ABSTRACT
Research into coaching effectiveness has increased over the past decade, and now planning, management, instruction and monitoring skills are being analysed (Segrave and Ciancio, 1990). To direct this research, coaching effectiveness has drawn its theoretical framework from the teacher effectiveness domain where, in recent years, evaluation and analysis of teaching skills in the sport environment have steadily gained favour. Indeed, it is now suggested that teaching skills are a science and, therefore, amenable to systematic evaluation (Siedentop, 1991). Therefore this chapter will examine the research on both coaching and teaching effectiveness.
