National Survey of Canadian High School Teacher-Coaches Provincial Report: Alberta

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1 1 National Survey of Canadian High School Teacher-Coaches Provincial Report: Alberta Prepared by: Martin Camiré Ph.D. and Colin J. Deal M.A. School of Human Kinetics, University of Ottawa For: Alberta Schools Athletic Association Martin Camiré (215)

2 2 Table of Contents 1. Introduction Results Age Gender Civil Status Level of Education NCCP Training Status Teaching Experience High School Coaching Experience Town/City Population Student Population Financial Compensation Reduced Teaching Load Teaching Area Number of Sports Coached Time Spent Coaching Relationship Development Identity Helping with Student Issues Challenges Recommendations... 15

3 3 1. Introduction Research in the field of youth development has examined the antecedents, processes, and outcomes which may occur in many contexts, including school and sport. One consistent finding is the instrumental role that influential adults, such as teachers and coaches, have on the development of adolescents. Much of the research that has examined the role of teachers or coaches in youth development has done so in isolation. However, teachers frequently take on coaching duties at their school, thus assuming the dual role of teacher-coach. Few studies have examined the benefits and challenges associated with this dual role. To this end, Dr. Martin Camiré from the University of Ottawa s School of Human Kinetics received a two-year ( ) Insight Development Grant from the Social Sciences and Humanities Research Council (SSHRC; ; $43,641) to examine the status of high school teacher-coaches in Canada. The present report provides the findings from the national survey for teacher-coaches in the province of Alberta.

4 Percent Frequency 4 2. Results 2.1. Age M Median SD Minimum Maximum Age The teacher-coaches ranged from recent university graduates to senior teacher-coaches, with the greater majority of teacher-coaches being in their 2s, 3s or 4s Gender Gender Frequency Percent Male Female N = Male Female Gender Similar to other provinces and territories, the teacher-coaches from Alberta were predominately male (69.4%).

5 Percent Civil Status Civil Status Frequency Percent Single Married Common Law Cohabitation Separated Divorced N = Civil Status The vast majority of teacher-coaches indicated being married. Teacher-coaches in Alberta reported being married at a much higher frequency (i.e., 71.7% vs. 46.4%) compared to the general populous of Canada. A similar trend appeared nationally Level of Education Highest Level of Education Frequency Percent High School 1.2 College 5.8 Bachelor s Master s Doctorate 3.5 N = 69 Most teacher-coaches in Alberta (79.3%) held a Bachelor s degree as their highest level of education, with nearly one in five teacher-coaches having obtained a Master s degree.

6 Frequency NCCP Training Status NCCP Training Frequency Percentage Yes No I don't know N = 61 Over three-quarters (76.3%) of teacher-coaches in Alberta indicated holding some level of coach education from the National Coaching Certification Program (NCCP). 2.6 Teaching Experience M Median SD Minimum Maximum Teaching Experience The teacher-coaches reported a wide range of experience as a teacher, with most reporting having taught for less than 15 years High School Coaching Experience M Median SD Minimum Maximum

7 Frequency Coaching Experience Teacher-coaches reported a wide range of coaching experience from a single year to over 4 years. Generally, teacher-coaches averaged approximately two fewer years of coaching experience than teaching experience Town/City Population Town/City Population Frequency Percent Unsure N = 67 Teacher-coaches reported working in a variety of community sizes from rural towns to major urban centres. A large proportion of teacher-coaches indicated living in a city of over 1,,.

8 Percent Student Population Student Population Frequency Percent Unsure 1.2 N = Student Population Teacher-coaches reported working in schools of varying student populations, with most being employed in schools between 5 and 2 students Financial Compensation Financial Compensation Frequency Percent Yes No N = 611 Similarly to the national trend, with the exception of Quebec, over 9% of teachercoaches in Alberta reported no financial compensation specific to coaching, beyond reimbursements for expenses. Those who indicated receiving additional compensation generally reported small honoraria of a few hundred dollars a year.

9 Frequency Reduced Teaching Load Reduced Teaching Load Frequency Percent Yes No N = 67 Over 95% of teacher-coaches in Alberta reported not receiving a reduced teaching load for their service as coaches. This mirrors the national trend in which the vast majority of teachercoaches do not report receiving reduced teaching loads Teaching Area Teaching Area Frequency Percent Physical Education Arts & Social Sciences STEM Fields Not High School N = Physical Education Arts & Social Sciences STEM Fields Teaching Area Not High School Teacher-coaches reported teaching many subjects, with a little over one-third (36.6%) indicating their primary teaching area was physical education. Other teacher-coaches were grouped by subject into the broader teaching areas of Arts & Social Sciences (i.e., arts, business studies, Canadian/world history, guidance and career education, languages, native studies, and social sciences) and STEM Fields (i.e., mathematics, sciences, technological and computer studies, and technology studies). Finally, teacher-coaches who indicated teaching elementary or middle school as their teaching area were included in the Not High School category.

10 Frequency Percent Number of Sports Coached Number of Sports Coached Frequency Percent One Two Three Four Five of more N = One Two Three Four Five of more Number of Sports Coached The teacher-coaches reported coaching an average of two sport teams in However, over one-quarter (27.%) of teacher-coaches reported coaching three of more teams Time Spent Coaching M Median SD Minimum Maximum Hours per Week Teacher-coaches reported spending approximately 16 hours per week on coaching and coaching related tasks during their sport seasons. However, the time spent on coaching related tasks varied greatly among teacher-coaches, with some coaches being involved for only a few hours a week and others investing over 35 hours per week.

11 Relationship Development Question: Do you believe that developing relationships with students is easier in the context of high school sports than in a classroom? Frequency Percent Yes No N = 611 Those who answered yes to the previous question were asked the following four questions: - I believe it is easier to develop relationships with students in sport compared to a classroom because: M SD Students are more motivated to play sports than being in a classroom There are more opportunities for interaction in sport than in a classroom Sport is less formalized than a classroom, making it easier to interact with students Sport has a greater emotional dimension than a classroom, which brings coaches and athletes closer together Teacher-coaches were asked to rate the extent to which they agreed with the above statements on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). Overall, the mean scores indicate that teacher-coaches believed that it was easier to develop relationships with students in the context of high school sport than in the classroom. The teacher-coaches agreed that this was due to the smaller, more emotionally charged, and less formal environment present in a sport context. Compared to community coaches, teacher-coaches: M SD Show more maturity and professionalism Show higher standards of behaviour Emphasize student development more than winning Have a greater presence at school Better monitor students academic progress The teacher-coaches were asked to compare themselves to community coaches (i.e., members of the community who coach high school teams but are not teachers at the school) using a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). Mean scores

12 12 indicate that teacher-coaches strongly believed they were better able help student-athletes develop athletically, academically, and socially than community coaches. Compared to teacher not involved in extracurricular activities, teacher-coaches: M SD Can interact with a greater number of students Can develop more meaningful relationships with students Can more easily enforce school rules and encourage proper behaviour Can more easily motivate students to perform academically Teacher-coaches were asked to compare themselves to teachers who were not involved in extracurricular activities (i.e., a person who teaches but does not coach and is not involved in other extracurricular activities at his/her school). Teacher-coaches responded using a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). Teacher-coaches strongly believed that they were better positioned to develop relationships with students compared to their noncoaching colleagues. Being a teacher-coach: M SD Gives me numerous opportunities to interact with students in varied settings Allows me to get to know a large number of students at school Gives me a certain cool factor at school Enhances my credibility among the student population Helps me get a high level of respect from students Using a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree), mean scores indicated that teacher-coaches generally tended to believe that their dual role as a teacher-coach had benefits that made it easier to establish relationships with students at their school. Primarily, being a teacher-coach provided them more opportunities to interact with students in a variety of settings.

13 Percent Identity Identity Frequency Percent Teacher Teacher-Coach Coach N = Nearly three-quarters of teacher-coaches identified themselves as a teacher-coach rather than solely a teacher or a coach. The dual role of teacher-coach appears to be a significant marker on identity formation. Teacher Teacher-Coach Coach Identity Helping with Student Issues Student Issue M SD Alcohol/Drug Issues Boyfriend/Girlfriend Issues Bullying and/or Cyber Bullying Financial Difficulties Parental Alcohol/Drug Issues Parental Divorce/Separation Physical/Sexual/Emotional Abuse Self-Esteem/Self-Confidence Suicidal Tendencies Non-Desired Pregnancies

14 14 Teacher-coaches were asked to rate the extent to which they believe their dual role enables them to help students with a variety of issues. Using a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree), mean scores indicated that teacher-coaches generally tended to believe that they were able to help students with a number of issues. Teacher-coaches were most confident in their abilities to help students with their self-esteem and bullying issues, followed by relationship issues Challenges Challenge Frequency Percent Extent Yes Yes * M SD Being asked to help with class discipline Competing against community clubs Competing against 'sport schools' Cutting students from your sport team(s) Dealing with students perceived as 'entitled' Dealing with parents Interacting with students wanting to be friends Meeting family obligations Accessing coach education courses Receiving recognition as a coach Receiving support from colleagues Receiving support from school Managing your time Ensuring transportation Managing administrative tasks * based on number of responses to individual questions The teacher-coaches dealt with several challenges associated to their dual role. Over 9% of teacher-coaches reported managing their time, managing administrative tasks, and meeting family obligations as challenges. Furthermore, when teacher coaches were asked to rate the extent of a problem on a 7-point Likert scale from 1 (strongly disagree) to 7 (strongly agree), these three challenges were rated among the most difficult to deal with.

15 Recommendations Recommendation Usefulness Feasibility M SD M SD Being compensated in time for coaching Being compensated financially for coaching Having a daycare on school premises Reducing the administrative tasks Designating a person to manage the administrative tasks Receiving more resources for sport from the school board Integrating sport in the school s curriculum Recognizing coach education as professional development Offering coach education courses at school during PA days Offering coach education courses on the internet Having the school cover fees for coach education courses Teacher-coaches were asked to rate 11 recommendations which may help with the challenges they face. Each item was rated for its usefulness (How much will this strategy help me with the challenges I face?) and feasibility (How probable is it that this strategy will be implemented at my school?) on a 7-point Likert scale from (Not at all) to 7 (Very high). Although many recommendations were deemed useful, most were not perceived as feasible. However, recommendations regarding access to coaching education and recognition of coaching education as professional development were rated highly in both usefulness and feasibility.

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