0

EXPERIENCES AND BEST PRACTICES OF EVENT COACHES AND

TRAINERS IN THE SPORTS DEVELOPMENT CENTER:
A QUALITATIVE EXPLORATION

___________________

A Thesis Presented to the Graduate Education Faculty

St. Mary’s College of Tagum, Inc.
Tagum City, Davao del Norte
Philippines

____________________

In Partial Fulfilment of the Requirements for the Degree

Master of Arts in Education Major in
Physical Education

____________________

ANNE LORRAINE DELA CRUZ

December 2020
 1

Chapter 1

INTRODUCTION

Coaching is a lot more than science and numbers. While there is a definite need

for a basic knowledge of the sport itself, physiological and biomechanical requirements,

strategy, and rules; the difference between a good coach and a great coach lies in the

application to the individual. Proficient coaches are creative, inventive, and curious. No

textbook, article, or lecture can teach the true art of coaching. It is something you learn

by doing. Through trial and error, and a million different experiences, you absorb an

expertise that cannot be taught in one sitting. Coaching is both art and science. The good

coach applies scientific principles and techniques, but the great coach applies them with

fitness and tact. The coach has an opportunity not only to build skills, but also to

reinforce character. Coaching is never an easy task as it takes a good leader to do so. It is

a very tough job. It is not about holding position to impress people of the coach’s

exemplary qualities. It really entails great responsibility and accountability. While some

reject the role, others enjoy it because of the prestige it gives after a successful and

fruitful job of raising their clienteles to the top.

In Malaysia, one of the major issues facing coaching in sports is the lack of

professional coaches where sports federation just finds a retired athlete and pays him to

train their athletes. This affects the federation negatively because the trainer does not

know how to nurture, grow and enhance the technical skills of the athletes. Hiring

coaches like these makes the athletes’ performance poor because even though they were

very good players they lack the professional and technical skills to coach athletes (Kubayi

et al., 2017). In Canadian high schools, teachers volunteer to coach sport teams and thus

assume the dual role of teacher-coach at school but when volunteers are scarce,

community coaches are appointed to fill vacant coaching positions in most cases. Each

year, the Canadian high school sport system relies on the more than 52,000 volunteers
 2

who assume coaching positions in over 3200 high schools across the country (Camire,

2015). Furthermore, there has been a decrease in the number of people entering the

sport coaching profession in South Africa. This may be attributed to the hindrances that

have been identified in some sports psychology literatures as including harassment, long

working hours, burnout, homophobia, pressure to win, job insecurity, discrimination,

lack of informal networking and social support (Thanuraj & Jeganenthiran, 2017).

In the Philippines, coaching is often perceived as an expected extracurricular

commitment that is important for job evaluations. However, managing the demands of

both roles can be challenging because the time and energy requirements are often high.

Also, coaching in schools can be both rewarding and problematic. Some mentors know

how to deftly create a winning program that satisfies a hungry and anxious community

while there are those who succumb to the pressure of having to win right away. Unlike in

other countries where coaches are allowed to develop school teams over a period of time,

the pressure here is to win as quickly to make it a viable program (Sarmenta, 2018).

In Region XI, student players could barely compete with counterparts from other

areas in the country. Some coaches cited the lack of updated trainings for coaches and

athletes as the reason why their performance is not improving, adding that if trainings

are held, these are being done when it’s already too close to the schedule of competition.

Aside from the lack of training among coaches, some athletes report that coaches who do

not know and understand the athletes, cheater coaches, coach’s lack of technical

capacity, coaches’ inability to support during injury periods, and coaches with immature

communication skills are among the few of the reasons on why they perform badly in

games (Sambalud, 2014).

The researcher has found very few studies about the role of coaches and trainers

in sports development centers – their coaching styles and the challenges that they faced

in training student-athletes. However, the researcher only found a limited number of

 3

studies highlighting the experiences and best practices of event coaches and trainers in

the sports development center specially in the national and the local setting. Physical

education and sports are important yardsticks and are integral part of education for any

country at any point of time. Sports training and coaching were never a walk in the park,

and just like any other profession they encounter problems and challenges ranging from

understanding individual athlete’s personality and how to best motivate them to

personal life balance – managing sport, career, home and social etc. The role of the coach

is not just coaching. Sports coaches assist athletes in developing to their full potential.

They are responsible for training athletes in a sport by analyzing their performances,

instructing in relevant skills and by providing encouragement. Studies pertaining to

event coaches and trainers in sports development centers will contribute a lot to the

performance of the athletes. Thus, the conviction of the researcher to conduct this study.

Purpose of Study

The purpose of this phenomenological study is to explore and understand the

experiences and best practices of event coaches and trainers in sports development

centers. This study also aimed to make the event coaches and trainers more aware of the

powerful role they can play in the lives of their athletes, especially during the adolescent

years, and that they must use this influence meticulously through the development of

quality relationships.

At this stage in the research, experiences among event coaches and trainers in

sports development centers is defined as the involvement and engagement of individuals

who are assigned as coaches, moderators, trainers or specialists of the different sports

events in the school’s sports development centers.

Research Questions

1. What are the lived experiences of event coaches and trainers in sports

development centers?
 4

2. How do event coaches and trainers cope with the challenges on handling student-

athletes in sports development centers?

3. What insights can be drawn from the experiences and best practices of event

coaches and trainers in sports development centers?

Theoretical Lens

This study is hinged on the Coaching Model (Cote, 1995) which conceptualizes

that coaches approach their job by developing a model of their athlete’s or team’s

potential, which influences their course of action. This estimate of team potential is often

influenced by the peripheral factors, called Coach’s Personal Characteristics, Athlete’s

Personal Characteristics, and, Contextual Factors. The coach then integrates these three

components into his/her mental model, to determine how to act in the three primary

components of coaching: Organization, Training, and Competition.

The model by Cote (1995) will be used to understand some of the unique

attributes of the professional sporting context. This model has served as a theoretical

framework for much recent coaching research, allowing for a connection to be made

between the knowledge accumulated on how and why coaches work as they do.

In addition to that, whether student-athletes develop positively or negatively

through their involvement in high school sport is ultimately determined in large part by

external assets. In their conceptual framework, Petitpas et al. (2005) advocated that

external assets such as coaches and trainers are critical constituents of effective sport

programs because they ultimately are the ones who form caring community systems in

which youth can thrive. Consequently, sport organizations can offer the most

developmentally sound programs but in the end, it is the quality and density of the social

interactions and relationships formed with caring adult mentors that is mostly likely to

lead to the development of positive assets and characteristics.

 5

This framework supports the notion of this study as it demonstrates how youth

identify teachers and coaches as having the strongest influence on their actions and

beliefs, after the guidance of their parents. Indeed, teaching and coaching share many

characteristics and represent important pedagogical endeavors that play central roles in

positively influencing youth’s experiences in school and in sport.

Furthermore this study is also hinged on the Effective Coaching Model (Bennie &

O’ Connor, 2011), which explains how the three overarching concepts of the model - The

Coach, Coaching Skills and The Environment, interacts continuously to produce effective

coaching in which players learn and develop. It is imperative to note that while the three

concepts are subdivided into eight categories of effective coaching all the features

identified are contingent on each other.

This model perfectly shares the concepts underpinning this study as the coach’s

personal characteristics, technical/tactical knowledge and philosophy provide a

background to their beliefs. These emphasize the personal coach qualities, knowledge

and approach to coaching which dictate how a coach directs their team. The coach’s

personal characteristics, knowledge and philosophy have a significant impact on the

coach’s perceived effectiveness because if the coach’s beliefs and personal make-up do

not resonate with the players’ preferences, the players are likely to lose respect for the

coach and render him ineffective.

Scope and Limitations of the Study

This research study will only focus on the lived experiences of event coaches and

trainers in sports development centers regardless of the sports or event they handle,

their age, gender, socio-economic status, religion and etc. This study will only include

coaches who are event coaches and trainers of sports development centers in secondary

and tertiary institutions.

 6

In addition, the study will cover only fourteen (14) participants who are all event

coaches and trainers in sports development centers from Tagum City. This study will

focus on both Focus Group Discussion and In-Depth Interview to ensure validity and

reliability of the gathered data. This study will be conducted on January 2021.

Importance of the Study

This study will be a great help in delivering quality sport coaching, mentoring,

and training techniques that would motivate and encourage student athletes.

The findings of this study will help coaches, mentors and trainers so that

they will be made aware of the best practices that they can adopt s0 that they will be able

to inspire and motivate their athletes and at the same time adopt practices that would

enhance the athletes’ skills which would make every athletic team viable to compete with

others.

Aside from that, the findings of the study will provide quality training among

athletes since coaches, mentors and trainers will be made aware of how they their

coaching practices affect their athletes’ motivation and performance.

At the same time, school heads would be made aware of the lived-experiences

among coaches and trainers in their campus’ sports development centers. Hopefully, this

study will provide them the insight to assess the needs of the entire athletics department.

The outcome of the study will serve as a good avenue for Department of

Education and Commission on Higher Education officials in implementing

different programs and policies for the benefit of sports coaches, mentors and trainers so

that they will be more inspired to do their job.

Furthermore, the result of the study would serve the future researchers in

providing additional reference. They are encouraged to investigate further the study

through quantitative method or mixed methods in order to develop policies and

interventions for better sports coaching, mentoring and training.

 7

Definition of Terms

The following terms are defined conceptually and operationally for better

understanding of the study.

Event coaches and trainers. This refer to individuals who are involved in organizing

practice sessions and training schedules, supporting the development and refinement of

physical, technical, and tactical skills for competition, and leading the performers or

team throughout a season and beyond (Cruickshank & Collins, 2015). In this study, it

refers to individuals who contribute to the development of athletes as cohesive units in

teams participating in sports competitions inside and outside the school campus in

secondary and tertiary education institutions.

Sports Development Centers. This refers to centers which uses sport as a means for

the holistic development of young people and their communities, by promoting their

sustainable participation in sport, as well as providing those with the ability and desire, a

platform to excel and progress to higher levels (Tadesse, 2019). In this study, it refers to

a facility in an education institution which focus are sport management and marketing;

sport coaching; and sport and exercise field among student athletes.

Organization of the Study

In this part of my research paper, appropriateness and comprehensiveness in the

arrangements are presented in the study.

Chapter 1 includes the introduction of the best practices of sports and event

coaches and trainers in sports development centers in the global, national, and local

context. Then, it is followed by the purpose of the study, research questions, theoretical

lens, scope and limitations, importance of the study, definition of terms, and

organization of the study.

Chapter 2 contains the review of related literature and other related studies about

the phenomenon under investigation. It discusses the different themes emerged from the
 8

findings during in-depth interviews and focus group discussion captivated from past

studies.

Chapter 3 deals with the methodologies that will be used in the study. It includes

the research design, role of the researcher, research participants, data sources, data

collection procedure, and data analysis. Also, this included the four criteria of

trustworthiness of the study which are the credibility, transferability, dependability, and

confirmability. To ensure protection and privacy of the participants, ethical

consideration is also included in this chapter.

Chapter 4 shows the results and tabular presentation of the themes gathered

from the in-depth interview and focused group discussions based on the research

questions conducted to the participants, which would shed light on reasons underlying

the phenomenological aspects of views.

Chapter 5 discusses the results wherein it reflects the detailed responses of the

participants. It explained further the finding of this study and generated themes will also

be presented in this section. This section also includes the implications for teaching

practice, recommendations, further research, and concluding remarks.

 9

Chapter 2

REVIEW OF RELATED LITERATURE

In support to the investigation about the stories, the gaps, and challenges on the

best practices among sports event coaches and trainers in sports development centers,

this chapter presents the review of related literature and writing of recognized authors

from varied sources such as books, newspapers, journals, and internet resources.

Challenges among Event Coaches and Trainers

The research examining observable coaching behaviors has demonstrated several

key behaviors are common among successful coaches. These behaviors are: instruction -

including instruction before, during and after specific parts of a session, as well as the

use of demonstrations and questioning silence - a deliberate coaching strategy to

promote learning and allow time for observation, analysis and monitoring performance

praise – reinforcement of desired actions often linked with fostering a positive coaching

environment (Denison, et. al., 2017).

Coaching in sports represents an emotion-laden context. Many incidents evoke

disparate emotions among coaches during practices and competitions, especially in

communication with their athletes, the members of the opponents, the referees, the

media, and other stakeholders. To manage and express these emotions appropriately,

coaches need to perform emotional labor. Sports coaches inevitably experience various

emotionally charged events in the dynamic and messy nature of sporting worlds. The

emotions they experience may include joy and exuberance when winning a contest, grief

and frustration when losing, anger at referees’ calls, disappointment with players’

performance, and so on (Lee et. al., 2015).

Coaching is a difficult, demanding profession. Even though research shows that

the relationship between socio-economic status and academic achievement is stronger

for children in suburban schools than for children in rural or urban schools the impact
 10

seen by coaching led mentoring programs will benefit all students. The relationship

between coach and athlete is generally causal and mutual. But the relationship can be

reciprocal in nature. The feelings, thoughts, and behaviors of the coach are influenced by

the effect of athletes and vice versa. Coaches rely on students to comply with their rules

and expectations and students expect to be rewarded with playing time (Asci, 2015).

In sport contexts, athletes encounter a great deal of pressure and stress in

competition. But it appears as if the students benefit from athletic participation they will

be inclined to continue participating. Neither age nor gender prove to be factors in seeing

the results of mentoring the teen-age athlete. The notion that a focus on coach behavior

can help understand the motivational correlates of athlete engagement (Ozdogan &

Ozcelik, 2011).

Experiences of Event Coaches and Trainers

Moreover, the day-to-day interactions between coaches and their athletes are

typically complex and vary from one situation to another. But the one constant, however,

is the need for coaches to get athletes to act in appropriate ways that will result in

sporting success. Thus, when athletes perceive that coaches possess the ability to reward

them, the knowledge to help them succeed, or athletes desire to satisfy or identify with

coaches, their perceptions of their ability to establish reciprocal lines of communication

increase (Mohamadinejad & Mirsafilan, 2015).

Identifying relational characteristics leading to better sport performance could

improve coaching effectiveness but it will also provide the underlying mentoring that is

desperately needed by the student. To succeed, coaches should know their players as well

as they know their sport and understand that while they are providing a mentoring

service (Stewart, 2016).

The failure to understand, accept and accommodate for individual differences in

players does not make it easier on the coach. For example, coaching female athletes is as
 11

rewarding as it is challenging because they are usually more coachable, intelligent, and

mature than males at similar ages. But both genders benefit from having a positive coach

– athlete relationship. Results also show that coaches who work with younger athletes

impact their sporting experience; making it critical for student success that they develop

a relationship with their coaches. Coach-initiated motivational climate has exhibited

strong and consistent relationships with the athlete that lead beyond winning and losing.

Participants perceived more tangible support inside and outside of sports from coaches

than from teammates. Athletes in positive relationships see their coaches as caring about

them as people and seek support and advice away from the sport (Stewart, 2016).

Coaches who understand different learning styles and preferences tend to be

more effective which has implications for coach education content and presenters.

Coaching behaviours are also seen to be important to the implementation of the coaching

process. Athletes perceive coaches who do not give sufficient instructional feedback to be

less effective; similarly, positive reinforcement was viewed as a positive behaviour from

coaches. However, once athletes reach a certain developmental stage they are willing to

accept harsh coaching treatment if they consider the outcome favorably. Coach

education course structure and content needs to reflect more of the dynamic and

contextual nature of the coaching process. Presently, there seems to be too much

emphasis on sport science and not enough on pedagogy. This tendency to focus on

fitness and conditioning because it is easier to monitor than other aspects of practice and

instruction again should be reflected in course content (Lumpkin & Anshel, 2012).

Best Practices of Event Coaches and Trainers

There is widespread recognition that quality coaching is a critical element in a

high performance sport system (e.g., UK Sport) and is also integral for delivering and

developing high quality sporting experiences that inspire people of all ages to get

involved and develop through sport (e.g., sportscotland, sports coach UK). Despite this
 12

interest in quality coaching, a clear understanding of what excellence coaching practice is

or should look like is yet to be established (Aquino & Buiza, 2014).

In several studies, it has been suggested that there is no best model of coaching

practice, even for the narrowly focused high performance level which was the focus of his

research. Furthermore, he contended that many factors affect the type of coaching

process that will be most appropriate at any time. Despite the recognition of the

complexity of the coaching process, researchers have continued to examine coaching

behaviors and practice. Through this work researchers have described: coaching

behaviors of successful coaches effective coaching behaviors of expert coaches

characteristics, career development and experiences of expert coaches (Nash & Sproule,

2011).

Competence among Coaches

A related topic that has been the focus of discussion is coaches’ expertise. Studies

suggest that three elements contribute to the expertise of the coach: experience,

knowledge and skills. They contend that expert coaches have extensive experience and

knowledge base. As a result expert coaches are able to distinguish between important

and unimportant aspects of performance, synthesize information and convey it in

meaningful ways for others to comprehend and provide alternative means for presenting

information when needed. Furthermore, expert coaches approach situations as

opportunities to learn, apply skills and knowledge, modify and adapt skills to meet

challenges. In addition to experience and knowledge, expert coaches also possess highly

developed coaching skills. These skills include: planning, decision making, problem

solving, communication, and self-monitoring. As a result expert coaches are skilled at

recognizing similarities across situations and therefore can predict outcomes, make
 13

intuitive decisions, solve problems faster and with greater accuracy, and give attention to

situations that are not preceding as predicted (Schempp & McCullick, 2010).

If performance expertise is multidimensional, then surely it must follow that

coaching expertise is also multidimensional. Coaches need to develop knowledge in a

variety of domains, not just in their sport. Knowledge regarding tactical problems in

sports to enable participants to better use this knowledge in game play is important to

the team coach. Decision making is an important component of performance and

decision making was related to underlying knowledge of the sport. Moreover, coaches

who provide their players with game-based training opportunities rather than

stereotypical drills with minimal decision-making requirements are likely to develop

more competent decision-makers. Decision-making, and in particular, what constitutes

the correct decision in a particular situation could be problematic, however

constructivist teaching approaches using game sense may help (Evans & Light, 2008).

The importance of coaching is self-evident. Coaches are responsible for

developing athletes’ mental, physical, technical, and tactical abilities, and in addition to

all of these responsibilities, they are also expected to win. The few individuals who meet

all of these expectations emerge from their peers as superior coaches. We come to know

these individuals as the coaching greats. The context of sport lends itself to the study of

coaching greatness; however, no studies have directly explored this phenomenon. In

addition, a clear definition of coaching greatness does not exist (Chambers, 2014).

Relying solely on wins and losses to identify great coaches is also limiting. A

winning record may indicate that a coach is effective but may not necessarily mean that a

coach is great. Take Bob Knight for example. This former Division I collegiate basketball

coach is known for his unruly behaviors. However, he is also known for winning. In 42

seasons as a head basketball coach, Knight’s teams accumulated 902 wins, 11 conference
 14

championships, and three national titles. Among his long list of accomplishments,

Knight was also honored as National Coach of the Year on four occasions. While it is

debatable whether Bob Knight is a great coach, there is no doubt that he is effective. He

has the ability to teach and inspire his athletes to perform up to their potential and come

together in pursuit of common goals. Perhaps it is the manner in which coaches

accomplish this task that separates those who are effective from those who are truly

great. As a result, we cannot rely solely on win/loss records or the media to define

greatness or to gain a thorough understanding of the factors that underlie great

coaching. Another, and potentially more insightful way of determining coaching

greatness is to examine the experiences of the athletes who play for them (Jones, et. al.,

2016).

There is also a need to develop coaches with a more objective approach to skill

progression development and a greater understanding of the controlling mechanisms

inherent in such practices. Coaching needs to be recognized as a cognitive activity, with

coach education programmes acknowledging this in terms of content, presentation and

assessment. It is imperative that any coach education program contextualizes the

knowledge presented and highlights the practical application. This reinforces the notion

of ‘holistic coaching’ and suggests that this should be the end result of the coach

education process (Zakinuddin & Ghazali, 2019).

The knowledge to coordinate and advance this demanding stage of development

often falls to volunteer coaches. These coaches would benefit from coach education

courses which address these areas, perhaps coaches specializing in different ages and

stages of development would be an answer. Some coaches suggest the implementation of

a Developmental Model of Sport Participation (DMSP) as a method of developing

expertise. This model highlights the positive experiences of sport and encourages
 15

coaches to introduce different types of activities at different stages of a child’s

involvement (Sari et al., 2012).

Relationship between Athletes and Coaches

Many coaches are involved in delivering sessions to beginners or developing

athletes. These coaches may need to draw upon a different body of knowledge, as they

have a developmental role in a child’s psychological and social growth, as well as the

more accepted impact on motor skills. With the recent emphasis on health and physical

activity in the UK, coaches must be aware of their impact on the long-term involvement

of young people in sport. It is vital that, not only are these needs addressed, but also the

developmental activities prescribed by the coach allow those with potential, the

necessary skills to progress further (Dixon et al., 2013).

The relationship between athletes and coaches is at the heart of sport training

and successful coaching. The coach is in a position where they can provide the student

with psychological, social, or tangible rewards or benefits like praise, recognition, and

playing time. The coach can use these benefits to form relationships with their players

that will be beneficial in the overall development of the student. The quality of the

coach–athlete relationship is positively associated with several athlete variables,

including self-concept. The coach can instill a self – worth by identifying and then

meeting the athlete’s physical and emotional needs. The transferability of the positive

self – image that students receive from their coach – athlete relationship can play a role

in keeping the student in school (Olusoga, 2014).

Coaches, then, would be well-advised to consider their role as instructors. The

student then can use this, not only in the competitive arena, but also to enjoy academic

success. Those strong personal relationships developed by positive communication and

individualized interaction increased athletes’ well-being while improving player and

team performance (Clotfelter, 2019).

 16

Physical education has many aspects that include sports. Sports are under

physical education's curricula, wherein it requires physical effort and played by team

members called athletes. Athletes are skilled individuals who showed abilities, talents

and passion in games or competitions. They are well trained and teach by professional

educators called coaches. On the other hand, a coach is the one who does teaching,

instructing, coaching, mentoring and facilitating. Overall, coaches' contributions are the

keys to athletes’ success. A coach is a teacher and a teacher is above all communicator.

He or she chooses the best players that have the full potential, commitment and

knowledge to play the sports. Furthermore, the coach is the one who leads the team and

sets its training program and motivational plan. A coach's major responsibility is to build

a sense of competitiveness, improvement, achievement and recognition (Dave, 2017).

In light of the above-mentioned facts and concepts, the researches have gathered

that the coaching profession is ever-changing and coaches at each level of sport

competition need to know more than just the Xs and Os in order to be successful. As the

primary individuals tasked with developing athletes and helping them achieve their

goals, coaches should acquire a working knowledge of all areas affiliated with

performance enhancement. Specifically, the disciplines of sports administration, sports

medicine, strength and conditioning, and sports psychology can assist coaches while

physically and mentally training their athletes.

 17

Chapter 3

METHODOLOGY

This chapter presents the research design, research participants, role of the

researcher, data sources, data collection procedure, data analysis, trustworthiness, and

ethical considerations.

Research Design

This study will utilize qualitative research design to discover and understand the

experiences and best practices among sports events and coaches in sports development

centers. Qualitative research is defined as a type of research that collect and find answers

to a certain problem with the use of non-numerical data and that seeks to interpret these

data that help us to understand a certain phenomenon through the study of targeted

population or places (Crossman, 2019). Also, it uses different method in gathering data

and it study things with the use of naturalistic approach in which it study a certain

phenomenon in terms of the experiences shared by the participants (Denzin and Lincoln,

1994).

Specifically, this study will use the phenomenological approach in which Manen

(2006) stated that in this approach, the study will look for participants who have

common experiences about a certain problem indicated in the study. Neubaurer, et al.

(2019) added that this approach is uniquely positioned to help professionals or students

to learn from the experiences of others. It is also a form of qualitative research that

focuses on the lived experiences of the participants related from the study.
 18

Thus, I will utilize qualitative-phenomenological study in my research because I

want to dig deeper into the understanding about the experiences and best practices

among events coaches in sports development centers. This method and approach helped

me to know about the quest among Physical Education teachers for communication

access. Also, this is appropriate for my study to gather concrete evidences about a

certain phenomenon through interviews. Perceptions and experiences of the participants

about their reasons behind food choices will be gathered to answer the research

questions.

Research Participants

This study will be conducted in secondary and tertiary education institutions in

Tagum City who have an active athletics program and sports development center.

Fourteen (14) event coaches and trainers will be selected through purposeful sampling or

also known as purposive or selective sampling. Purposeful sampling is a sampling

technique that qualitative researchers use to recruit participants who can provide in-

depth and detailed information about the phenomenon under investigation (Patton,

2002). This involves identifying or selecting groups of individuals that are

knowledgeable and experienced the certain phenomenon (Cresswell and Clark, 2011).

In this study, the researcher will follow the recommendation of Polkinghorne

(2005) in which the sample size ranged from 5-25 subjects. Thus, the ten (10) had served

as research participants for in-depth interview. Since I want the data of my study to be

reliable and valid, I chose to have a Focus Group Discussion followed by the conduct of

In-depth Interviews.

The criteria for the selection of participants in my study are those employee in the

secondary and tertiary education institutions who are assigned as event trainers or

coaches in the particular sports event under the sports development center and had

served for at least 3 years. The participants that I will include in my study will be selected
 19

regardless of the sports they handle, their age, gender, religion, social-economic status

and etc.

Role of the Researchers

The role of the researcher in qualitative study is to access personal experiences of

the participants that involve feelings and to talk about things that are very personal to

them (Sutton & Austin, 2015). However, it is my responsibility to safeguard participants

and feelings.

My role as a qualitative researcher was to be a facilitator as well interviewer in

which I was the one who conducted and gathered data through recording and writing

important details from the interview. As a facilitator, I will sure the study will be

conducted systematically and participants will be given code names for privacy.

Also, I will be the encoder in my study in which I will make sure that I encoded

the responses of participants naturally. Moreover, I will secure all the information in

hard copy and soft copy to provide a duplicate to avoid deletion or corruption of files.

In addition, I will serve as the transcriber of the responses of my participants

during interview. In transcribing, I will make sure that words or sentences will be being

transcribed well without missing or skipping words so that the results are genuine and

natural. Once all the research interviews have been transcribed and checked, it is time to

begin coding then theming.

Furthermore, I will also be the primary data analyst of my study in which I will

analyze and synthesize the data about the experiences and best practices among events

coaches and trainers in sports development centers. Afterwards, through the data that I

have analyzed, I will be able to make conclusions and recommendations.

Data Sources

Interviews and documents are mainly the forms of gathering the data when it

comes to qualitative research (Creswell, 2007). In addition, there are also different ways
 20

of making record during interview such as audio recording data collection and taking

handwritten notes (Sutton and Austin, 2015). The researcher used these different

methods to gather data as data sources.

The sources of the data will be gathered from the experiences and best practices

of sports development coaches and trainers in sports development centers. To obtain

data, the researcher used an interview guide questionnaire that will be made by the

researcher and will be validated by three (3) experts. Afterward, interview will be

conducted through focus group discussion and in-depth interview and I will write down

the most important words or phrases from the answers of the participants. The primary

source of data will be the transcript which will consist of detailed responses of the

participants from the interview. The transcript will be checked by the participants for

validation.

Data Collection Procedure

As a researcher of this study, I will follow thorough steps in data collection

procedure. I will conduct a series of steps in collecting the data before arriving to the

completion of this study.

Essential and systematic steps will be done such as identifying the participants,

asking permission for the conduct of the study, preparing the materials and tools needed

for the study like the interview guide, recorders, and choosing the place for the conduct

of the study.

To conduct this study, I will secure an endorsement letter from the Dean of

Graduate School and also the ethics clearance for implementation which will be issued

by the Research Ethics Committee. Afterwards, I will ask permission to the school head

through writing a formal letter for the conduct of the study. After the approval of the

request, I will make sure that the participants of this study have the availability of time
 21

and willingness to participate and answer the different questions based on their

experiences about the said study.

Next, I will conduct a virtual orientation about my study. In case that a

participant cannot join the orientation, I will just inform them about the study through

phone call. If the respondents/participants were not able to join in the orientation, then I

will find a replacement or another participant/respondent of the study. The data

gathering for the qualitative type of research will be done via Google Meet or Zoom. In

case the participant is residing in the same place as mine or is living within proximity, I

will conduct a face-to-face interview provided that we will adhere to the health and

public guidelines imposed by the government.

Before I start the interview, I will seek permission to record the whole interview,

this clause will be part of the Informed Consent/Informed Assent for both IDI and FGD.

During the interview for IDI and FGD, I will request the participants to use headphones

to ensure that nobody can hear the conversation except the interviewer (researcher) and

the interviewee (participant). Aside from that, I will also make sure that the participants

and I will be alone in our own respective places so that no one can hear the conversation

in the venue where the virtual interview is taking place.

Data Analysis

In analyzing qualitative data, I will follow the idea of Wong (2008) in which data

analysis is a process of reading the transcripts for how many times to increase

understanding about the phenomenon and to look for similarities and differences in

order to find the themes and develop categories.

Thematic analysis can be used to analyze information and to systematically gain

knowledge about the phenomenon. It can help the researchers move from a broad

reading of data toward discovering patterns. As suggested by Boyatzis (1998) there are

five process of thematic analysis: (1) Collect data from different sources, (2) Coding data
 22

in which the code should be clear and concise, (3) Code validation to ensure the integrity

of the codes, (4) Themes or frameworks identification, and (5) Information consolidation

and finalize the themes.

Thus, as a researcher, I will follow the five process of thematic analysis. In

collecting data in my study, the data will be gathered through interview with the use of

questionnaire and audio recording.

Also, I will code the data by hand or through encoding. I will code every two or

three lines of text with handles that identify key words, concepts, and reflections.

According to Boyatzis (1998), a good code is one that captures the qualitative richness of

the phenomenon. I will make sure that the code will be clear and concise.

To validate the code, I will ensure the integrity of the codes. I will make sure that

codes were not misinterpreted, free of researcher bias, and reviewed, re-read, and

checked by more than one person for consistency and validation.

After code validation, themes identification will be used. In this study, themes

will be identified from the code or patterns that have emerged from the coded data. I also

defined each theme sufficiently so that it will be clear to others exactly what the theme

will be.

Lastly, I will consolidate the information and finalize the themes. In finalizing the

themes, I will ensure if it is clear and write its description and illustrate it with a few

quotations from the original text to help communicate its meaning to the reader.

Therefore, with the use of these five processes for thematic analysis in my study, I

will manage, merge, sort, and categorize the data or information naturally.

Trustworthiness of the Study

To employ the trustworthiness of this study, I followed the suggestions of Lincoln

and Guba (1985) who cited the importance of evaluating the worth of the study like

establishing its credibility, transferability, dependability, and confirmability.

 23

Credibility talks about the quality of the research of being believable and

appropriate with a formal agreement between the researcher and participants (Mills,

Durepos, & Weibe, 2010). Shenton (2004) stated that according to Lincoln and Guba

(1985), credibility is one of the most important factors in establishing trustworthiness of

the study in which credibility talks about the internal validity of the paper. In this study,

the researcher followed the suggestions of Shenton (2004) to established credibility. The

following provisions will be made by the researcher to promote confidence that she have

accurately recorded the phenomena under scrutiny: the adoption of well-established

research methods, prolonged engagement, the use of triangulation, strategies to help

ensure honesty in participants, iterative questioning during the conduct of IDI (use of

probes), peer debriefing, member checking (participants’ validation of the transcribed

data), and thick description of phenomenon under scrutiny.

The adoption of research methods should be well-established in qualitative

investigation in general. The method and approach used in this research must be fitted

to the study. I made sure that my research questions are derived from my study. During

the interview, I ensured that each question will be being explained well to my

participants.

Prolonged engagement refers to spending extended time with participants in

order to gain a better understanding of behavior, values, and social relationships in

social context (Given, 2018). Hence, in my study, I made sure that I have spent more

time with my participants not only during the interview because I would like to build

rapport with participants. With this, they are free to show their behavior without any

hesitations.

Moreover, as a researcher, triangulation will be applied in order to collect

information about the events and relationships from different points of view.

Triangulation means using more than one method to collect data on the same topic
 24

(Kulkarni, 2013). In my study, I will have fourteen (14) participants for both FGD and

IDI, and the gathered data will be triangulated to support the main method of the study.

When contributing data, I will use different strategies to help ensure honesty among the

participants through in-depth interview and taking notes. Taking notes will be done

through writing the important details or words during the interview in order for the

researcher to easily analyze the data. During the conduct of the study, I assured that my

participants will be given an opportunity to refuse and it is their willingness and decision

to participate in my study. I also explained to them that there are no wrong answers in

each question.

In addition, interactive questioning will be applied in my study in which Jangu

(2012) stated that probing and rephrasing the questions would be a great help in order

for the participants to comprehend each question and deep understanding would be

develop. So, during the interview, I guaranteed that my participants fully understand

each question and through this, I gained clear and deep answers from my participants.

Peer debriefing between researcher and experts in field would be a great help in

my study in order for me to widen my vision as a researcher. Peer debriefing is a

technique used by many qualitative researchers for multiple reasons. It allows to a

qualified peer researcher to review and assess transcripts, emerging and final categories

from those transcripts, and the final themes or finding of the study (Janesick, 2015). As a

researcher, I made sure that there will be collaboration between me and my thesis

adviser to ensure the effectiveness of my study. Also, advice and recommendations of my

thesis adviser and panels will be followed. Comments and feedback from them will be

noted and shadowed.

Furthermore, member checking is considered as the single most important

provision that can be made to bolster study’s credibility (Guba and Lincoln, 1985). It also

ensured the accuracy of the data that were being gathered. To address this, I asked the
 25

participants to read the transcripts to assure that the words used in the transcripts match

to their statements because validations of the transcripts by the participants will give a

strong justice that each statement is valid.

Thick description about the phenomenon can be an important provision for

promoting credibility as it helps to convey that the situations that have been investigated

and the contexts that surround them are real. That is why, in my study, I made sure that

I played my role well as a researcher. Also, I ensured that all the results in this study will

truly embrace the actual situations.

In the context of my study, all of these provisions will be followed to promote

confidence that I have accurately recorded the phenomena under scrutiny and to give

emphasis on credibility. Also, I affixed my signature to their certification to signify

authenticity and veracity.

Transferability refers to the process of applying the results of research to

another context or settings (Trochim, 2006). Lincoln and Guba (1994) added that the

researcher should ensure that all information is provided for future used. In positivist

work, the concern often lies in demonstrating that the results of the work at hand can be

applied to a wider population. Since the findings of a qualitative project are specific to a

small number of particular environments and individuals, it is impossible to

demonstrate that the findings and conclusions are applicable to other situations and

populations. Firestone (1993) added that are among those who present a similar

argument, and suggest that it is the responsibility of the researcher to ensure that

sufficient contextual information about the research locale is provided to enable the

reader to make such a transfer.

To ensure transferability, all of these information mentioned above will be

recorded and kept. I will have a detailed and thick description of the methodology and
 26

the phenomenon being studied and assured that the data will be on file to make this

study more credible and transferrable.

Also, in this study, the researcher shall include all the documents and data used

in the conduct of this study. All the transcripts from the interview, informed consent,

validation sheets and letters will be attached in the appendices to serve as reference for

the future research.

In my study, I will also keep the hard and soft copies of all the documents before,

during, and after the interviews and saved all my research files with the use of CD or

flash drive. Afterwards, I will provide a copy of my research in the library for reference

by future researches.

Dependability aims to replace reliability in which if the conduct of the research

will be repeated, the same results should be achieved. This would show that both the

process and the results of the research need to be consistent. It is the stability of findings

over time (Korstjensa & Moserb, 2018). In this study, dependability involves

participants’ evaluation of the findings, interpretation and recommendations of the

study such that all are supported by the data as received from participants of the study

To manifest dependability in my study, overlapping methods will be used in this

study to have multiple data gathering procedures through IDI and written notes. To

reach data saturation, since my study only focus on In-depth interview, I used the art of

questioning and taking notes in order for me to gathered substantial information about

my study. The consistency in the collection and analysis of data in my study will be

applied. Also, I made sure that all the necessary information are recorded and integrated

in detailed manner.

Confirmability. This is the last criterion of trustworthiness in which it has

something to do with the confidence of the researcher that the findings of the study are

definitely based on the participants’ answers during the interview and there is no
 27

existence of any biases (Lincoln & Guba, 1983). As suggested by Shenton (2004),

triangulation will also be used in this study to reduce effect of the researcher’s bias.

To address confirmability, member checking will be done in which the

transcribed copies will be given to the participants for them to check and read so that

proper and authentic transcriptions will be observed at all times. Through this, it allowed

the participants to correct the wrong interpretations of the researcher.

In the context of my study, I relied on the dependent audit of the research

method by my competent adviser, to view, check, assess, and evaluate thoroughly all that

things that needs to be done for the success of this research. I also submitted the audit

trail consisting of the original transcripts, analysis, documents, and audio-recordings to

my expert adviser in order for me to be guided. Lincoln and Guba (1985) defined audit

trail as a transparent description of the research steps taken from the start of a research

project to the development and reporting of findings. These are the records that are kept

regarding what will be done during the study.

Ethical Considerations

Ethical consideration is very important specially when there are human subjects

involved. Careful considerations should be observed in planning, conducting, and

reporting of the study (Smith, Morrow, & Ross, 2015). Researchers should always

prioritize the welfare of the participants and ensure that no harm will happen to them

during the conduct of the study. In line with this, I followed the three (3) principles of

ethical conduct of Bermont Report (1979) involving human subject which are the

following: Respect for Persons, Beneficence and Justice.

Respect for person is one of the fundamental principles of research that talks

about the recognition of a person as autonomous, unique, and free individual in which

each person has the capacity to make his or her decision. Respecting a person ensures

that dignity is well-valued. In conducting research, researchers must consider always the
 28

human rights. In connection with Republic Act no. 10173 or known as the Data Privacy

Act of 2012 explained that any person, natural or juridical, or any other body that deals

with a data subjects’ personal details, whereabouts, and preferences, are duty-bound to

observe and respect the data subject’s privacy rights.

In my study, in order for me to establish respect for person, before conducting

my research, I will ask permission from the proper authorities in order for me to conduct

my study with permit. Afterwards, the participants will be informed assent to make sure

that they are willing to participate in my study. As part of the consent, I will also include

the methods to be employed and discussed the focus of the study. Also, the participants

in my study will have the right to withdraw and their privacy and protection will be

ensured. Moreover, I assure that my research participants participated voluntarily or

without coercion. During the interview, I will ask permission for audio recording and

explain to them that all the information or data that I will gain from them will be

protected with confidentiality. My participants will check and modify the transcript for

validation.

The second principle is beneficence; it is the principle that focuses of doing well

towards your participants to ensure their safety (Beemsterboer, 2019). Kinsinger (2009)

added that this is an act of charity, mercy, and kindness with a strong connotation of

doing well to others including moral obligations. Therefore, it is concern about the total

well-being of the research participants, maximize benefits for participants and minimize

risks for participants. The participants will be treated with utmost care and protection.

To establish this principle in my study, I will use coding to ensure confidentiality

of their responses and to hide their true identity. I will treat the participants with utmost

care and protection to address non-maleficence all throughout the conduct of the study.

Also, I will make sure that the outcome of this study is positive and beneficial to them.
 29

Moreover, as a researcher, I will analyze the potential risks that could harm my

research participants that includes physical harm, loss of privacy, discomfort and

embarrassment in which these potential risks must be avoided. During the interview, my

participants will be provided with snacks or meals in their most comfortable and safest

place in order for them to answer the questions well without any disturbance. Also,

whatever their answers, I will not share any information against the participants.

The last tenet of Belmont report is justice. Justice addresses the distribution of

the burdens and benefits of research. This also pertains to the right to fair treatment and

right to privacy of the participants. Selection of the types of participants desired for a

research study should be guided by research questions and so not to exclude any group.

The right to fair treatment also relates to researchers treating those who decline to

participate in a study fairly without any prejudice (Barrow & Khandar, 2019).

In this study to address justice, I will ensure that all authors will be properly

cited. I will asked their vacant time for interview and let them choose their preferred

place where they can fully express their thoughts about the study. Also, during the

interview, each participant will be given enough time to answer the questions which I

constructed with lower risks to participants. I will make sure that the participants will

not spend any amount and I have acknowledged their contribution to complete my

study. Also, I will thank them for participating in my study through giving a simple

token. Participants will be accommodated properly and in fairness. I will also ensure

everyone that there will be a high degree of objectivity in data analysis and presentation

of results. For data storage, all the data and information that I will gather will be kept in

one flash drive and only I has the access to ensure data privacy.
 30

REFERENCES

Bennie, A., & O'Connor, D. (2011). An effective coaching model: The perceptions and
strategies of professional team sport coaches and players in
Australia. International Journal of Sport and Health Science, 9, 98-104.

A Ross, D., G Smith, P., & H Morrow, R. (2015). Ethical considerations. In Field Trials of
Health Interventions, 3rd edition. Oxford University Press.

Amankwaa, L. (2016). Creating ptotocols for trustworthiness in qualitative research.

Journal of Cultural Diversity, 23(3).

Barrow, J. M., Brannan, G. D., & Khandhar, P. B. (2020). Research ethics. StatPearls
[Internet].

Beemsterboer, S. (2019). Simplifying LCA Use in the Life Cycle of Residential B Uildings
in Sweden (Doctoral dissertation, Department of Architecture and Civil
Engineering, Chalmers University of Technology).

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and

code development. sage.

Camiré, Martin. (2015). Examining High School Teacher-Coaches’ Perspective on

Relationship Building With Student-Athletes. International Sport Coaching
Journal. 2. 10.1123/iscj.2014-0098.

Clotfelter, C. T. (2019). Big-time sports in American universities. Cambridge University

Press.
 31

Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative
research designs: Selection and implementation. The counseling psychologist,
35(2), 236-264.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods
research. Sage publications.

Crossman, J., & Noma, H. (2019). The Implications of Internationalization for Teaching,
Learning and Practising Grounded Theory.

Cruickshank, A., & Collins, D. (2015). The Sport Coach. In I. O’Boyle, D. Murray & P.
Cummins (Eds.), Leadership in Sport (pp. 155-172). Abingdon, Oxon: Routledge.

Dave, A., Farin, E. N., & Farin, A. N. (2017). Emotional intelligence and coaching
behavior of sport coaches in the state universities and colleges in Region III,
Philippines. International Journal of Sports Science, 7(3), 105-110.

Denzin, N. K., & Lincoln, Y. S. (2002). The qualitative inquiry reader. Sage.

Dixon, M., Lee, S., & Ghaye, T. (2013). Reflective practices for better sports coaches and
coach education: Shifting from a pedagogy of scarcity to abundance in the run-up
to Rio 2016. Reflective Practice, 14(5), 585-599.

Firestone, W. A. (1993). Alternative arguments for generalizing from data as applied to

qualitative research. Educational researcher, 22(4), 16-23.

Janesick, V. J. (2015). " Stretching" exercises for qualitative researchers. Sage

Publications.

Jangu, W. I. (2012). Understanding the basics of qualitative research. Academia. edu.

Kinsinger, F. S. (2009). Beneficence and the professional's moral imperative. Journal of

Chiropractic Humanities, 16(1), 44-46.

Kulkarni, P. (2013). What is triangulation of data in qualitative research. Is it a method

of.

Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part
3: Sampling, data collection and analysis. European Journal of General Practice,
24(1), 9-18.

Lim, K. C., Mahat, N. I., Khor, P. H., & Radzuwan, R. (2013). Student-Athletes’
perceptions of coaches’ coaching competency at the malaysian public institution
of higher learning. World Journal of Education, 3(1), 13-22.

Lincoln, Y. S., & Guba, E. G. (2004). The roots of fourth generation evaluation.
Evaluation roots: Tracing theorists' views and influences, 1(1), 225-241.

Liu, F., Maitlis, S., Mills, A. J., Durepos, G., & Wiebe, E. (2010). Encyclopedia of case
study research. Encyclopedia of case study research, 2.
 32

Mohamadinejad, A., & Mirsafian, H. (2015). Connection between the legal knowledge
and social background of sports coaches at Iranian universities. Iranian Studies,
48(4), 551-566.

Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us
learn from the experiences of others. Perspectives on medical education, 8(2),
90-97.

Olusoga, P., Maynard, I., Butt, J., & Hays, K. (2014). Coaching under pressure: Mental
skills training for sports coaches. Sport and exercise psychology review, 10(3), 31-
44.

Ozdoğan, Y., & Ozcelik, A. O. (2011). Evaluation of the nutrition knowledge of sports
department students of universities. Journal of the International Society of
Sports Nutrition, 8(1), 11.

Petitpas, A. J., Cornelius, A. E., Van Raalte, J. L., & Jones, T. (2005). A framework for
planning youth sport programs that foster psychosocial development. The sport
psychologist, 19(1), 63-80.

Polkinghorne, D. E. (2005). Language and meaning: Data collection in qualitative

research. Journal of counseling psychology, 52(2), 137.

Sambalud, M. (2014). Region’s athletes lagging behind other Pinoy student players.
Davao Today.

Sarmenta, S. (2018). One Game at a Time. The Philippine Daily Inquirer.

Schempp, P. G., & McCullick, B. (2010). Coaches’ expertise. Sports coaching:

Professionalisation and practice, 221-231.

Sarı, İ., Soyer, F., & Yiğiter, K. (2012). The relationship among sports coaches’ perceived
leadership behaviors, athletes’ communication skills and satisfaction of the basic
psychological needs: A study on athletes. International Journal of Academic
Research, 4(1).

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research

projects. Education for information, 22(2), 63-75.

Thanuraj, S., and Jeganenthiran, S. (2017). Issues in sports coaching. In: Annual

Conference of Sport and Exercise Science New Zealand (SESNZ), New
Zealand. 13-14th October 2017. Sport and Exercise Science New Zealand,
Cambridge, New Zealand.

Trochim, W. M. (2006). Qualitative measures. Research measures knowledge base, 361,

2-16.

Van Manen, M. (2006). Writing qualitatively, or the demands of writing. Qualitative

health research, 16(5), 713-722.
 33

Wong, L. P. (2008). Data analysis in qualitative research: A brief guide to using NVivo.
Malaysian family physician: the official journal of the Academy of Family
Physicians of Malaysia, 3(1), 14.

Zakinuddin, S. N. A., & Ghazali, S. H. (2019). The Leadership Behavior and Creativity of
Sports Coaches with Athletes Satisfactions among Futsal Team in Malaysia Public
Universities. Asian Journal of Education and Social Studies, 1-5.

INTERVIEW GUIDE QUESTIONNAIRE

Good Morning! I am Anne Lorraine M. Dela Cruz, Master of Education major in

Physical Education student of the Saint Mary’s College of Tagum. I am conducting a

study entitle “Experiences and Best Practices among Events Coaches and

Trainers in Sports Development Centers: A Qualitative Exploration”. I would

like to take this opportunity to thank you for accepting my invitation for you to become

part of this study. The data that will be gathered will be of great use to the teachers of

Tagum City, Davao del Norte.

The purpose of this phenomenological study is to explore and understand the

experiences and best practices of event coaches and trainers in sports development

centers. The truthfulness of your answers will be of great help to obtain accurate and

reliable result of this study. You may opt not to answer questions which make you feel

any psychological or emotional distress or you can withdraw as a participant of the study

if you feel that you cannot discuss the information that is asked of you.

The interview will take about thirty (30) to ninety (90) minutes. This will be

audio and video recorded, transcribed and analysed. Only the words of the participants
 34

will be written in the study since I will be giving you a code name to ensure the

confidentiality and the sources of statements will not be divulged.

Lastly, the result of this study can generate relevant information which can be

useful to the school heads and administrators, subject coordinators, teachers, and

students. The results, discussions and findings from this study can spark evidence-based

information which can be used by the Department of Education, Commission on Higher

Education and the different secondary and tertiary schools of Tagum City.

Do you have any questions or clarifications before starting the interview? If

there’s none, let us begin.

1. What are the lived experiences and best practices of events coaches and trainers

in sports development centers?

1.1 What experiences do events coaches and trainers have in sports

development centers?

1.1.1 How do they describe their relationship with their athletes?

1.1.2 How do they describe their relationship with their fellow coaches

and trainers?

1.1.3 What positive experiences do they have as events coaches and

trainers have in sports development centers?

1.1.4 What negative experiences do they have as events coaches and

trainers have in sports development centers?

1.2 What best practices do events coaches and trainers have in training their

athletes?

1.2.1 How do they describe their roles as event coaches and trainers?

1.2.2 How do they train their athletes?

1.2.3 What things do they do to ensure the success of their games?

 35

1.3 What challenges do events coaches and trainers have in sports development

centers?

1.3.1 What difficulties do they encounter in training their athletes?

1.3.2 What difficulties do they encounter in dealing with other people?

1.3.3 What difficulties do they have in terms of managing their time?

2. How do event coaches and trainers cope with the challenges on handling

student-athletes in sports development centers?

2.1 How do event coaches and trainers face the challenges on handling student-

athletes in sports development centers when training?

2.2 How do event coaches and trainers face the challenges on handling their

personal lives?

2.3 How do event coaches and trainers face the challenges on handling student-

athletes in sports development centers after losing a match?

2.4 How do event coaches and trainers face the challenges on handling student-

athlete negative behaviors?

3. What insights can be drawn from the experiences and best practices of event

coaches and trainers in sports development centers?

3.1 What realizations did you have with the experiences and best practices of

event coaches and trainers in sports development centers?

3.2 What advice can you give on the best practices of event coaches and trainers

in sports development centers?