It’s a funny position to be in – having yourself evaluated by someone who knows very little beyond their own minimal life experience about the subject that you are teaching. College squash coaches, just like University and College Faculty are evaluated at the end of their annual teaching/coaching cycle.
To muddy the “evaluation” waters even further, those who design and administer the forms used to evaluate coaches have themselves received little if any training in the area, and it is extremely doubtful that they have kept abreast of research in the area – yes – “how to evaluate a coach” is an actual research area usually falling within sport psychology, coaching science, or sport pedagogy.
My recommendation is to use the Coaching Behavior Scale for Sport (CBS-S) an evaluation form that has been validated in several studies and found to be an “effective” tool. You can download a copy of the questionnaire and scoring instructions here:
http://the-coach-athlete-relationship.wikispaces.com/file/view/CBS-S+Sample.pdf. Here is a link to a PDF of the original article on the development of the CBS-S (Mallett & Cote, 2006) and a screenshot of several of the questions:
There are a few obvious “items that need discussing” ” that only an expert coach/sport scientist would be able to spot, but this instrument has the advantage of directing the athletes attention to key components as opposed to a less structured questionnaire. My observations on items #8, #13, and #15:
#8 – one could argue a coach should NOT be talking during skill execution as might distract and athlete;
#13 – verbal feedback would have minimal effect on visual and kinaesthetic learning styles; Better would be “coach gives feedback appropriate to my learning style”:)
#15 – recent research (e.g., Vickers – Decision Training) has found that the most effective feedback is that provided when a coach waits for an athlete to ask for feedback.
In addition to using a satisfactory questionnaire, there is no doubt that an actual observation by an expert in coaching and sport science is the best way to provide feedback about coaching. I would have to say that I have rarely heard of this being done in the U.S. sports world let alone the squash coaching world.
The assessor would have to be somebody like me and that does not really exist (except for me:):
- terminal degree in coaching (which is a Master’s for the discipline of sports coaching);
- experience teaching relevant sport science courses where you regularly assess coaching knowledge and skill – I have taught Sport Pedagogy, Coaching, Sport Psychology, and Sport Leadership at the college level, and have held certifications in sport psychology, strength training (CSCS), and am a Level 4 Squash Coach (and Tutor/Learning Facilitator);
- experience conducting coach evaluations – these were an integral part of our students’ experience in Graduate Program in Coaching at Smith College – as part of our Coaching Practicum I would be charged with observing and assessing 7-8 graduate students three times every year.
There are other ways of evaluating coaching we haven’t really discussed which might prove useful: peer coach observation, video self-observation; ongoing professional development taking coaching certification courses where coach evaluation is part of the process (e.g., Coaching Association of Canada). Whatever the evaluation process – hopefully a fair one for the coach – a very useful outcome would be for a coach to produce a “Personal Improvement Plan” and set goals for the next season of coaching.
Tim Bacon, M.A., CSCS is the world’s leading expert on racquet sport science and coaching development having taught all areas of sport science as both a Lecturer at Smith College and as a Coach Developer for the Coaching Association of Canada while actively coaching (Squash Canada Level 4 Coach) and sport psychology consulting (25+ World Champions). He currently runs his consulting practice out of Northampton, MA and maintains his active coaching as the Assistant Squash Coach at Wesleyan University during the CSA squash season (Nov. 1 – Mar. 1).