Learning Trajectories of High-Performance Teacher-Coaches in Japanese High Schools: A Mixed-Methods Study
DOI:
https://doi.org/10.58524/jcss.v4i2.634Keywords:
Coach development, Learning sources, On-the-job experience, Teaching experience.Abstract
Background: Understanding how effective coaching impacts athlete success is crucial to understanding how high-performance teacher-coaches manage their dual teaching and coaching roles and develop their professional skills throughout their careers.
Aim: This study examined the key learning sources contributing to the professional development of teacher-coaches in Japan.
Methods: This study adopted a mixed-methods approach involving eight male teacher-coaches with over 20 years of successful coaching experience. Participants completed a questionnaire rated on a 7-point Likert scale regarding the importance of various learning sources throughout their careers. Additionally, semi-structured interviews were conducted to gain an in-depth understanding of their learning experiences.
Results: Quantitative analysis showed that the learning sources changed across career phases: "Learning as a teacher" (20s), "On-the-job experience" (30s–50s), and "Reflection" (60s). The qualitative analysis revealed three main themes: Learning as a teacher (20s), On-the-job experience (30-50s) and Reflection (60s). These themes illustrated how the sources contributed to the development of their coaching skills—early teaching responsibilities nurtured intra- and interpersonal competencies, while later stages emphasized the cultivation of reflective practices.
Conclusions: The findings contribute valuable insights into improving coach development programs, ensuring teacher-coaches ongoing growth and success in their dual roles. Coach developers should encourage teacher-coaches to foster intra- and interpersonal knowledge through teaching and various other learning opportunities.
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