A Beginner Badminton Coach Training and Education Program: A

Workshop of Multi-goal Strategies

Yusuf Hidayat

, Yunyun Yudiana

, Tite Juliantine

Department of Sports Education, Faculty of Sports and Health Education, Universitas Pendidikan, Bandung, Indonesia

Keywords: Multi-Goal Strategies, Badminton, Beginner Coaches.

Abstract: The main purpose of the training and education program implemented in this study was to develop knowledge

and skills of beginner badminton coaches in applying multi-goal strategies (MGS) as an integral part of

psychological skill training (PST) in order to implement it in an integrated manner in badminton training

process. 20 beginner badminton coaches coming from ten different cities in West Java province, Indonesia,

were selected to participate in the workshop conducted for four days. It is expected that the output of the

program is a hypothetical model of an applicative conceptual framework of the use of MGS in badminton

coaching for young beginner student-athlete badminton players.

1 RELEVANCE

Apart from mental imagery, self-talk, and relaxation,

another crucial component of psychological strategy in

improving performance is goal setting, or GS (Thelwell

and Greenless, 2003). GS is a technique to determine

the orientation of training goal that mobilizes

individual behavior in achieving the goal (Hidayat,

2011). In the action theory, GS has a function as an

analysis strategy in the mental control level that is

responsible for initiating other psychological

strategies, such as self-talk and mental imagery

(Schack and Hackfort, 2007), and also for regulating

all student-athlete activities in all structure of movement

construction process (Hidayat, 2016).

According to the orientation dimension

(Zimmerman and Kitsantas, 1997; Gould, 2001; Cox,

2015), GS is classified into product goal (orientated on

the final result or focus on the task perfection), process

goal (focused on the skill mastery and skill

development), performance goal (directed on the

achievement of movement skill as a whole), dynamic or

shifting goal (oriented on the combination of process

and product goal), and multi-goal strategies (MGS).

Several studies found that MGS plays a higher role

compared to other GS, in terms of improving learning,

sport performance, or psychological skill development

(Kingston and Hardy, 1997; Steinberg and Maurer,

1999; Filby, Maynard, and Graydon, 1999; Hidayat,

2012). The urgency of MGS is getting higher and it is

strengthen by the function and the role of a coach as

a profile model and manager in the training process

(Hidayat, 2019). The coach is demanded to master

MGS, so that the quality of process and training result

can be improved. Being affirmed by (Freitas, Dias, and

Fonseca 2012), the implementation of MGS, as an

integral part of the PST, should consider the

characteristics of sport and athletes’ skill levels.

In accordance with the main arguments above, it is

necessary to do concrete actions to develop MGS

implementation program as a goal achievement

strategy in the integrated process of physical, technical,

and tactical skill training. Before designing the

implementation of MGS program, every coach should

acquire sufficient knowledge and skill about MGS and

strategies to implement it in the training process.

Therefore, it is important and strategic to conduct a

workshop on multi-goal strategies called A Beginner

Badminton Coaches Training and Education

Program: A Workshop of Multi-goal strategies

(BBCTEP of MGS) in relation with the mastery of

badminton basic skill (BBS).

2 METHODS

2.1 Participants

20 beginner badminton coaches aged 20-29 year old

participated in BBCTEP of MGS (M

years

= 24.5;

SD=1.18). All participants came from 10 badminton

Hidayat, Y., Yudiana, Y. and Juliantine, T.

A Beginner Badminton Coach Training and Education Program: A Workshop of Multi-goal Strategies.

DOI: 10.5220/0009784802810286

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Spor ts

(YISHPESS and CoIS 2019), pages 281-286

ISBN: 978-989-758-457-2

281

schools or clubs in West Java. Beside coaches,

BBCTEP of MGS also involved 40 beginner student-

athletes aged 10-12 year old (M

years

=11.5; SD = .65),

consisting of 20 male student-athletes (M

years

=11.6;

SD = 1.30), and 20 female student- athletes (M

years

= 11.12; SD = 0.56), coming from two badminton

schools or clubs in Bandung. All student-athlete

participants were chosen through disproportional

stratified sampling technique (Johnson &

Cristensen, 2012) and divided into four groups.

2.2 Measurement

2.2.1 Workshop

The result of the workshop was measured by cognitive

test and affection scale assessment. Cognitive test was

used to measure the level of coaches’ mastery of the

workshop materials on the cognitive behavioral

component (Anderson and Krathwohl 2001;

Näsström, 2009). The test compiled 30 multiple

choice items and the result of split half reliability

estimation analysis arrived in Spearman-Brown

Prophecy reliability coefficient index =. 86.

The participants’ affective self-interest response to

the workshop was measured by two questions

(Hidayat, 2016) “what do you feel when you involved

in the workshop activities (pleasant, average, less

pleasant, unpleasant)”, and “what do you think of this

workshop activity (interesting, average, less interesting,

uninteresting).

2.2.2 Coaching Practical Training (CPT)

The observation of CPT was used to determine the

level of skill of the BBCTEP of MGS participants in

implementing MGS concept in the process of BBS

training (Hidayat, 2016). The measurement indicator

was based on the indicator of motor skill learning

process stages, including opening activities, main

training activities, and closing activities (Suherman,

2009; Hidayat, 2016; Hidayat & Sukadiyanto, 2016),

and elaborated into 9 (nine) out of 14 categories of

coaching behaviour in the Arizona State University

Observation Instrument or ASUOI (Lacy & Darst,

1984; Claxton, 1988; Isabel, Sobrinho, Antonio,

Felismina, & Michel, 2008), consisting of

preinstruction, concurrent instruction, post instruction,

questioning, manual manipulation, positive modelling,

hustle, praise, and management category. The result of

Lawshe’s content validity ratio (CVR) showed content

validity coefficient index (CVCI) between .60 -1.00.

CVCI in total = .89 (93.7%), .81 (89.8%) for opening

activities, .87 (92.1%) for main training activities,

and .96 (97%) for closing activities. According to one

way ANOVA (interclass correlation coefficient / ICC)

analysis technique, it was found that the total

reliability coefficient index among observers =.90, .94

for opening activities, .84 for main training activity,

and .95 for closing activities.

2.3 Procedure

BBCTEP of MGS consisted of workshop and CPT.

Workshop was conducted in classroom learning

through discussion, simulation, and role play.

Meanwhile, CPT was a training activity in the field in

the form of coaching practices (Vealey & Greenleaf,

2001; Weinberg & Gould, 2015; Hidayat, 2016). The

procedure of BBCTEP of MGS was conducted as

follows.

(1) Every participant followed workshop activities for

two days to study the way of designing and

developing MGS and its integration in the BBS

daily training program. The materials of the study

included: (a) BBS workshop analysis and the basic

concepts of MGS implementation on beginner

children student-athlete (day one), and (b)

workshop of approaches and MGS and CPT

learning structure (day two). The workshop process

was conducted in four stages (Boyett & Boyett,

1985), involving experience forming (participants

involved in group activities), reflection (the process

of reflecting their involvement in group activities),

conceptual forming (giving meaning on their

involvement in group activities), and conceptual test

(dialogical and multi-logical process between

participants and facilitators about the concept that

had been built that created a concept that might be

different with the existing conceptual design.

(2) Every participant did cognitive test before workshop

was begun (pre-test), at the end of the workshop

(post-test 1), and after CPT (post-test 2).

(3) CPT is a coaching practice to play a role as a

coach in the process of training (Hidayat 2016)

with the goal to implement MGS concept in the

process of BBS training. In this CPT activity, the

participants were divided into four groups based on

their GS type, including product goal group (G-1),

process goal group (G-2), the combination of product

and process goal group (G-3), and MGS group (G-

4). Each group consisted of 6 (six) persons (three

couples of coach) and all CPT groups received GS

and BBS intervention.

(4) CPT was conducted for two days, first day for

training under the coordination of facilitator, and 1

(one) last day for CPT of each group. The duration

of each CPT is 130 minutes. There were 3 (three)

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

282

coach couples in each group, and every coach couple

played a role as the coach and the other became

observers. The first coach couple of each group

performed at the first meeting, observed by 2 (two)

couples of other coaches from the same group. The

next turn was conducted successively until every

coach couple got 2 (two) opportunities to involve

in CPT.

The CVCI of CPT used Lawshe’s CVR

between .60-1.00, .90 (94.9%) for total CVCI, .83

(91.4%) for opening activity, .89 (94.3%) for main

training activity, and .98 (99%) for closing activity.

Meanwhile, from ANOVA analysis technique (ICC)

was found that the total reliability coefficient index

was 0.92, 0.97 for opening activity dimension, .86 for

main training activity dimension, and .98 for closing

activity dimension.

3 RESULTS

The success of BBCTEP of MGS is determined by the

indicator of the result and product. Cognitive ability and

self-interest are the representation of result indicator,

while product indicator is marked by MGS

applicative conceptual framework documents,

including cue words as the product of fractionation-

analytic BBS. Both of indicators were the result of

four stages of workshop process.

(1) In the experience formation stage, every

participant in each group studied the applicative

MGS concepts in BBS training;

(2) In the reflection stage, every participant did

reflection on all materials they learnt and wrote

them down in relation to the type of GS, combined

with another type of GS function, and how to

apply it in the learning process;

(3) In the conceptual formation, the result of

reflection of every member of group was

discussed in their group to get deeper study with

the reflection result of other groups so that the

MGS application concepts in the BBS learning

process was created;

(4) In the test of concept, every group presented their

application concepts they created to obtain

suggestions from facilitator and other groups so

that the hypothetical applicative concept of MGS

in BBS training process is created.

The result of analysis for cognitive test showed that

there were changes in the mastery level of BBCTEP of

MGS in every test. Participants’ mastery on the post

test 2 (86.40%) > post test 1 (72.50%) and pre test

(58.00%), and participants’ mastery on the post test 1

> pre test. The result of cognitive ability above was

strengthened by participants’ response level on the

process of the workshop. The response from 92%

participants was happy with the process of workshop

and 82% participants perceived that the workshop was

interesting. Meanwhile, the result of analysis of CPT

observation was found that mastery on implementing

coaching skill achievement is 79, 20% in total, 84% for

opening activity, 72,60% for main training activity,

and 100% for closing activity.

The manifestation of workshop product indicator,

in form of the concept of GS applicative strategy in

relation to BBS learning, whether it is for process GS

type, product GS type, dynamic GS type, or MGS

type, is as follows:

a. Deciding the framework of applicative concepts,

including the following steps.

(1) Formulating movement description of each

target skill/motor skill that will be learnt;

(2) Describing the skill into the stages of

movement implementation (preparation stage,

implementation stage, and final movement

stage);

(3) Determining behavior target of each stage of

movement practice, and deciding movement

descriptions of each target behavior;

(4) Arranging goal formulation for each target

skill and sub-goal for each target behavior;

(5) Determining training condition that will be

suitable with the goal and the sub goal;

(6) Deciding the sub-goals of specific

performance based on the goal formula of

each target behavior;

(7) Creating monitoring format for goal

achievement in form of training activity goal

worksheet and goal attainment log (Rushal,

2009)

b. Socializing MGS applicative concepts framework to

the student-athlete in form of education activity in

classroom as an initial activity before manipulation

program was conducted based on the structure of

MGS program;

c. Deciding the level of success of goal attainment

(personal and group) that is suitable with the

developed worksheet;

d. Conducting manipulation check.

Another workshop product is cue words as the

result of fractionation-analytic. The cue words for

process goal, consisting of 13 cue keys (stage 1) and

7 cue keys (stage 2) for high service-BS, 13 cue keys

(stage 1) and 11 cue keys (stage 2) for clear lob BS,

while for drop shot-BS was created 13 cue keys (stage

1) and 10 cue keys (stage 2). In addition, for dynamic

goal, 16 cue keys were created in stage 1 and 10 cue

keys in stage 2 for high service-BS, 16 cue keys (stage

A Beginner Badminton Coach Training and Education Program: A Workshop of Multi-goal Strategies

283

1) and13 cue keys (stage 2) for clear lob BS, and 16

cue keys (stage 1) and 13 cue keys (stage 2) for drop

shot-BS.

4 DISCUSSIONS

The main goal of BBCTEP of MGS is to improve the

beginner badminton coaches’ knowledge, attitude, and

skill in West Java related to the use of MGS integrated

in the whole training process. To achieve the goal, the

coaches involved in the workshop to study and to

decide the materials and the way of implementing

MGS in the process of BBS training for beginner

badminton students-athlete aged 10-12 year old in two

days. The result of cognitive test showed that BBCTEP

of MGS was effective to improve the participants

knowledge related to concepts and implementation

strategy of MGS in the process of BBS training. In the

effective aspect, the participants of the workshop

perceived that the activities were interesting and

pleasant.

The result of the two aspects showed that there was

relevance between materials and the process of

workshop with the demands and the

need of the

coaches in the field. From material aspect, the coaches

needed to study about method and psychological skill

training, especially MGS, which is still neglected until

today. The substance of the materials was strengthened

by the dynamic and interactive workshop providing

dialogical and multi logical process among the

participants, and between the facilitators. In the other

words, the process of workshop had facilitated the

interactive dialogue that initiates the participants’

interest and joyfulness since it was designed in a

dynamic, warm and full of togetherness process, that

the abstract material could be more concrete and

meaningful.

The result of the two aspects, strengthen by the

result of CPT observation, the level of implementation

achievement in every stage of the learning structure of

BBCTEP of MGS was above 80%. According to the

result, it can be concluded that the result of CPT

observation synergize with the result of cognitive and

affective aspects. It also completes and strengthens the

achievement result in total. In addition, cognitive and

affective aspects have been proven as conceptual-

practical provision to achieve the success in

implementing MGS in the process of BBS training. In

general, the results of the three aspects can be

conceptual-practical provision to be implemented in

the real training process and strengthen the belief on

the three aspects as the triadic reciprocity that complete

and strengthen each other.

The cue words as the workshop product, from

theoretical perspective, all the cue words were attained

based on the BBS fractionation-analytics in the form

of skill analysis (high service-BS, clear lob-BS, and

drop shot-BS). Pinheiro & Simon (1992) called it, “the

diagnostic process of movement skills” that is described

into implementation stags, target behaviour, and cue or

key words. It is suitable with the characteristics of MGS

that focus the athlete’s attention on the key elements of

motor skill. Each motor skill was analysed into stages

of movement implementation, including preparation

stage, implementation stage, and final stage (Pinheiro,

2000) and was set as sub-goal. Every stage was built by

several target behaviors (Schmidt & Wrisberg, 2000)

or critical features (Knudson & Morrison, 1996,

2002) and were set as indicators, and from every target

behavior, the cue words that have function as coaching /

teaching point were set and will be used by physical

education teachers or coach to mark the important

aspects from each part of movement conducted when

giving instruction or finding out mistakes in movement

that might be done by the student-athlete, and to be

used by the athlete as the self-talk cue. Figure 1

presents the BBS applicative concept construction

framework based on GS that signed the process of BBS

fractionation analytics construction until the cues or

key words are established.

Every key word has a function to mark the

movement task that has to be practiced by the student-

athlete. Therefore, every cue key signed the

description of the movement task that has to be

understood before practicing the movement. For that

reason, before conducting fractionation-analytics

process, the description of target skill and behaviour

that will be analysed are formulated and developed.

For example, “high-straight” is one of the keywords

from target behaviour in clear lob-BS that has a function

as the description signing the movement task that the

shuttlecock and the racket in the clear lob-BS should

be in the “up straight” and happen in the “highest” point.

Another example, “see the shuttlecock” as the cue key

of the movement target behaviour on the direction to

the shuttlecock in the clear lob and drop shot-BS that

has a function to sign the movement task description

that when they move to the direction of the

shuttlecock. The look should be at the direction where

the shuttlecock comes. The similar meaning is also

used for other cue keys.

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

284

Figure 1: The Applicative concept framework of BBS fractionation-analytics construction process based on GS (Hidayat, 2016)

5 CONCLUSIONS

Based on the cognition and affection responses, it

concluded that the coaches perceived that their

involvement in BBCTEP of MGS is beneficial. The

effective resulted on cognitive aspect, strengthened by

affective response and skills in implementing MGS in

the process of training. As a model or hypothetical

product, MGS program is a mental training strategy or

psychological skills that can be used for beginner

student-athlete aged 10-12 year old. The application

stages can be done as follows: (1) developing

framework of applicative concept and integrating it into

the whole structure of training process plan, (2)

communicating MGS program to the student-athlete that

is suitable with the developed applicative framework,

(3) determining the level of success in achieving the

goals (personal and group), and (4) conducting

manipulation check related to the level of understanding

on the MGS and the difficulty level of the achievement.

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