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Championship Science Olympiad Team: Coaching Influences on Student Performance

Year 2016, Volume: 4 Issue: 2, 43 - 58, 01.12.2016

Abstract

The influence of coaches working with students in grades 6 - 12 in the context of an extra-curricular academic competitive team such as Science Olympiad has not been well studied. The purpose of this study was to examine the influences of a successful head coach in the Science Olympiad program by studying a coach and team that has consistently reached the highest level of success in this program. This qualitative, intrinsic case study investigates one middle school Science Olympiad coach, Drew Kirian, and his team. Drew is one of only two coaches that has guided his team to six consecutive national championships in the Science Olympiad Program, making him a unique coach. Three categories emerged which help explain the components of successful coaching in the Science Olympiad program: structure, relationships, and expectations. These themes are well aligned with the coach-athlete relationship model developed by Mageau & Vallerand. This model may be useful in describing the necessary components of a successful coach in the academic competitive team context.

References

  • Barkley, A. (2011). Academic coaching for enhanced learning. NACTA Journal, 55(1), 76-81.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches, 2nd ed. Thousand Oaks, CA: Sage Publications.
  • Franklin, J., & Doran, J. (2009). Does all coaching enhance objective performance independently evaluated by blind assessors? The importance of the coaching model and content. International Coaching Psychology Review, 4(2), 128-144.
  • Hatch, J. A. (2002). Doing qualitative research in educational settings. Albany, NY: State University of New York Press.
  • Kulbago, Mulvey, & Alamri, (2016). The U.S. Science Olympiad Experience: Interplay between competition and cooperation. In Taber, K. & Sumida, M (Eds). International Perspective on Science Education for the Gifted: Key issues and challenges. Routledge.
  • Mageau, G. & Vallerand, R. (2003). The coach-athlete relationship: a motivational model. Journal of sports sciences, 21(11), 883-904.
  • Ormrod, J. E. (2012). Human learning, 6th ed. Upper Saddle River, NJ: Pearson.
  • Palmer, S., & Whybrow, A. (2006). The coaching psychology movement and its development within the British Psychological Society. International Coaching Psychology Review, 1(1), 5-11.
  • Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
  • Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data, 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Science Olympiad, Inc. (2014). Retrieved from www.scienceolympiad.org.
  • U.S. News and World Report (2014). Best High Schools. Retrieved from http://www.usnews.com/education/best-high-schools/ohio/districts/solon-city/solon-high-school-15481.
  • Webberman, A. (2011). Academic coaching to promote student success: An interview with Carol Carter. Journal of Developmental Education, 35(2), 18-21.
Year 2016, Volume: 4 Issue: 2, 43 - 58, 01.12.2016

Abstract

References

  • Barkley, A. (2011). Academic coaching for enhanced learning. NACTA Journal, 55(1), 76-81.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches, 2nd ed. Thousand Oaks, CA: Sage Publications.
  • Franklin, J., & Doran, J. (2009). Does all coaching enhance objective performance independently evaluated by blind assessors? The importance of the coaching model and content. International Coaching Psychology Review, 4(2), 128-144.
  • Hatch, J. A. (2002). Doing qualitative research in educational settings. Albany, NY: State University of New York Press.
  • Kulbago, Mulvey, & Alamri, (2016). The U.S. Science Olympiad Experience: Interplay between competition and cooperation. In Taber, K. & Sumida, M (Eds). International Perspective on Science Education for the Gifted: Key issues and challenges. Routledge.
  • Mageau, G. & Vallerand, R. (2003). The coach-athlete relationship: a motivational model. Journal of sports sciences, 21(11), 883-904.
  • Ormrod, J. E. (2012). Human learning, 6th ed. Upper Saddle River, NJ: Pearson.
  • Palmer, S., & Whybrow, A. (2006). The coaching psychology movement and its development within the British Psychological Society. International Coaching Psychology Review, 1(1), 5-11.
  • Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
  • Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data, 3rd ed. Thousand Oaks, CA: Sage Publications.
  • Science Olympiad, Inc. (2014). Retrieved from www.scienceolympiad.org.
  • U.S. News and World Report (2014). Best High Schools. Retrieved from http://www.usnews.com/education/best-high-schools/ohio/districts/solon-city/solon-high-school-15481.
  • Webberman, A. (2011). Academic coaching to promote student success: An interview with Carol Carter. Journal of Developmental Education, 35(2), 18-21.
There are 13 citations in total.

Details

Primary Language English
Journal Section Teaching Techniques and Activities for Gifted
Authors

Lucy Kulbago This is me

Publication Date December 1, 2016
Published in Issue Year 2016 Volume: 4 Issue: 2

Cite

APA Kulbago, L. (2016). Championship Science Olympiad Team: Coaching Influences on Student Performance. Journal for the Education of Gifted Young Scientists, 4(2), 43-58.
AMA Kulbago L. Championship Science Olympiad Team: Coaching Influences on Student Performance. JEGYS. December 2016;4(2):43-58.
Chicago Kulbago, Lucy. “Championship Science Olympiad Team: Coaching Influences on Student Performance”. Journal for the Education of Gifted Young Scientists 4, no. 2 (December 2016): 43-58.
EndNote Kulbago L (December 1, 2016) Championship Science Olympiad Team: Coaching Influences on Student Performance. Journal for the Education of Gifted Young Scientists 4 2 43–58.
IEEE L. Kulbago, “Championship Science Olympiad Team: Coaching Influences on Student Performance”, JEGYS, vol. 4, no. 2, pp. 43–58, 2016.
ISNAD Kulbago, Lucy. “Championship Science Olympiad Team: Coaching Influences on Student Performance”. Journal for the Education of Gifted Young Scientists 4/2 (December 2016), 43-58.
JAMA Kulbago L. Championship Science Olympiad Team: Coaching Influences on Student Performance. JEGYS. 2016;4:43–58.
MLA Kulbago, Lucy. “Championship Science Olympiad Team: Coaching Influences on Student Performance”. Journal for the Education of Gifted Young Scientists, vol. 4, no. 2, 2016, pp. 43-58.
Vancouver Kulbago L. Championship Science Olympiad Team: Coaching Influences on Student Performance. JEGYS. 2016;4(2):43-58.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.