Abstract

Introduction. Effective coach education programs must address multiple domains, including instructional modalities, reflective practices, infrastructure, and the integration of external resources. While prior studies have emphasized the role of structured pedagogy and reflective engagement, limited empirical evidence exists regarding the holistic evaluation of these domains among Malaysian coaches. This study aimed to evaluate coaches’ perceptions across four core domains (coaching modalities, infrastructure and resources, reflective practices, and integration of external resources) and to determine whether their ratings significantly exceeded a neutral benchmark.

Methods. A quantitative, cross-sectional design was employed. Forty coaches completed a standardized questionnaire rating each domain on a five-point Likert scale. Descriptive statistics were computed, and one-sample t-tests were conducted against the midpoint value of three. Effect sizes (Cohen’s d) were calculated to determine the magnitude of the observed differences.

Results. The findings demonstrated consistently positive perceptions across all domains. Coaching modalities were rated highest (M = 4.18, SD = 0.55), with large effect sizes indicating strong alignment between instructional approaches and coaches’ expectations. Reflective practices (M = 4.05, SD = 0.50) and integration of external resources (M = 4.13, SD = 0.56) were also highly endorsed, both yielding large effect sizes. Infrastructure and resources scored positively but comparatively lower (M = 3.70, SD = 0.61), with medium-to-large effect sizes, suggesting room for improvement in facilities and material support.

Conclusion. The results highlight the central role of robust pedagogical design, reflective scaffolding, and the integration of external resources in shaping positive coaching experiences. Although infrastructure is perceived as adequate, it appears less influential relative to other domains. These findings underscore the need for continuous refinement of coach education programs, balancing pedagogical rigor with equitable resource provision.

Keywords

coaching modalities, reflective practice, infrastructure, external resources, coach education

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