高校教练员教育项目评价

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH International Sport Coaching Journal Pub Date : 2023-01-01 DOI:10.1123/iscj.2022-0050
L. Gano-Overway, S. Sackett, J. Wigglesworth, Madelynn E. Knight
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引用次数: 0

摘要

本文概述了如何对美国高等教育辅修课程进行项目评估,以明确项目需求并确定改进的领域。通过档案资料收集、在线调查和个人/小组访谈等多种方法,从大学生(n = 113)、未成年人(n = 13)、项目毕业生(n = 26)、教练教育专家(n = 4)和社区管理人员/教练(n = 13)中收集数据。描述性统计、课程映射和定性专题分析被用来记录与CIPP(上下文、输入、过程、产品)评估模型一致的发现。背景评估确定了目标人群、项目目标、机会、障碍和最优先的项目需求。输入评估概述的主题强调了理解个人背景的重要性,结合循证实践和教学原则,使评估与学习成果保持一致,建立教师支持,并倡导该计划。过程评估显示,项目与国家指导标准的一致性存在不一致性,需要扩大现有内容以实现学习成果。产品评估显示,学生们认可学习成果,对课程感到满意,并准备好参与指导。项目毕业生表示愿意做教练,但也有例外。这些发现为我们提供了深入了解多方面和有针对性的项目评估如何为项目改进和评估过程的下一步提供信息。
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Program Evaluation of a University-Based Coach Education Program
This paper outlines how a program evaluation of a U.S. higher education coaching minor program was executed to clarify program needs and identify areas of improvement. Data were gathered from university students (n = 113), current minors (n = 13), program graduates (n = 26), coach education experts (n = 4), and community administrators/coaches (n = 13) using multiple methods including archival data collection, online surveys, and individual/group interviews. Descriptive statistics, curriculum mapping, and qualitative thematic analysis were used to document findings aligned with the CIPP (Context, Input, Process, Product) evaluation model. The context evaluation identified the target population, program goals, opportunities, barriers, and the highest priority programmatic needs. The input evaluation outlined themes highlighting the importance of understanding one’s context, incorporating evidence-based practices and teaching principles, aligning assessments with learning outcomes, establishing faculty buy-in, and advocating for the program. The process evaluation revealed programmatic alignment with national coaching standards with inconsistencies and the need to expand current content to achieve learning outcomes. The product evaluation showed that students acknowledged learning outcomes, were satisfied with the program, and felt ready to engage in coaching. Program graduates indicated preparedness to coach with some exceptions. The findings provided insight into how a multifaceted and targeted program evaluation can inform program improvements and next steps in the evaluation process.
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来源期刊
International Sport Coaching Journal
International Sport Coaching Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
29
期刊最新文献
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