Chapter 1

Introduction

Background of the Study

Sports is present from one place to another since the birth of mankind and civilizations

which is evolving from smaller events to bigger ones with lots of viewers (Filchenko, 2018) and

some sports are being played in schools. Indeed, Davron (2021), deliberated that playing sports

or games can contribute to mental and physical growth and development as well as capability

improvement. Further, sports can make an impact to teach students to have a sound and strong

body and as a person in totality. The researchers agree that there are numerous sport

competitions that can be played inside or outside the school and in order for these participants or

players to have an outstanding performance, a guidance and support of a coach is necessary. A

sport coach is charged for producing a quality sports endeavor including physical, technical,

psychological, and social welfare of athletes (Lyle & Cushion, 2017). In addition, the coach is

there to use skills, attitude, and knowledge in creating resiliency and allow the players to

strongly stand the consequences towards the goal (Ullah et al., 2020). Moreover, teachers as

sports coaches in the schools are adults who can influence young athletes to gain a tougher

training (Chorievna & Abduholiq qizi, 2021). Similarly, Lee and Chelladurai (2018) considered

that coaches as leaders should maintain and emphasize in crafting quality evolvement and

emotional development. It is true that being a coach is being a leader ready and prepared to take

part of the activities like trainings, discussions, exercises, competitions, and coachings.

Coaching serves as a professional scaffolding relationship because the main purpose is

circling between the coach and the coachee. The latter should be the core of the coaching
relationship allowing them to be kept motivated to have a better coaching success embedded

with social-psychological perspectives for better coaching communications (Passmore & Lai,

2020). Meanwhile, it is significant to constantly operate the knowledge of coaches to develop

athlete’s confidence, competence, connection and character guided with basic features of a sports

background like goals, objectives, diversity, and coaching domain (Flett et al., 2016). It was

affirmed that coaching is greatly outstanding in catering a holistic development with optimistic

results on self-awareness, interrelationship leading to effective leadership and excellent

performance (Lofthouse, 2018; Blackman et al., 2016). In Europe, the coaching team is widely

recognized in terms of its role and they were given a spotlight to have an increased emphasis on

sports coaching (Moustakas et al., 2021). In Asian countries specifically Japan, coaches are

broadly known in transforming and enhancing community sports clubs, setting and meeting the

goals of club members and club staff considering the seven factors of coaching behavior which

are: (a) manner education, (b) cooperative approach, (4) field management, (5) coaching skills,

(6) communication with people outside the club, (7) communication with people inside the club,

and (8) safety management (Takamatsu &Yamaguchi, 2017). The researchers approve that

coaching is really significant to cater the holistic development of young people throughout the

training and competitions. Coaching will also help the coaches themselves to be more efficient

and effective on how to deal with personalities and build rapports within the team or

individually.

One of the characteristics in coaching process that can conclude an activity to be

successful is behavior of the coach. According to Ullah et al. (2020), coach’s behavior and his

participation with a player is more vital in the development of aptitude considering his

expectations when to push athletes and when to lessen the supremacy of training in order to have
a balanced performance enhancement. Chelladurai and Carron (2016) distinguished that once a

coach adapts his behavior with the athlete’s favored behavior, the latter may be readier and more

prepared to give an improved performance. Coaching behavior really marks competitor’s

motivation, performance, focus, and emotions (Moen et al., 2015). According to Smith and

Smoll (2020), coaches’ behavior can impact the technical, cognitive, strategic, and psychosocial

progresses of players and products of sports participation. Certainly, a coach must be involved in

coaching behavior to which the athletes are amenable. Moreover, coaches who recognize their

own athlete’s tastes for coaching behavior delivers more active in sustaining and/or cultivating

athlete satisfaction (Riemer & Chelladurai, 2016). Therefore, a coach needs consciousness on the

coaching preferences of his athletes to provide a meaningful sport experiences that could

advance excellent athletic performance.

However, there are some challenges that coaches are experiencing which can affect their

coaching behaviors. In the study of Stonebridge and Cushion (2018), they have figured out that

one of the problems is educational background which indicated that graduate coaches have

greater self-awareness and changes in behavior than non-graduate coaches. Moreover, they do

not have an enhanced communication (Glen et al., 2020), commitment and complementary goals

that can provide lesser burnout (Westfall et al. 2018), athlete–coach collaboration and certainties

with coaching knowledge and skills (North et al. 2020). One more thing was that they hold

controlling coaching which may affect the performances of athletes (Cho et al., 2019). Similarly,

in the country, there are few trainings’ attendance of coaches and their exposure to competitions

are limited (Bayona, 2018), lack of number of years of coaching, lack of number of in-service

trainings, and lack of sports equipment and facilities (Lacaba & Lacaba, 2020), deficiency on

athlete’s motivation and a need of advancement of knowledge, skills, and attitude towards work
(Cinco, 2018). The researchers agree that coaching is quite challenging especially when there is

lack of facilities, equipment and supplies in sports but being teachers as coaches, there is a need

for patience in bringing youth uprightly through resourcefulness to showcase the talents of the

student athlete’s despite of difficulties. Also, to have a positive coaching system is to boost

knowledge, skill, and attitude to initiate an optimistic behavior towards competence. Indeed, the

study of Bayona (2018) showed that there was significant relationship existed between behavior

and competence. Truly, Falcao et al. (2020) suggested that educating humanistic coaching may

bring practitioners to adapt optimistic transformation results on participants and coach-coachee

relationship and awareness of the proper usage of sports tool in promoting growth and

development.

It is true that there is no thumbmark that is similar like coaches because coaches have

different coaching roles: a) how they view it; b) their role linked to personal performance skills;

c) the impact of formal coach education in line with development; d) what a coach should know;

e) what a coach should be able to do; and f) what common practices occur among coaches

(Gano-Overway et al., 2019). Moreover, coach education has an impact on the skills and

development depending on the parallelism of the setting (Sinfield et. al, 2019). Besides, they

need to comprehend the position of psychological skills in order to rectify the performance

during competitions especially on a global scope to cope and nurture diversity in terms of

knowledge and culture (Jain et al., 2018). Coaches really need to look further into the horizon of

coaching to embrace diversity and capacitate proper behavior at all times.

The country has embraced and allied its curriculum to a 12-year program, in order to

achieve the prerequisite of international market as well as quality education, adding 2 years in

the high school department that is known as the Senior High School. It is “a two year of
specialization in the upper secondary education where students may pick a specialization based

on aptitude, interests and school capacity”. There are three tracks that they can choose from:

Academic; Technical-Vocational-Livelihood (TVL); and Sports and Arts (GOVPH, n.d.) The

sports track offers students with knowledge, principles, interests, and approaches related to

physical education and recreation by presenting them to different ideas like social, psychological,

physical, emotional growth in sports leadership administration (Nucum, 2018). Further, sports

development is one of the priorities of the government which is stated in Section 17 of the 1987

Philippine Constitution, which dictates that: “The state shall give priority to education, science

and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate progress,

and promote total human development.” Further, RA 4440 or “The Revised Philippine Sports

Commission Act of 2011” ratifies the development of sports in the country. This way, it can let

students to be better prepared to achieve success in any sports-related activities they wanted to

choose shielded with important principles and techniques that they can share once they have

decided on what way they will be choosing either as players, coaches, officials, or teachers.

With various changes from old-style to generation Z, there are numerous deviations to be

measured when it comes to coaching behaviors like knowledge, attitude, and skills (Gould et al.,

2019). The researchers believe that there is no exact and perfect instrument to measure coaching

behavior but letting the right and correct coach to handle athletes will bring to a better

experience. Sometimes, experiences of athletes either individually or group depends on their

personal perception from their coach (Kassim & Boardley, 2016). Specifically, the more

consciousness, the more opportunity to apply the brand of coaching technique routines both on

practices and competition. (Carson & Walsh, 2019). In the study of Hinojosa and Maxwell
(2018), it was exposed that coaches can really impact the students that they interact with either

on their teams or in their classrooms.

Consequently, it is important to culminate the growth and enhancement of coaches in

terms of coaching behavior. To achieve change within sport coaching, there should be a focus on

coach education, development, policy making, and transformational practices (Lyle & Cushion,

2017. Additionally, Forlenza et al. (2017) have suggested that producing a nurturing positive

sports setting, answering athletes to be productive, enhancing boundless training routines and

exercises, promoting positive interpersonal relationships, and teaching excellent intrapersonal

awareness can let the journey of the coach and athletes to be more fruitful. It was concluded that

providing or creating a sport setting with a space that can be used where coaches can freely

express their behaviors and communicating with numerous people can help to make have an

impact on satisfaction and commitment of their duties and responsibilities on the sports clubs

(Takamatsu & Yamaguchi, 2017).

Generally, the review of related literatures which were mentioned above have well-versed

this present study on the necessary features that coaches needs to possess in coaching a sport in

an excellent behaved manner. Nevertheless, these stated related studies had gone different

strategy in identifying the coaching behaviors of coaches from different populations, locations,

and tool. Also, there were few studies about coaching behavior among public high school

coaches in the different schools in the country whereas one of the recommendations of Choi et

al. (2020) is to ensure if coaching behavior of coaches has similarity between middle or high

school or professional athletes but in this study, it will be focused on the public high school

coaches only. However, the researchers have observed that there are no researches yet regarding

coaching behavior of public high school coaches specifically in the province of Nueva Vizcaya.
Meanwhile, this current study will be a supplementary study on this topic which aims to:

determine the level of attitude, knowledge, and skill toward sports, associate whether knowledge,

attitude, and skill differs when number of years as a coach, number of sports-related training and

seminar attended, highest educational attainment, and number of sports handled are moderated,

determine the level of coaching behavior among the coaches, and generate a training on best

coaching behavior practices as an intervention.

Theoretical Framework

This study is mainly supported by three major theories, firstly, a) Activity Theory, a

philosophical and inter-disciplinary context that studies on human practice where both specific

and social procedures are intertwined (Kuutti, 1996). It delivers an ecological view from which

to understand the unity linking the human mind [awareness] and activity [people’s actions]

(Nardi, 1996). Certainly, a coach should be aware on his actions based on his knowledge in order

to provide greater service. Secondly, b) Identity Theory of Burke and Stets (2009), individuals

are multidimensional human beings who enact various roles and related identities which are

systematized into a complete self. Further, everyone involves with in behavior that support and

authenticate his identities whereas they are organized in an orderly manner where prominent

identities inspire character performance to become more continuously constant following diverse

circumstances. The researchers believe that the coaches have more identities which can be

derived from their experiences from childhood-college-graduate programs as well as their

numerous duties and responsibilities both as teachers and coaches. Meanwhile, they will further

know themselves and other identities once they involve to either being an individual or in team.

Then, c) Iceberg theory, it is an incorporation of fact that the only part (iceberg above the
water’s surface) is seen while the rest is not (submerged). McLeod (2015) has discussed that the

mind which was penned by Freud (1915) has conscious and unconscious behavior like the theory

of iceberg. According to Freud (1915), the unconscious mind is the main source of human

behavior. It is like an iceberg, wherein the most significant part of the mind is the part you

cannot see since it is submerged. Similarly, coaches need to have enough knowledge, attitude,

and skill in analyzing the hidden events before reacting to the shown ones. Whereas, the 3

components of behavior which was utilized in this study came from the iceberg which is the

totality of knowledge, attitude, and skill. These should be consciously adopted to have a

conscious behavior to do coaching properly and appropriately. Indeed, the tip of the iceberg is

probably 10 percent above the water while the remaining percentage is hidden in the water.

Moreover, feelings, motives and decisions are actually strongly influenced by someone’s past

experiences, and deemed as unconscious therefore it is important to be set free from day to day

activities. Also, in relation to behavior, the shorter you know a person, the lesser you will

discover or the other way around.

Conceptual Framework

The system approach (Input-Process-Output) will be used to describe the conceptual

framework of the study as shown in Figure 1. The input stage shows the profile of the coaches

among public high school in Nueva Vizcaya province that includes number of years as a coach,

number of sports handled, number of sports-related trainings and seminars, and highest

educational attainment. These profiles of respondents will be collected during the process stage

wherein the researchers will be distributing the questionnaires thru google docs format which

will be sent to the respondent’s emails or thru a link that can determine the coaching behavior
from their perceived general behavior. As an output, the researchers will be doing a seminar or

workshop related to coaching behavior based on the findings of the study.

Input
Profile of Coaches:
a) number of years as
a coach;
b) highest educational
degree attained; Process
c) number of sports Output
handled; and -Perceived General
d) number of sports- Behavior -Coaching Behavior of
related trainings a) Knowledge Sports Coaches
and seminars b) Attitude -General Training
attended c) Skill Program About
Coaching Behavior
 Figure 1. Paradigm of the Study

Significance of the Study

In general, this study will be able to provide scaffolding to sports coaches not only in

high school but every coach in a wider scope. It will help them to create a behavior that can

intensify the team toward outstanding cognition, attitude, skill, and performance. Moreover,

athletes will be able to mold their abilities, skills, and performance with the proper guidance

enacted with excellent behavior from training to final competitions. In addition, it can serve as a

basis of administrators or principals in sharing the trends and innovations for the betterment of

both the coaches and athletes. Furthermore, this study can be a guide to future researchers who

will be engaging with the same interest.

Statement of the Problem

This study aims to determine the coaching behavior of Public High School Sports

Coaches in Nueva Vizcaya province.

Specifically, it seeks to answer the following questions.

1. What is the level of attitude toward coaching sports as perceived by the public high

school coaches?

1.1 Is there a significant difference in the level of attitude toward coaching sports among

the public high school coaches considering number of years as a coach, number of
 sports handled, number of sports-related trainings and seminars attended and highest

educational attainment?

Hypothesis: There is no significant difference in the level of attitude toward

coaching sports among the public high school coaches considering number of

years as a coach, number of sports handled, number of sports-related trainings

and seminars attended and highest educational attainment.

2. What is the level of knowledge toward coaching sports as perceived by the public high

school coaches?

2.1 Is there a significant difference in the level of knowledge toward coaching sports

among the public high school coaches considering number of years as a coach,

number of sports handled, number of sports-related trainings and seminars attended

and highest educational attainment?

Hypothesis: There is no significant difference in the level of knowledge

toward coaching sports among the public high school coaches considering

number of years as a coach, number of sports handled, number of sports-

related trainings and seminars attended and highest educational attainment.

3. What is the level of skill toward coaching sports as perceived by the public high school

coaches?

3.1 Is there a significant difference in the level of skill toward coaching sports among the

public high school coaches considering number of years as a coach, number of sports

handled, number of sports-related trainings and seminars attended and highest

educational attainment?
 Hypothesis: There is no significant difference in the level of skill toward

coaching sports among the public high school coaches considering number of

years as a coach, number of sports handled, number of sports-related trainings

and seminars attended and highest educational attainment.

4. Is there a significant relationship in the coaching behavior among the public high school

coaches considering the perceived level of knowledge, level of attitude, and level of skill

toward sports?

Hypothesis: There is no significant relationship in the coaching behavior among

the public high school coaches considering the perceived level of knowledge, level of

attitude, and level of skill toward sports.

5. What intervention may be done to improve the coaching behavior among Sports

Coaches?

Scope and Delimitation

This study will be concentrating on the sports coaches of Nueva Vizcaya province as the

respondents in determining the coaching behavior that is limited and based on the iceberg theory

connected by knowledge, attitude, and skill. Nonetheless, the scaled questionnaire will only be

used to measure the coaching behavior depending on the highest educational attainment, number

of years as a coach, number of sports handled, and number of sports-related trainings and

seminars. Therefore, this study is not advisable to be used to generalize every coach across

disciplines of coaching. As an output, the researchers will be managing a seminar on coaching

behavior.
 Chapter 2

Design and Methodology

Research Design

This study will use a descriptive-correlation research method with a questionnaire in

gathering data. The descriptive design will be used to determine the level of attitude toward
coaching sports as perceived by the public high school coaches; the significant difference in the

level of attitude toward coaching sports among the public high school coaches; the level of

knowledge toward coaching sports as perceived by the public high school coaches; the

significant difference in the level of skill toward coaching sports among the public high school

coaches; the significant difference in the level of skill toward coaching sports among the public

high school coaches while the correlational design will be used to identify the significant

relationship in the coaching behavior among the public high school coaches considering the

perceived level of knowledge, level of attitude, and level of skill toward sports.

Population and Locale of the Study

The table shows the municipality, name of schools and the number of teachers who are

participating as coaches. Nueva Vizcaya has (number) of districts. All in all, the total of public

high schools is (number) located from the (number) municipalities with (number) teacher

deemed as sports coaches. The common tracks which are offered are: (enumerate). Every teacher

will be given the opportunity to be a participant in the study without any discrimination. A total

enumeration will be used to determine the number of participants.

Municipality Name of School(s) Number of Teachers Number of Teacher

Participated
Data Gathering Tool

Basing from the objective and purpose of the study, the instrument that will be used to

gather data will be thru questionnaire. The researchers have adopted, modified, added, revised

the questionnaires which were developed or used by (Tanglao, 2021; Horn, 2008) which will be

validated by the research committee. The first part will contain the respondents’ profile which

includes: the highest educational attainment, number of years as a coach, number of years

handling sports, number of sports-related trainings and seminars attended, while the second part

will contain the general behaviors: knowledge, attitude, and skill. Specifically, the knowledge

portion has 18 items; attitude has 20 items with 14 positive statements and 6 negative statements;

and skill has 19 items. All in all, the total item of the questionnaire is fifty-seven.

Participants will be instructed to answer the questionnaire following a 4-point scale with

no time limit so they can really think and assess themselves on the right behavior they are scaled

with. The knowledge portion will follow (1)- Not Knowledgeable, (2)-Fairly Knowledgeable,

(3)- Adequately Knowledgeable, and (4)- Very Knowledgeable. Meanwhile, the attitude portion

will be scaled differently (1)- Strongly Disagree, (2)- Disagree, (3)-Agree, and (4)-Strongly

Agree for the positive statements while the negative statements will follow the opposite

description taking (1) as Strongly Agree and (4) as Strongly Disagree. Lastly, the skill segment

will follow (1)- Not Skilled, (2)- Fairly Skilled, (3)-Adequately Skilled and (4) Highly Skilled.

Data Gathering Procedure

Before administering, the questionnaires will be subjected under proofreading by the

NVSU research committee, teacher and other experts.

Department of Education, Division of Nueva Vizcaya to custom a study in the public high

schools, for proper certification and filing. The approved letter will be directed to the principals

or school heads with an orientation about the purpose of the study. Afterwards, the researchers

will disseminate the questionnaires via email or messenger since there is still a limited face to

face transactions in accordance with Pandemic protocols. Further, the researchers will attain the

participant’s willingness and readiness to participate through a consent letter.

After the data will be gathered, the scores will be analyzed and interpreted. The

information of the respondents will be kept confidential and will be used for research purposes

only. Information will be secured wherein the researchers will be the one who can access it.

Moreover, the participants will not incur any expenses.

Treatment of Data

The data gathered will be treated to statistical analysis. The following treatment tools will

be applied.

For problems nos. 1, 2, and 3, mean will be accommodated in determining the coaches

perceived level of attitude, level of knowledge, and perceived level of skill. The next scale will

be utilized to interpret the data on the perceived level of knowledge.

Table 1. Scale for Knowledge

Mean Type Description

3.50-4 Very Knowledgeable in coaching sports without extra support,

Knowledgeable guidance or training.

4.49 Knowledgeable guidance or training.

1.50- Fairly Familiar in coaching sports but without support, guidance or

2.49 Knowledgeable training.

1-1.49 Not Knowledgeable Unfamiliar in coaching sports with support, guidance or

training.

For the perceived level of attitude, the following scale will be used to interpret the data

wherein level 4 is the highest for positive questions while level 1 is the highest for the negative. 

Table 2. Scale for Attitude

3.50-4 Strongly Agree Shows a very positive attitude to coach sports

2.50-3.49 Agree Shows a positive attitude to coach sports

1.50-2.49 Disagree Shows a negative attitude to coach sports

1-1.49 Strongly Disagree Shows a very negative attitude to coach sports

The following scale will be used to interpret the data on the perceived level of skill.
 Table 3. Scale for Skill

Mean Score Type Description

3.50 – 4 Highly Skilled Can expertly perform the proper coaching without

support, guidance or training

2.50 - 3.49 Adequately Can perform the proper coaching without support,

Skilled guidance or training

1.50 - 2.49 Fairly Skilled Can hardly perform the proper coaching without

support, guidance or training

1 -1.49 Not Skilled Cannot perform the proper coaching without

support, guidance or training

For problems nos. 1.1, 2.1, and 3.1, ANOVA will be utilized to regulate the significant

difference in the perceived level of attitude, level of knowledge, and level of skill considering

number of years as a coach, number of sports handled, number of sports-related trainings or

seminars attended, and highest educational attainment. Significance will be taken at .05 level.

For problem no. 4, Pearson-r will be utilized to find the significant relationship of the coaching

behavior among the public high school coaches considering the perceived level of knowledge,

level of attitude, and level of skill toward sports. Significance will be taken at .05 level.

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