WHAT TO EXPECT FROM COACHES
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Seven Principles for Coaching Advanced Athletes
THE PRINCIPLE OF PROGRAM CONSOLIDATION
THE PRINCIPLE OF SELF-INVOLVEMENT
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THE COACH EVALUATION QUESTIONNAIRE (CEQ) QUESTIONS
The coach is dedicated to the sport.
The coach is patient.
The coach communicates with the athletes.
The coach uses abusive and foul language.
The coach dresses appropriately, setting a good example for athletes to follow.
The coach is a source of motivation.
The coach's judgment is based on reasoning and/or is well thought-out.
The coach is strict.
The coach gives attention to each athlete.
The coach encourages athletes even after a loss or defeat in competition.
The coach's physical appearance sets a good example for the athletes.
The coach has a sense of humor.
I feel that I can trust the coach.
I like the coach.
I respect the coach.
The coach is interested in me as a person.
The coach finds ways to make all the athletes feel good about themselves.
At meetings of athletes, the coach gives everyone a chance to make their opinions known.
The coach sets a positive example during competitions.
The coach's conduct toward athletes at competitions is sportsmanlike.
The coach's conduct toward officials at competitions is sportsmanlike.
The coach encourages social activities for the athletes.
The coach is interested in the athlete's schoolwork or occupation.
The coach provides training sessions that are organized.
The coach is in command during practice.
The coach is concerned about the health and safety of the athletes during practice.
The coach makes the best use of the time available for practice.
The coach interacts with each athlete at training.
The coach encourages athletes to keep logbooks so they can measure their own improvement.
The coach makes sure the athletes are prepared physically for each competition.
The coach's instructions are easily understood.
The goals that the coach sets for the athletes are possible to achieve.
After a performance, the coach indicates the good part of the performance but also points out the areas that could be improved upon.
The coach knows how to teach difficult skills.
The coach attends clinics and workshops to stay abreast of new coaching methods.
The coach knows when to use discipline and when not to.
- Rushall, B. S., & Wiznuk, K. (1985). Athletes' assessment of the coach - the Coach Evaluation Questionnaire. Canadian Journal of Applied Sport Sciences, 10, 157-161.
Rushall, B. S. (1994). The assessment of coaching effectiveness. Spring Valley, CA: Sports Science Associates.
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