Identifying the Components of Effective Coaching-Skills Education for Participants in Level 3 Coaching Courses: A Qualitative Study in Kermanshah Province

Abstract

Entry-level coaching courses frequently emphasize sport-specific rules and technical instruction, although coaches are also expected to manage relationships, emotions, teams, professional development, and technology. This study identified the components that should be included in effective coaching-skills education for participants in Level 3 coaching courses in Kermanshah Province, Iran. An exploratory qualitative design was used. Fifteen experts in coach education and development were recruited through criterion-based purposive and snowball sampling. Participants included experienced coaches, coach educators and evaluators, sport administrators, university faculty members, and specialists in sport psychology and sport management. Data were collected through in-depth semi-structured interviews lasting 45–60 minutes. Data collection and analysis proceeded concurrently. Thematic saturation was observed after the twelfth interview, and three additional interviews were conducted to confirm the stability of the findings. The data were analyzed inductively using Braun and Clarke’s six-phase thematic analysis. Credibility was supported through pilot interviews, participant review of preliminary findings, expert review, field notes, and independent recoding of selected interviews. Intercoder agreement was 80%. Eight main themes and 16 subthemes were identified: (1) specialized and scientific coaching knowledge; (2) communication and interpersonal skills; (3) leadership and team-management competencies; (4) emotional intelligence and coach self-regulation; (5) experiential learning and reflective practice; (6) career management and professional development; (7) technology and contemporary instructional approaches; and (8) contextual and environmental factors. Together, the themes contained 80 initial codes. Level 3 coach education should move beyond the transmission of technical knowledge. A competency-based curriculum should integrate scientific literacy, communication, leadership, emotional regulation, reflective learning, career planning, digital competence, ethical practice, and context-sensitive application. The framework provides a basis for revising course content and assessment in Kermanshah and comparable coach-education settings.