Presenting a grounded theory model of Iranian sports coaching competency

Coaching competence has grown from the conceptual model of coaching efficiency and is defined as the evaluation of the coach's ability to influence the learning and performance of athletes, but in a wide range it can be considered as the athletes' perceptions of coaching behavior. The aim of this study was to study the competency of sports coaching with Glaser-based data approach.

Philosophically, this research is in an interpretative paradigm and of a qualitative research type, in which the exploratory approach and theory formulation model were used. In this research, Glazer's approach (which is an Emerging Design of data-based theory) was used. The population of the study was coaches and athletes who had at least ten years of continuous experience in high levels of sports and physical education and sports science education. The purposeful sampling method was used to select the participants. Participants in the study were twenty coaches and athletes who were active in championship, sport for all, professional, disabled, fitness, and adventure sports, and were purposefully selected. In-depth interviews were used to collect data. According to the stages of the grounded theory research method, the theoretical sampling process continued until the theoretical adequacy was achieved. Theoretical saturation was achieved in the 17th interview, but 3 more interviews were also conducted. Analysis data in three stages of open, theoretical and selective coding, and the causes, Contingent, Context, Condition and Consequence of sports coaching competence were identified.

Causes included coaching knowledge, coaching philosophy, and sports experience. Coaching knowledge included sports science, coaching science, pedagogy knowledge, specialized knowledge of sports and practical knowledge. Coaching philosophy included central values and beliefs, love for coaching and artistic thinking, and sports experiences included sports experiences as athletes, experiences as trainees, and experiences as assistants. Contingent included individual characteristics, strong social relationships, being model, and a desire for growth and excellence that formed the category of individual competence. Conditions included skills, behavior, and role-playing that formed the category of professional competence. Context included managing and recognizing the sports environment, which formed the category of managerial competence. Consequent included sport results and social results. Sport results include Improving the physical components of the players, improving the technical components of the players, identifying and developing the talent of the players, preparing the athletes to participate in sports fields and high victory records. Social results included Education and training of ethical athletes, instilling a good role model in athletes, creating a sense of healthy competition in athletes, instilling motivation to progress and hope in athletes, draining negative emotions in athletes, promoting a desirable lifestyle in athletes, developing the creativity of athletes.

Management competence provides the context for coaching competence. Professional competence provides the conditions for coaching competence. Individual competence provides the requirements for coaching competence. Three factors (coaching knowledge, philosophe, sport' experiences) directly and three factors (management, professional and individual' competencies) indirectly affect coaching competency. Based on the findings, it can be stated that various factors are involved in coaching competence and coaching competence is a multifaceted phenomenon. The competence of the coach has a positive relationship with people's passion for sports, and the more competent the coach is, the more motivation and enthusiasm she can provide for the athletes. The result of a sports coach's competence is the trust of the players, managers and fans in that coach, and the higher the level of competence of the coach is perceived, the more trust she/he has.