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The Relationships between Coaching Motivation, Perceived Barriers, and Satisfaction of the Track and Field Coaches in Elementary Schools in New Taipei City
The aim of this study was three-fold. First, to investigate the current situation regarding coaching motivation, barriers, and satisfaction of elementary school track and field coaches in New Taipei City; Second, to examine the differences of coaching motivation, barriers, and satisfaction among different background coaches; Third, to examine the predictive utility of coaching motivation and perceived barriers on coaches’ satisfaction. The participants of this study were 206 coaches recruited from elementary schools in New Taipei City. The results showed as follows. (1) Participants revealed medium-high degree of coaching motivation, medium-low degree of perceived barriers, and satisfaction. (2) With respect to coaching motivation, coaches who are PE major had higher intrinsic motivation and self-determined motivation, and lower amotivation than coaches who are not PE major. Substitute teachers reported higher identified regulation, introjective regulation, and external regulation then formal teachers. Coaches who are under 30 years old reported higher external regulation. In addition, coaches who had coaching experience less than 5 years reported higher external regulation. With respect to perceived barriers, Male coaches perceived greater barriers in terms of financial, athletes, students’ parents, administration, and total barriers. Coaches who are not PE major perceived greater barriers on administration than coaches who are PE major. With respect to satisfaction, there is no significant difference among different back ground coaches. (3) Coaching motivation and perceived barriers significantly predicted coaches’ satisfaction. Specifically, intrinsic motivation, external regulation, and amotivation were important variables in terms of coaching motivation. Facilities and administration were two major predictors in terms of perceived barriers.
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