivated together with judo knowledge at the highest level to be an efficient judo coach. It was emphasised however, that coaches did not engage in formal psychological preparation for their players. Coaches believed an elite player is a rare combination of talent, hard work and the right psychological profile. Often the difference between the club player and the elite players is the mental qualities of the judoka. Mental toughness is fundamental to the creation of an elite judo player Webb (2008).
All five initial coaches believed that the British Judo Association coaching structure needed to be reviewed especially the elite section of judo coaching and this proved to be the views of most coaches. There was also evidence that initial coaches were correct in their assumption, that there are differences between club and elite judo coaches in terms of their attitudes towards coaching different levels, and coach-player interaction.. The structure of training and presentational issues is of prime importance to the judoka, for different students may have different reasons for taking part in judo. Therefore, it is of vital importance that the structure is in place in order to retain student’s interest and maintain their commitment to the sport.
The aim of the study was to develop and validate a measure the coaches perceptions of effective judo coaching, including the structure of the judo coaching system. A two-stage approach was used. The resultant measure was a 26-item and seven- factor scale. Measurement is considered the bedrock of science (Anastasi and Urbina, 1997; Kline, 1994). It is argued that each sport places unique demands on players and coaches, and therefore, assessment of processes designed to enhance performance should be sport-specific (British Judo Association, World Class Performance Strategy 2008). There has been an absence of specific research into effective coaching in judo (Gleeson 1980). Although there has been an increase in scales to assess coaching effectiveness (Jones, 1997; Millard,1996; Trudel, Cote, and Bernard,1996), this work is generic to all sports rather than specific to judo. Findings from the present study emphasise the relationship between the structure of the coaching system and how coaches deliver sessions. In judo, coaches have the dual challenge of working with players through the grading system and preparing players for competition. Following a syllabus for the grading system is the traditional approach to judo coaching. The traditional approach to coaching goes beyond demonstrating and working with techniques, but also into inter- personal relationships with players (McQuade, 2001). The present seven-factor scale permits analysis of how judo coaches at different levels perceive the importance of these factors. The scale also allows future research to investigate relationships between perceptions of judo coaches and variables that could be influential to effective coaching. The scale developed in the present study has been planned to fit the purpose for the research questions identified above.