Sports Coaching Competencies Among Non-Mapeh Majors: Framework for A Professional Development Program
DOI:
https://doi.org/10.65339/ijsair.V2.I2.505Keywords:
Adaptability, Coaching Competence, Communication and Motivation, Non-MAPEH Teachers, Professional Development Framework, School Sports Programs, Sports Coaching, Technical and Tactical Knowledge, Teacher-Coaches, Training and DevelopmentAbstract
This study examined the sports coaching competencies, strengths, and weaknesses of non-MAPEH majors assigned as sports coaches in Bacnotan National High School and developed a contextualized Sports Coaching Competencies Framework (SCCF) for professional development. The study was anchored on Shulman’s Pedagogical Content Knowledge Theory, Kolb’s Experiential Learning Theory, and Self-Determination Theory, supported by the Input–Process–Output (IPO) Model. A Descriptive–Developmental Research Design was employed to assess existing coaching competencies and formulate an evidence-based framework responsive to identified developmental needs. The respondents consisted of 30 non-MAPEH teachers actively coaching various sports disciplines, selected through total enumeration. Data were gathered using a researcher-made and expert-validated questionnaire, with responses analyzed using frequency counts, percentages, mean, and weighted mean through SPSS and Data Analysis Toolpak. Findings revealed that respondents were generally Highly Competent in technical and tactical knowledge, planning and organization, communication and motivation, and game management and officiating. Communication and motivation emerged as the strongest competency area, while technical and tactical knowledge required further enhancement. Respondents also demonstrated Highly Strong pedagogical skills, adaptability, motivation, and experiential knowledge. However, weaknesses were identified in limited content knowledge, instructional quality, group management, lack of facilities and equipment, and the need for continuous professional training. Based on these findings, the proposed Sports Coaching Competencies Framework emphasized competency-based professional development, mentoring, experiential learning, institutional support, reflective practice, and continuous improvement to strengthen coaching effectiveness and sustainable school sports programs. The study supports Sustainable Development Goal (SDG) 4 on Quality Education by promoting continuous professional development and improving the quality of school sports programs. It also aligns with SDG 3 on Good Health and Well-Being through the promotion of safe, inclusive, and developmentally appropriate sports participation among learners. The study contributes to educational and institutional sustainability by strengthening coaching competence, supporting holistic learner development, and providing an evidence-based framework for long-term improvement of school sports programs.
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