Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Development and Evaluation of the Effective Coaching for Anxious Children (ECAC) Training Model

Hatch, Erin E
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375113901

Abstract Details

2014, Psy. D., Antioch University, Antioch New England: Clinical Psychology.
This study describes the development and implementation of a coach training program for anxious youth infused with cognitive-behavioral therapy principles. This study examined the initial feasibility and effectiveness of the resulting coach training model—Effective Coaching for Anxious Children (ECAC)—which integrates the Mastery Approach to Coaching (MAC) and Coping Cat models of coach training and psychotherapeutic treatment for anxious children, respectively. An initial review of the literature provided support for the integration of these models. An in-depth literature review demonstrated that, given their common theoretical foundations and additive properties, MAC and Coping Cat could be feasibly combined and implemented. The feasibility of ECAC was tested in the context of youth basketball. Participants included 12 youth basketball coaches who received the training and provided feedback about the training, six of whom responded to an end of season questionnaire. Coach response to the workshop and coach self-report on use of ECAC skills during the season were used to determine the feasibility and effectiveness of ECAC using descriptive analyses. The results of this study indicated that ECAC is feasible to introduce and implement. Regarding the training, coaches most enjoyed the educational aspects, while they rated their interest and motivation levels lowest, although still in acceptable ranges (i.e., Good). End of season responses indicated that the Coping Cat aspects were most difficult to implement, while some coaches did not implement ECAC behaviors at all by choice. Coach interest, age, and years of experience possibly influenced the likelihood of using ECAC skills in one's coaching routine. Several changes to the training itself, including recruitment using pamphlets, more role-playing, shorter presentation time, better integration of MAC and Coping Cat skills, and providing a take-home behavioral checklist are discussed. Limitations included the author's limited experience in presenting this model, the focus on feasibility and not effectiveness, a small sample size, reliance on coach self-report, and limited generalizability. The author suggests that future research should focus on slower-paced sports (e.g., baseball), larger numbers of more experienced coaches, and pre- and post-data with direct coach observation. Reflections on naturalistic research and the author's experience are also provided.
James Fauth, Ph.D. (Committee Chair)
William Slammon, Ph.D. (Committee Member)
James Graves, Ph.D. (Committee Member)
75 p.
Clinical Psychology
Anxiety, Coach Training, Cognitive-Behavioral Therapy, Sports, Youth

Recommended Citations

Citations

  • Hatch, E. E. (2014). Development and Evaluation of the Effective Coaching for Anxious Children (ECAC) Training Model [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375113901

    APA Style (7th edition)

  • Hatch, Erin. Development and Evaluation of the Effective Coaching for Anxious Children (ECAC) Training Model. 2014. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375113901.

    MLA Style (8th edition)

  • Hatch, Erin. "Development and Evaluation of the Effective Coaching for Anxious Children (ECAC) Training Model." Doctoral dissertation, Antioch University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375113901

    Chicago Manual of Style (17th edition)

antioch1375113901
455
© 2013, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.