PERCEIVED COACHES’ ATTRIBUTES AND STUDENT.pptx

PERCEIVED COACHES’ ATTRIBUTES AND STUDENT.

1. PERCEIVED COACHES’ ATTRIBUTES AND STUDENT ATHLETE’S GOAL ACHIEVEMENTS: BASIS FOR CERTIFICATION TRAINING PROGRAM ABDULRAKIM L. COSAIN

2. Agenda presentation title 2 Introduction Background of the study Statement of the Problem Objectives of the study Null hypothesis Significance of the study Scope and limitation Theoretical framework Research methodology Research design

3. Introduction presentation title 3 This study delves into the perceived attributes of coaches as perceived by student-athletes and their impact on the achievement of athletic goals. Recognizing the pivotal role coaches play in the holistic development of student-athletes, understanding how their attributes influence goal attainment is critical. By examining this relationship, we aim to provide valuable insights into the design and implementation of certification training programs for coaches. These programs serve as the foundation for equipping coaches with the necessary skills and qualities to effectively support student-athletes in their athletic endeavors. With an emphasis on evidence-based practices, our study seeks to identify which attributes are most valued by student-athletes and how they contribute to goal achievement in sports contexts.

4. STATEMENT OF THE PROBLEM presentation title 4 This study aims to investigate the relationship between coaches' perceived attributes and the goal achievements of student-athletes. I t seeks to identify the key attributes that student-athletes perceive in their coaches and analyze how these attributes impact their ability to achieve their goals in sports.

5. Objectives of the Study Assess student athletes' perceptions of their coaches' attributes. Determine student athletes’ goal achievements Examine the relationship between perceived coaches' attributes and student athletes' goal achievements. Analyze the relationship between coaches’ attributes and the respondents’ goals with regards to the highest competition joined.

6. NULL HYPOTHESES This is the null hypotheses of the study: Ho 1 : There is no significant relationship between perceived coaches' attributes and student athletes’ goal achievements. Ho 2 : There is no significant relationship between coaches’ attributes and the respondents’ goals with regard to the highest competition joined.

7. SIGNIFICANCE OF THE STUDY The significance of the study lies in its potential to improve coaching practices, optimize athlete development, support academic success, and contribute to the broader understanding of the factors that influence student athletes' achievements. STUDENT, COACHES, DEPED FACULTY, DEPARTMENT OF EDUCATION, PHYSICAL EDUCATION TEACHERS, SCHOOL ADMINISTRATORS, RESEARCH COMMUNITY, & RESEARCH

8. SCOPE & LIMITATION This study focuses on examining the relationship between perceived coaches' attributes and student athlete’s achievements within a specific educational or athletic setting. It encompasses various attributes of coaches, including leadership style, communication skills, knowledge of the sport, motivational techniques, and teaching methodologies. The study will consider a range of achievements among student athletes, including individual performance, team success, academic performance, and personal growth indicators. While the study primarily employs quantitative analysis techniques, it also aims to provide a comprehensive understanding of how perceived coaching attributes influence student athlete outcomes.

9. THEORITECAL FRAMEWORK The study aims to examine the relationship between perceived coaches' attributes and student athlete achievements, providing a deeper understanding of the underlying mechanisms and processes at play within the coaching-athlete dynamic. The theoretical framework guides the selection of research variables, development of hypotheses, and interpretation of findings, thereby enhancing the validity and coherence of the study. Social Learning Theory Self-Determination Theory (SDT) Transformation Leadership Theory Goal Setting Theory

10. CONCEPTUAL FRAMEWORK This conceptual framework illustrates the interplay between perceived coaches' attributes, coaching practices, and student athlete achievements within the context of relevant theoretical perspectives. It guides the formulation of research questions, hypotheses, and data collection methods, providing a structured approach to investigating the complex dynamics of the coaching-athlete relationship and its impact on athletes’ goal achievements.

11. Independent Variables Dependent Variable Figure 1. Schema of the Study

12. RESEARCH METHODOLOGY This presents the methods and procedures used in the conduct of the study. This consists of the following sections: research design, research locale, sampling design, respondents, research instrument, validity and reliability of instrument, data gathering procedure, scoring procedure, and statistical treatment.

13. RESEARCH DESIGN The study will use the descriptive-correlational design a research methodology that combines elements of both descriptive and correlational research. In this design, researchers aim to describe the characteristics of variables of interest within a sample and examine the relationships between these variables the perceived coaches' attributes and student-athlete’s achievements.

14. RESEARCH SETTING The study is to be conducted at Iligan City. It is geographically within the province of Lanao del Norte but administered independently from the province. It was once part of Central Mindanao (Region 12) until the province was moved under Northern Mindanao (Region 10) in 2001. Iligan is approximately 90 km away from the capital of the province, Tubod , and approximately 800 km from the capital of the Philippines, Manila.

15. RESEARCH RESPONDENTS

16. RESEARCH INSTRUMENT The respondents will answer three parts of questionnaires. The first part was about the respondents’ demographic profile. Second part is the standardized Perceived Coaches Attributes using Coaching Behavior Scale for Sports (CBS-S). The research instruments utilized in this study, "Perceived Coaches' Attributes and Student Athletes' Goal Achievements," consist of the Coaching Behavior Scale for Sport (CBS-S) 2022, validated and tested for reliability by Nagba in 2022. The CBS-S is a widely recognized and validated instrument designed to assess athletes' perceptions of their coaches' behaviors across various dimensions relevant to coaching effectiveness. The scale comprises multiple items that capture different aspects of coaching behavior, including leadership, support, feedback provision, and training organization. Each item is rated on a Likert scale, allowing athletes to indicate the extent to which they perceive their coaches' behaviors in specific situations.

17. DATA GATHERING PROCEDURES Phase I. The researcher will write a formal letter to the Iligan City School’s Division Superintendent through the Iligan City Division Office, asking permission to conduct the study in Iligan City School. Phase II . The researcher will use the adapted standardized survey questionnaire Goal Achievement by Wang (2016), to assess individuals' progress towards their set goals across various domains. Phase III . Finally, the data will be tallied by the researcher after gathering all the data needed, who will then be consulted by a certified statistician for statistical interpretation of the data.

18. DATA ANALYSIS To analyze and interpret the data gathered, they will tabulate and interpret using the following statical tools. Descriptive Statistics: Descriptive statistics, such as means, frequencies, and standard deviations, are used to summarize and describe the characteristics of the sample, perceived coaches' attributes, and student athlete achievements. 2. Correlation Analysis: Correlation analysis is another statistical tool that can be employed to examine the relationship between two or more variables in a dataset.

19. ETHICAL CONSIDERATION The following measures will be completed to ensure compliance with the procedures and ethical considerations utilized in this study: Informed Consent: Participants are provided with clear information about the study objectives, procedures, risks, and benefits, and are asked to provide informed consent prior to participation. Confidentiality: Measures are taken to ensure the confidentiality and anonymity of participants' responses, and data are stored securely to protect participant privacy. Institutional Review: The research protocol is reviewed and approved by an institutional review board (IRB) or ethics committee to ensure compliance with ethical standards and regulations governing human subjects’ research.

20. Thank you TO GOD BE ALL THE GLORY