Introduction
Assessment literacy is a crucial pedagogical tool for sports coaches, significantly affecting athletes' performance and overall health. Professional knowledge and skills depend on the coach's specific level of education and expertise in the field of sports; therefore, accurate analysis of athletes' performance ensures objective decision-making [1]. This study aimed to investigate the associations between assessment literacy and team sport coaches' education and pedagogical experience level.
Methods
Team sport coaches (n = 104) from different sports answered a questionnaire via Google Forms that included open-ended questions and a 32-item scale that focused on eight dimensions of assessment literacy (evaluation, analysis, decision-making, critical thinking, interpretation, reflection, data visualisation, and problem-solving skills). Descriptive statistics, Cronbach’s alpha for reliability, Spearman's rank correlation, and the independent t-tests for group differences were used in data analysis. Test results were statistically significant if p < .05.
Results
The findings reveal that assessment literacy was associated with education level (ρ = .297, p < .01) and professional experience level (ρ = .305, p < .01). Between coaches' experience levels, the main differences were in analysis, decision-making, critical thinking, interpretation, reflection, and problem-solving skills (p = .001 to .022), whereas between education levels, in evaluation, analysis, interpretation, and problem-solving skills (p = .001 to .041).
Discussion
Team sports coaches with higher professional experience and education levels perceive their assessment literacy as higher than lower-level coaches. The experience level of sport coaches has more influence on cognitive assessment literacy dimensions than practical pedagogical components. These findings can be used for the development and structuring of coach professional educational programs, including not only theoretical courses but also practical development of assessment skills and data analysis, visualisation, and interpretation. By addressing these areas, higher education institutions can prepare higher-level sports coaches, encouraging each athlete's individual skill development and minimise possible injury risks.
1. Xiang et al. (2024)