Abstract

The purpose of this descriptive study was to provide insight into ice hockey coaches' beliefs and perceptions of coach education programs. USA Hockey is the governing body for all hockey in the United States and requires education through the USA Hockey Coaching Education Program. Gaining a better understanding of how hockey coaches perceive coach education programs provided information that can be used in the evaluation and development of future programs. The theoretical framework used in this study was expectancy-value theory. USA Hockey youth coaches (N = 410) were surveyed using the Coaching Education Questionnaire, a 55-item instrument used to collect quantitative data. The study's findings indicated that coaches found communication with athletes (M = 4.27, SD = 0.90), advanced instructional drills (M = 4.03, SD = 0.96), and motivational techniques (M = 4.02, SD = 0.98) to be topics that are most helpful in a coach education program. Coaches were most likely to pursue further education if the program contained relevant topics (M = 4.01, SD = 0.91), had online availability (M = 3.97, SD = 1.04), and was convenient (M = 3.80, SD = 1.08). Coaches rated items related to coaching education pursuit (M = 2.60, SD = 0.48) higher than items related to coaching education beliefs (M = 2.77, SD = 0.38) by coaches. These findings revealed the need for a more robust evaluation program for USA Hockey's Coaching Education Program. Additionally, the findings suggest the formal education program offered by USA Hockey may not be sufficient in developing effective coaches; a formal mentoring program should be developed to complement the current program.

Notes

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Graduation Date

2017

Semester

Summer

Advisor

Gill, Michele

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006727

URL

http://purl.fcla.edu/fcla/etd/CFE0006727

Language

English

Release Date

August 2017

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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