Assessing the Effectiveness of a Transformational Coaching Workshop for Changing Youth Sport Coaches' Behaviours

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Lawrason, Sarah
Transformational Coaching Workshop , Systematic Observation , Coaching , Full-Range Leadership Model
There is a need for coach development programs that target coaches’ interpersonal behaviours (Lefebvre et al., 2016) and that are informed by behaviour change techniques (Allan et al., 2017). In addition, current and future coach development programs could benefit from comprehensive evaluations to determine their impact on the coaches and athletes involved (Evans et al., 2015). Recently, Turnnidge and Côté (2017a) developed the Transformational Coaching workshop to fill these gaps in the literature. Informed by the full-range leadership model (Bass & Riggio, 2006) and the Behaviour Change Wheel (Michie et al., 2011), the workshop offers coach education on a range of interpersonal behaviours using a leadership perspective. Considering that the Transformational Coaching workshop has yet to be evaluated, the purpose of this study was to evaluate its impact by systematically observing coaches’ behaviours before and after their involvement in the workshop. Participants included eight male head coaches of youth competitive soccer teams with an average of 14.25 years of coaching experience. Systematic observation and coding using the Coach Leadership Assessment System (CLAS; Turnnidge & Côté, 2016b) was employed pre- and post-workshop participation to examine the duration of coaches’ leadership behaviours. Paired samples t-tests, bootstrapped confidence intervals, and effect sizes indicated that idealized influence (p = .067, d = .76), inspirational motivation (p = .087, d = .70), and intellectual stimulation (p = .132, d = .60) behaviours had confidence intervals that did not cross zero, thus approaching statistical significance. However, from a pragmatic perspective, the workshop significantly influenced these behaviours considering the medium to large effect sizes observed. Furthermore, following the workshop, coaches displayed less neutral behaviours (p = .007, d = 1.34). Coaches also spent significantly more time, after the workshop, displaying leadership behaviours through instruction/feedback (p = 0.013, d = 1.17) and significantly less time displaying leadership behaviours through organization (p = .001, d = 1.90). There were no significant differences in other leadership behaviours, modifiers, or recipients. These findings offer detailed descriptions of how coaches’ behaviours changed after participating in the Transformational Coaching workshop. Practical implications for the workshop and future research opportunities are discussed.
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