Using Self-Evaluation to Advance Continuing Professional Development in Gymnastics Coaches: A Proposed Study.

Abstract

Technically challenging to perform and coach, gymnastics is a sport which is respected by many. Despite the critical role a coach plays in the development and performance of athletes, a distinct lack of research has been conducted to improve and advance a coach’s techniques and practices. By utilising the advancement of continuing professional development, coaches can ultimately improve their athlete’s performance by improving their own skillset. Mosston and Ashworh (2002) set out a Teaching Styles Spectrum, claiming that a coach who holds and delivers all the qualities will excel. TheProposed study will aim to establish the effect self-evaluation has on advancing a gymnastics coach’s continuing professional development. Factors such as the coach’s experience in the field, attitude towards self-evaluation and adaptation to adopt new coaching techniques will be considered. A qualitative research method will be used to understand and explore the relationship between self-evaluation and continuing professional development. Five gymnastics coaches from the same club will voluntarily participate in a series of data collection interventions. To collect data, both a semi-structured and fully structured interview will take place. Additionally, the coaches will take part in a four-week reflective diary, aiming to reinforce existing understanding and awareness of self-evaluation and its effects. The interviews will be transcribed in preparation for analysis. Thematic analysis will be used to highlight key themes in the collected data. The hypothesis of the proposed research expects that self-evaluation will have a similar positive effect on both coach professional development and athlete’s technical development. The Teaching Styles Spectrum will work well in presenting as a ‘model’ coach and provide clarity and guidance for those looking to advance their practise.