Current status of coaching in club activities at Japanese junior high schools

Teraoka Eishin, Matsumoto Tsuyoshi

doi:10.5432/ijshs.201609

This study was conducted to clarify the status of coaching within club activities at Japanese junior high schools. To obtain relevant data, a questionnaire was administered to 202 teachers working at 50 public schools in I prefecture. At the time of the survey, the teachers were coaching students in soccer, basketball, table tennis, tennis, and baseball. The questionnaires were filled out anonymously, and then distributed and collected by post. The questionnaire included information on coaching methods (24 items on a 5-point scale) based on the Teaching Games for Understanding theory. The results were as follows. (1) About 70% of the teachers had not received special education in coaching. (2) About 10% of the teachers “had not received special education,” “had no personal experience of playing,” and “had less than 3 years experience in coaching”. (3) The teachers differentiated between team sports and individual sports. (4) More than half of the teachers felt a degree of uneasiness about coaching. (5) The self-rating scores were influenced more by the teachers' playing experience than by coaching experience. (6) To improve coaching competence, teachers need to acquire skills such as fostering players' problem-solving capability using appropriate questions to prompt students' awareness and ensuring that the aims of practice are met. Future studies should focus on identifying the most crucial aspects of coaching and on analyzing teachers' behavior in greater detail.<br>

Current status of coaching in club activities at Japanese junior high schools

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