DOI: https://doi.org/10.47405/mjssh.v7i12.1974
The Efficacy of Teacher-Coach Among Individual and Team Sport in Rural Sibu, Sarawak
Zaidllhayat Bin Zan1* , Yuhanis Adnan2
1Faculty of Sports and Exercise Science, Universiti Malaya, 50603, Kuala Lumpur, Malaysia.
Email: [email protected]
2Faculty of Sports and Exercise Science, Universiti Malaya, 50603, Kuala Lumpur, Malaysia.
Email: [email protected]
CORRESPONDING AUTHOR (*):
Zaidllhayat Bin Zan ([email protected]) KEYWORDS:
Coaching efficacy Teacher
Youth sports Rural
CITATION:
Zaidllhayat Zan & Yuhanis Adnan. (2022).
The Efficacy of Teacher-Coach Among Individual and Team Sport in Rural Sibu, Sarawak. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(12), e001974.
https://doi.org/10.47405/mjssh.v7i12.1974
ABSTRACT
The objective of this study is to examine the efficacy of youth sport teacher-coach among individual and team sport in rural zone in Sibu, Sarawak. A total N=300 school sport coach teacher (SSCT) from Sibu rural zone were selected through purposive sampling to participate in this study. They were categorized into individual (N = 75) and team (N = 225) sports coaches Coaching Efficacy Scale II- Youth Sport Team (CES II-YST) questionnaire was used to measure the coaches’ coaching efficacy. Overall, Sibu rural zone coaches who coached individual sports showed that their level of coaching efficacy was higher (M = 3.35, SD = 0.38) for all the subscales, namely character building (M = 4.01, SD = 0.59), motivation (M = 4.04, SD = 0.63), technique (M = 3.35, SD = 0.38), and game strategy (M = 3.93, SD = 0.64) compared with coaches who coached team sports. In summary, individual athletic coaches demonstrate higher levels of coaching effectiveness, and under their guidance, athletes learn sport fundamentals, improve leadership skills, and gain confidence in their physical and mental abilities
Contribution/Originality: The study contributed to the existing literature in which the focus of this study was to distinguish between coaching efficacy based on coaches’
demographic data. In addition, this study also. examine the efficacy of youth sport teacher-coach among individual and team sport in rural zone in Sibu, Sarawak
1. Introduction
Teachers are individuals who are directly involved in the curriculum implementation process and school education programs (Ali, Hassan & Jani, 2017). The Ministry also has a requirement that every student participate in at least one sport, one club, and one uniformed body activity as a means of fostering individual talents and interests, along with building leadership skills (Ministry of Education, 2013). Some teachers who are also coaches in the school play a very important role in identifying and honing the talents of the young players within school sports, such as, football, athletics, gymnastic and in other sports. In other words, the competence of a teacher who also play a role as a
coach is very important to affect school athletes’ performances. Coach’s responsible is to help adolescence athletes to reap overall performance and to excel in any of the youth athletic tournaments. Therefore, coaching duties include teaching basic skills, planning and implementation, long-term training programs, pre-tournament preparation, technical, tactical, and psychological training. The findings of this study are in line with the study conducted by Sucipto et al. (2017) where athlete achievement, behaviour, psychology, and emotions are the results positive effects of coach competence. As the teachers-coach are given responsibilities to identify talents, and the development of potential athletes, it is important to know the readiness, competency, and the efficacy of the coach.
To get a quality and potential athlete, this talent must be identified and polished from an early stage, which is at the school level. However, to develop these talents to the optimum level, teacher-coaches need a set of skills and experience. There are also several teachers who do sent or voluntarily attended a coaching course to solidify their coaching knowledge (Fakrul et al., 2020). This is because to train and form athletes at a young age is very different and quite challenging. The training provided should be specific and follow the correct training program. Thus, a different and more efficient approach is needed to address this problem. If these young talents are not properly guided, it is feared that they will burn out at a young age and in turn will hinder the development of their potential. These issues need to be addressed to ensure the coaches can deliver their services effectively as the social agent in the sport environment.
2. Literature review
Nowadays, we can see most school management realizing that education is not only focused on academics but focused on the holistic development of the individual from children and sports play an important role in the development of the best personality to start a career early in life (Mustafa & Salleh, 2018). Sports education policy aims to provide children and adolescents with a real and fun sports experience. Sports education always complements academic learning as it will give and show the personality of the student. A good athlete is an individual who can abide by the rules and laws in a game. Sports improve qualities such as leadership, discipline, partnership, teamwork, honesty, team spirit, tolerance and more among students
Training on a particular game will begin as early as the age of 8-9 years. Formal competition between schools starts at the under 12 level although there is little competition, but it is emerging for children under 10 years old. When children begin to focus on one sport, they are termed as early specialists, where they will undergo structured training by adults (usually coaches) at the school, district, and state levels (Low et al., 2017). Types and amounts of sports- activities the relevant practices they engage in can provide an insight into their career progress. Research on the development of elite athletes has consistently shown that it takes about 10 years of additional and systematic training before achieving success (Starkes & Erickson, 2003).
Data on the development activities of elite youth athletes can provide an overview of the current sports development programs in the country. Research has shown that there is a need for early specialization to achieve specialist performance levels in sports. Early specialization in sports was based on the theory of deliberate training (Ericsson et al., 1993). Efforts through the right steps in the selection of professional sports coaches in primary and secondary schools need to be implemented in the right way to ensure
trained athletes or individuals can master any future changes and challenges (Karim &
Nadzalan, 2017; Karim, Ghafar, & Nadzalan, 2018).
Malaysian coaches are of the opinion that having adequate knowledge of the game, attending seminars conducted regularly, and being on time are very important in helping athletes improve their performance. One of the factors athletes reach optimal levels is their belief in the efficacy of their coaches in coaching. Most of the studies that have been conducted are more focused on studies in Western Countries (Bandura, 1999;
Barber, 1998; Cushion, Armor, & Jones, 2003).
In developed countries in sports, concerns about the level competence among coaches is a common thing especially in United States, Germany, and Australia (Chiu et al., 2014).
There are few studies on the efficacy of coaching in Malaysia conducted by local researchers, such as studies conducted by Nazarudin et al. (2009), Raja and Kee (2014) only focused on athlete outcomes. In addition, several local studies such as Lim, Mahat, Hua and Radzuwan (2013), show that the quality level of coaches in Malaysia is moderate and does not reach the optimum level required to be a quality coach. Local coaches need more international exposure to compete at the highest level. According to Ayub (2009) athletes should be trained by coaches who have expertise in specific fields where they can focus and develop the true potential of athletes. Lack of local coaches of calibres and quality results in the country having to rely on foreign coaches to train national athletes.
Feltz et al. (1999), work from Bandura’s general framework and highlight possible coaching effectiveness outcomes has been reflected in the CES, which include coaching behaviour, player and team satisfaction, player and team performance, and player and team efficacy. Figure 1 is a conceptual model of coaching efficacy adapted from Bandura’s general framework and presents potential sources of guidance on potential coaching, which include coaching preparation, coaching experience, previous success in coaching, perceived team capabilities, and social support from various stakeholders, such as athletic directors, community, students, faculty, and parents (Feltz et al., 1999).
Figure 1: Conceptual model of coaching efficacy
Source: Adapted from Feltz et al. (1999) Sources of coaching
efficacy information
•Extent of coaching experience/preparatio n
•Prior succes (won/loss record)
•Perceived skill of athletes
•Social support
•School
•Parents
•Community
•Administration
Coaching efficacy dimension
•Game strategy
•Motivation
•Technique
•Character Building
Coaching behaviour
•Player/team satisfaction
•Player/team performance
•Player/team efficacy
Many factors can influence the efficacy of coach training, such as: educational and coaching experience (Feltz et al., 1999; Malete & Feltz, 2000). The coaching industry has established a branch organization dedicated to advancing the coaching profession by setting standards high, provide independent certification, and build a network of certified coaches around the world (Kimsey-House et al., 2011). A model of functional coaching effectiveness was developed by Horn (2008) in efforts to combine relevant theoretical and methodological approaches into one regular framework (Figure 2). This model consists other two models related to previous construction theoretical foundations, there are multidimensional leadership models (Chelladurai & Saleh, 1980) and mediation leadership models (Smoll & Smith, 1989). First, the coaching behaviour in the game and the practice is led or influenced by the three antecedents it is the sociocultural context involving the gender and ethnicity of the trainee. The next antecedent is the organizational climate which indicates factors related to the level of competition. Trainees' personal characteristics can include their various psychological orientations such as coaching effectiveness. For example, experience and existing skills.
Second, coach behaviour not only directly affects athlete’s performance and behaviour but also indirectly affects their perceptions and motivations in a variety of ways. Indirect influences occur when athletes' perceptions, interpretations, and assessments of their trainee behaviour affect their beliefs and attitudes, which in turn, affect their level and type of motivation However, all these indirect influences, also determine the level and type of athlete's performance and behaviour. Third, the effectiveness of guidance behaviour is the effect of guidance behaviour on athlete performance, and behaviour is mediated by factors that represent the situation and individual differences (Horn, 2008).
Figure 2: A working model of coaching effectiveness.
Source: Adapted from Horn (2008)
Lack of research data on the efficacy of coaching in Malaysia, among one of the factors causing the lack of quality local coaches. The quality or level of coaching competence in Malaysia is said to be less encouraging because the coaches are less up to date in coaching techniques in the coaching system due to lagging in science support. ns in
sports. This is supported by Lim et al. (2014), saying that it is quite difficult for Malaysian teams to maintain the best performance momentum, this is due to the inefficiency and unsatisfactory level of quality of coaches. A study conducted by Raja and Kee (2014) found that the level of efficacy of team sports coaches is lower compared to the level of efficacy of individual sports coaches’ others to become successful coaches.
While there are many studies that examine the efficacy of training among Malaysian youth sports coaches, only a few have studied the factors that can influence the efficacy of training.
3.Method
500 online survey form were distributed and collected using Google Form application.
Out of these 500 distributed survey forms, 300 respondents completed and submitted (response rate; 60%). The respondents were 300 teacher-coach in rural school in Sibu, consist of male (n=127), and female (n=173). Seven different team sports were identified, that are: badminton (n = 29), football (n = 35), hockey (n = 22), netball (n = 41), Sepak Takraw (n = 22), track and field (n = 137) and volleyball (n = 13). The participants were fully acquainted with the nature of the study prior to giving written informed consent to participate. Participants were assured confidentiality regarding the data collected and their personal identity. Ethical approval for the study was obtained from the University of Malaya ethics committee. A short form will be devised to collect information about the participants’ age, gender, ethnic, race, marital status, educational level, organization, and position.
Coaching Efficacy Scale II-Youth Sport Team (CES II-YST) was developed by Myers et al.
(2011) based on revising the original Coaching Efficacy Scale (CES). The CES II-YST was specifically designed to measure coaching efficacy among youth school team sports head coaches. The 18-item CES II-YST (Myers et al., 2011) was used to measure dimensions of coaching effectiveness: motivation (4 items), game strategy (4 items), technique (4 items), and character building (4 items), and physical conditioning (2 items). The scale can be used to measure the efficacy dimensions separately or the CES II-YST by averaging the sum of all 18 items: both efficacy measurements were used in the present study. Each item will be measured by 4-point Likert Scale ranging from not at all confidence to extremely confidence.
Validity evidence for measures derived from the CES II-YST is accumulating. Myers et al.
(2008) provided evidence for close model-data fit of the measurement model under a CFA approach: χ2(70, N = 549) = 114, p <.001, RMSEA = .031, SRMR = .034, CFI = .990, and NNFI = .996. Correlations among latent variables ranged from .40 (TE with CBE) to .78 (TE with GSE). Latent construct reliability ranged from .82 (ME) to .92 (TE).
Evidence for factorial invariance by coach’s gender was provided (Myers et al., 2008).
4.Results
The descriptive analysis of the participant's demographic information is shown in Table 1. The gender percentage of participants for this survey which represented 57% males (n = 173), and 42% females (n = 127). All participants coached various team sports at their school. Table 1 showed the breakdown of the percentage of the participant's age group that were involved in this survey. the age range of participants between 21 - 30 is 18.3% (n=55), followed by the age range between 31 - 40 is 160% (n=180), and 16%
(n=49) of the participants aged are between the 41-50 age group. Only 5.3% (n=16) of the participants fall between 51-60 years old.
The number and percentage of racial/ethnic participants involved in this survey are shown in Table 1 total of 157 (52.3%) of the total participants are Bumiputera Sarawak/Sabah, Malay descent, n=91 (30 %), Chinese descent, n=39(13%), the smallest number of participants are of Indian descent, n=13(4.4%). The number and level of education of the participants involved in this survey are shown in Table 1 Most of the participants, 74.7 % (n=224), have bachelor’s degree qualifications, followed by 11%
(n=34) holding master’s degree, n=14 (4.7%) obtained a doctorate degree, n=10 participants (3.3%) with diploma qualifications. Only 6% (n=12) of the participants have certificate qualifications.
Table 1: Gender, age, races, and education level among individual and team sports coaches
Frequency Percent
Gender
Female 127 42.3
Male 173 57.7
Age
21-30 years old 55 18.3
31-40 years old 180 60
41-50 years old 49 16.3
51-60 years old 16 5.3
Races
Bumiputera
Sarawak/Sabah 157 52.3
Chinese 39 13
Indian 13 4.3
Malay 91 30.3
Education
Degree 224 74.7
Diploma 10 3.3
Master’s degree 34 11.3
PHD and above 14 4.7
The study looked at three organizational factors involving participants in the school environment, namely (a) Type of sports coaching, what type of sports are coaches coached (b) number of student trains, total capacity of athletes trained, are in large or small groups? and (c) the type of school duties of the coach at the school other than coaching athletes. As a teacher-coach, beside of teaching and training, some teacher needs to do an administration task. And there also have other administration staff and contract coach that train athletes in school. Table 1 shows the frequency and percentile scores for participant numbers included in each of the organizational factor sub- category.
Table 2 illustrates type of sport coaching, one of the subcategories of the organizational factors. Track & Field reported as the biggest percentage of type of sport coach, which was at 45% by the participants (n = 137), followed by netball 13.7% (n=41). Percentage of type of sport trained by the participants that are less than 10% are as follows:
Badminton, 9.7% (n=29), Hockey and Sepak Takraw were both tied at 7.3% (n=44) and the least sport coached by the participants was Volleyball, 4.3% (n=13).
Table 2: Participant Distribution by Type of Sport Train, Number of Student Train, and type of School Assignment
Factors Frequency Percent (%)
Type of sport you train
Badminton 29 9.7
Football 35 11.7
Hockey 22 7.3
Netball 41 13.7
Sepak Takraw 22 7.3
Track & Field 137 45.7
Volleyball 13 4.3
Number student train
10- 15 student 119 39.7
16-20 student 94 31.3
21 -30 student 48 16
5-10 student 39 13
School assignment
Coaching & Administration 35 11.7
Coaching & Teaching 212 70.7
Coaching, Teaching &
Administration 36 12
Contract Coaching 17 5.7
Note. N = 300.
The second subcategory of the organizational factors is the number of student train.
Table 2 showed that the biggest percentage of number of students trained by the participants was group that fall under the range between 10 to 15 students (39.7%), followed by the group between 16 to 20 students (31.3%), 20 to 30 students (16%) and the least number of students trained by the participants was l5 to 10 students (13%).
The last subcategory of the organizational factors is school assignment, which described the amount of formal task that participants were assigned to. In Table 2, biggest percentage of the participant, 70.7% (n=212). Participants that were involved in coaching, teaching, and managing the school administration were 12% (n=36). Only 11.7%
(n=35) of the participants were involved in coaching and doing administrative work in school, and the least of the participants 5.7% (n=17) were involved with contract coaching in school.
4.1. Coaching efficacy among individual and team sports
For student size for training, participants were divided into two categories: individual coach that consist of five to fifteen students and team sport coaches who work with a large group of students that consist of 16 to 30 students. Table 3 the summary statistics for t-tests results and Cohen's d estimates that examine the effect of student size for training on six coaching efficacy factors. There was a significant difference in the total coaching efficacy scores between individual coaches and team sport coaches. For each efficacy dimension, the difference was statistically significant in ME and CBE. Medium- to-large effect was found in technique efficacy (Cohen's d = .55) and GSE factor (Cohen's d = .49); however, the effects for other coaching efficacy factors were small-to-medium or very small. The results showed that coaches who worked with a small group of students had higher overall coaching efficacy than coaches who worked with a large group of students. because smaller groups are easier to control and focus on compared to larger groups. statistically significant in ME and CBE. The medium-to-large effect was found in technique efficacy (Cohen's d = .55) and GSE factor (Cohen's d = .49); however, the effects for other coaching efficacy factors were small-to-medium or very small. The
findings demonstrated that coaches who worked with a small group of students had higher overall coaching efficacy than coaches who worked with a large group of students.
This is because smaller groups are easier to manage and control.
Table 3: Comparison of the Total Coaching Efficacy and each of the Coaching Efficacy Dimension Scores between individual and team sport coach.
Individual Team Sport
SD SD
TCE 3.35 0.38 3.23 0.50
ME 4.03 0.63 3.74 0.82
GSE 3.93 0.64 3.87 0.74
TE 3.98 0.57 3.93 0.65
CBE 4.01 0.59 3.83 0.74
PCE 3.97 0.68 3.84 0.86
Note. an = 75, bn = 225, TCE = Total Coaching Efficacy, ME = Motivation Efficacy, GSE = Game Strategy Efficacy, TE = Technique Efficacy, CBE = Character Building Efficacy, PCE = Physical Conditioning Efficacy;
*p < .05
5. Discussion
There are shortcomings in the study in identifying various possible factors affect the efficacy of coaching. According to Feltz et al. (2008) it is assumed that the level of construction efficacy may vary depending on factors not identified as a source of coaching efficacy (e.g., coaches' gender and level of competition, and school size);
however so little research has been done performed to explore those variables. Another study has stated that coaching efficacy was influenced by coaching experience, prior team success, perceived skill of one’s athletes, and perceived social support from the school community, and athletes' parents (Feltz et al., 1998). Parents also cannot accept the fact that academic success can go hand in hand with success in sports. Western countries have proven that most successful athletes are also academically successful students. Therefore, it is impossible to achieve success in both fields. In addition, the previous literature has mentioned some sort of a very little attention to date in studies of perceived coaching behaviour including of match between players and coaches' gender (Myers et, al 2006) Apart from that, past research found that athletes' perceptions of coaching effectiveness were expected to differ significantly from coaches' efficacy rating on the four coaching efficacy domains (Myers et al., 2006).
The first issue is about coaches lacking in competency training athletes. Coaching competencies include aspects of game strategy, motivation, technical skills, and personal development. Lately, coaching competency has been an important issue in sports development in Malaysia. This is because according to Rahim (1992) and Khoo (1994), Malaysia has produced world-class athletes, but it is difficult to maintain its reputation due to a lack of athleticism, lack of coach competence, and internal problems. Even though studies in the developed country of the United States have found that formal coach education improvement programmes can influence coaches' knowledge and performance, only a small number of youth/youth coaches are involved (Clark, 2000).
According to Gilbert and Trudel (2001), effective training programme planning increases performance management time, which increases training activity time, as well as specific positive changes in coach humanitarian attitude and athlete personality
development. According to Ferguson (1999), US youth involvement in sports organizations has reached 40 million people and 56% are youth / adolescents aged 5-10.
Increased involvement of these male and female athletes (National Federation of High School Associations, 2002) has led to an increase in the need for qualified coaches in high schools and youth / youth. Out of the 3.1 million coaches involved at all levels of youth / youth sports, 500,000 coaches are involved in high school (Clark, 2000). In this regard, the coach should re-evaluate his potential to handle the duties and responsibilities of the coach.
The second issue is the coach's lack of competence in game strategy when faced with more competitive levels. Competitive strategy (GSC) competencies include coaches' ability to prepare and plan training for competitions, assess the abilities of their opponents, and use effective methods for dealing with competition (Kowalski, 2007).
Because of trainers' shortcomings in diversifying their activities and training, less- interested athletes are dissatisfied with their coach's game strategy (Salamuddin et al., 2011). According to Myers et al. (2011), game strategy competence (GSC) is an athlete's evaluation of a coach's ability to guide during a competitive sport, as well as the coach's subsequent actions to influence the athlete to succeed.
Khoo (1991,1995), also commented that most coaches are unable to develop their own style of play and instead prefer to mimic the way other teams play. The function of schools and clubs as a cornerstone of sports development should be given serious consideration, and state level organisations should serve as patrons to schools, sports clubs, and regional sports associations. or the agency in charge of running a sports development programme as planned by the government as the financial allocation issuer has failed to make the best use of its best funding .
In addition to state and school tournaments, the NSA should prioritise the formation of clubs and allow parents to participate. Through the ninth shift, the Malaysian Education Development Plan (MEDP) 2013-2025 has emphasised the involvement of parents, the community, and the private sector in empowering schools The Malaysian Education Development Plan (2013-2025) emphasises the involvement of parents, the community, and the private sector in empowering schools (Ministry of Education, 2013). Meanwhile, coaches should have the skills to plan for a sports program to be satisfying to the athlete and thus maintain the fitness of the athlete (Frontiera, 2006; Greenleaf et al., 2001).
The third issue is coaching's inability to motivate athletes throughout the programme.
Myers et al. (2011) define motivational competence (MC) as an athlete evaluating the coach's ability to influence the athlete's psychological mood and skills. It includes an athlete's psychological preparation, motivates the athlete, builds confidence, and, ultimately, builds team spirit. According to Wee and Shabeshan (2014), coaches at the school level are less rewarding due to the lack of experience and financial constraints.
Meanwhile, Hollembeak and Amorose (2005) discovered that coaches' autocratic style resulted in a negative relationship between the coach and the athlete, resulting in lower athlete motivation during training and competition. According to Vealey et al. (1998), athletes with a low desire for achievement, lack of sports appeal, and physical exhaustion rated their coaches as less empathic, overly critical, using autocratic style, and emphasizing victory. Therefore, coaches need to create a harmonious, comfortable, and fun atmosphere when interacting with athletes to provide constant encouragement and encouragement for athletes to increase their motivation during training and during competitions.
The fourth issue is coaches' lack of technical competence in training and implementing training programmes for athletes. Myers et al. (2006) define technical competence (TC) as the athlete evaluating the coach's ability to practice game techniques, identify talent, and detect skill flaws in the athlete. According to Walsh (1988), Malaysia lags in promoting sports science knowledge and does not provide new technical techniques in the coaching system. According to Bompa (1995), most people believe that producing an athlete in East Germany was once a miracle with its own secrets. One of its successful strategies was the government's involvement in the provision of substantial financial allocation. The key to their success, however, is the provision of efficient long-term training sessions, as well as the use of calibre coaches (at a rate of one coach for every ten athletes), adequate sports facilities, and the application of technological sports science.
In Malaysia, however, most coaches who are trained among teachers have specific sports experience but lack tactical coaching knowledge .Athletics development in Malaysian schools is still in the early stages, and issues concerning school sports development are frequently discussed in the local media by institutional or organisational leaders and sports enthusiasts. The transfer of research findings to field-based studies is still lacking, with most studies failing to identify issues affecting researchers or practitioners (Bishop, 2006). According to Wright et al. (2012), only 2% of respondents' coaches chose the Main Performance Index based on academic literature. As a result, it can reveal where inequalities between researchers and coaches are concentrated (Carling et al., 2013;
Wright et al., 2014). Consequently, there is a need to improve or better understand relevant coaches' games to improve data by following a coach's instincts. Reviewers, however, have also added that the application of match analysis is important to improve overall team performance and to analyse the team through video analysis (Wright et al., 2012). A competent coach, according to Potrac et al. (2006), should be able to train athletes to improve their performance both technically and tactically.
The fifth issue is coaches' lack of personal coaching competencies, which they use to instil moral values and guide athletes based on their coaching ethics. According to Myers et al. (2006), personal formation competence (CBE) is defined as an athlete's evaluation of a coach based on the coach's ability to influence the personal formation and positive attitudes towards the sport involved. Most coaches emphasise gamesmanship rather than sportsmanship in all sports, which means that the athlete is concerned with winning in any way possible, including rudeness and deception during the game .
A headmaster's or a school principal's mindset differs from that of another school. The goal, how it is handled, and how it performs are all different. In general, the management style varies (Ibrahim, 2014). As a result, assessing the level of coaches' competence in coaching effectiveness to guide athletes in practising clean games and applying moral values to athletes throughout the coaching programme is a key focus. The next factor is also known as sources of Efficacy Information, and it is comprised of elements that are indicators of the coach's efficacy experience, such as Coaching Experiences/Preparation, Playing Experiences, Prior of Success (Win/Loss Record), Perceived Athlete Ability, Perceived Athlete Improvement, and Perceived Social Support. According to Myers et al.
(2008) that specific sources of efficacy information for collegiate athletes differed from high school coaches.
Feltz et al. (1999) also stated that coaching experience, prior team success, perceived skill of one's athletes, and perceived social support from the school community and
athletes' parents all influenced coaching efficacy. Both factors are critical in determining a coach's level of capability in training and guiding athletes or teams. Because of the aforementioned factors, it is possible to justify where the coach's potential level is affecting Coaching Behaviour, Player Team Satisfaction, Team Performance Player, and Team Efficacy Players. A good coach can assess a trained athlete's ability and performance. What is the training that can optimise or maintain an athlete's performance in the long run? The coach is responsible for ensuring that the athlete is always in the best condition. It is very important for the coach to have expertise and experience in assessing the potential of athletes to unearth their talents of these athletes at a young age. And this element will determine the success of athletes and a team and thus produce good and calibre coaches (Feltz et al., 1999).
6. Conclusion
The findings of this study are expected to be used by all parties involved in education schools, particularly those involved in school sports, particularly in the development section. The study's findings can be a valuable resource in the field of coaching, particularly for educators. The five dimensions of coaching efficacy represent the important constructs in coaching education, and the information can be used to educate coaches in a variety of ways depending on the current situation and needs. Teachers who act as coaches are more confident in training these athletes because research shows that coaches' experience and knowledge are crucial in the field of coaching. Working as a sports coach in a rural Sibu school has fewer advantages. Coaches are more inclined to evaluate athletes' abilities than the coach's coaching skills. Furthermore, the low percentage of past success suggests a lack of quality coaching in areas where it appears less effective.
These coaches need to improve their coaching knowledge, at the very least at the fundamental level, to ensure that the coaching process runs smoothly. Teachers should be able to receive more formal coaching training. Teachers as coaches have both advantages and disadvantages. Students spend a significant amount of time in school, and teachers can indirectly assess students' true talents and potential, as well as make a holistic assessment. Furthermore, the school serves as a platform for students to develop their athletic abilities. As a result, it is the teacher's responsibility to direct students in the right direction. A lack of skilled teachers in the school, however, causes students' development to be hampered, thereby impeding their progress. less suitable, resulting in injury to students Ineffective training will almost certainly yield negative results.
Furthermore, coaches who are overburdened with schoolwork are unable to fully focus on their students. To address this issue, complete courses or training should be provided to these teachers to further strengthen their skills as teachers in rural areas. The MOE can also appoint these skilled teachers as school trainers without burdening them with school assignments, allowing teachers to focus solely on training. Furthermore, the responsible body should appoint qualified trainers rather than cronyism. The government should establish more sports centers and facilities in rural areas to facilitate training and attract young people to sports.
Aside from the issues addressed, this study has opened a new dimension in which female coaches can also be good coaches and handle athletes well. Female coaches should be given more opportunities to demonstrate their true potential. It is time for
female coaches to compete with male coaches when it comes to coaching athletes, especially in sports where male coaches predominate. For sports development, grassroots programs are critical in identifying and highlighting talents. This study focuses on youth coaches, particularly those in primary schools due to the importance of this stage in physical formation and identifying true talents and potential.
In comparison to Western countries, athletes are trained as young as seven years old, and it is not surprising that they can produce world-class athletes at such a young age.
Furthermore, because they have a good and clear structure and planning framework, they consistently produce the best talented athletes every day. Concentrate on this by providing comprehensive training equipment and experienced instructors. Coaches must also be exposed to sports science knowledge to strengthen their coaching skills, as coaches must constantly improve their capabilities and skills with the most up-to-date information available at the time. The act of directing teachers who are less experienced or who are not in the field of sports to become sports coaches must be avoided because it puts the teacher under pressure. Aside from that, it will be detrimental to the Ministry of Education and schools because incompetent coaches will prevent students from reaching their full potential. Furthermore, it places additional strain on these coaches, who must train athletes in stressful situations. course, or even begin as an assistant coach to learn how to coach alongside a more experienced coach.
In summary, coaches who taught individual sports performed better Subscale levels of coaching efficiency and technique efficiency compared to coaches who coached team sports. Young athletes can acquire the technical and tactical skills of a sport, build confidence in their physical ability, develop leadership traits, and work toward a shared objective with the help of skilled coaches
Ethics Approval and Consent to Participate
Approvals from University Malaya Research Ethics Committee (UMREC) UM.TNC2/UMREC_1375. and from the Ministry of Education Malaysia (MOE)KPM.600- 3/2/3-eras (8255) were granted on this study. Ethical approval from MOE was obtained because this study involved teachers and civil servants who are working in the education sector within their jurisdiction.
Acknowledgement
Part of this article was extracted from a master degree submitted to Universiti Malaya (UM), Kuala Lumpur.
Funding
The authors are grateful to Ministry of Education Malaysia and Sponsorship &
Scholarship Division for having awarded scholarships to do these studies.
Conflict of Interests
The authors disclosed no conflict of interest in this work and declared no potential conflict of interest concerning research, authorship, or publication of this study.
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