How to Outsource Coaching in School-Based Extracurricular Sports Activities: Evaluating Perceptions of External Coaches

Participating in school-based extracurricular sports activities is valuable for the healthy development of children and adolescents. The use of external coaches (outsourcing human resources) has been suggested to support teachers in coaching and managing such activities. However, hiring external coaches is difficult, and their number is insufficient. The purposes of the present study were therefore to evaluate the facilitators and barriers for engaging external coaches in school-based extracurricular sports activities, and determine whether differences in facilitators and barriers exist for the coaches and if these are related to the various characteristics of the coaches. A cross-sectional self-administrated questionnaire was distributed to 1 974 external coaches, who indicated whether they felt each facilitator and barrier applied to them with respect to engaging in school-based extracurricular sports activities. Data were obtained from 149 coaches, and they perceived many facilitators and barriers. Some differences were found in the responses related to the coaches’ characteristics—especially with respect to age-group and their willingness or unwillingness to become full-time teachers. In conclusion, the following steps would be valuable toward creating an effective strategy to promote the engagement of external coaches in school-based extracurricular sports activities: improving the coaching environment for the coaches such that they feel enjoyment or undergo personal development; easing institutional limitations; enhancing teacher support and participation in the activities; allotting appropriate roles for the teacher and external coach; and holding activity workshops.

Participating in school-based extracurricular sports activities is valuable for the healthy development of children and adolescents. The use of external coaches (outsourcing human resources) has been suggested to support teachers in coaching and managing such activities. However, hiring external coaches is difficult, and their number is insufficient. The purposes of the present study were therefore to evaluate the facilitators and barriers for engaging external coaches in school-based extracurricular sports activities, and determine whether differences in facilitators and barriers exist for the coaches and if these are related to the various characteristics of the coaches. A cross-sectional self-administrated questionnaire was distributed to 1 974 external coaches, who indicated whether they felt each facilitator and barrier applied to them with respect to engaging in school-based extracurricular sports activities. Data were obtained from 149 coaches, and they perceived many facilitators and barriers. Some differences were found in the responses related to the coaches’ characteristics—especially with respect to age-group and their willingness or unwillingness to become full-time teachers. In conclusion, the following steps would be valuable toward creating an effective strategy to promote the engagement of external coaches in school-based extracurricular sports activities: improving the coaching environment for the coaches such that they feel enjoyment or undergo personal development; easing institutional limitations; enhancing teacher support and participation in the activities; allotting appropriate roles for the teacher and external coach; and holding activity workshops.