THE INFLUENCE OF COACH'S PROFESSIONAL QUALITY ON STUDENTS' SATISFACTION IN BASKETBALL TEACHING

Abstract

This study examined the relationship between basketball coaches’ professional quality and students’ satisfaction with basketball teaching in selected universities in Kunming, Yunnan Province, China. A quantitative descriptive-comparative-correlational design was used. Data were collected through a researcher-developed four-point Likert questionnaire from 165 male basketball team members selected from five universities. Coaches’ professional quality was assessed in terms of mastery of professional knowledge, teaching ability, and leadership, while teaching satisfaction was assessed in terms of teaching content, teaching style, and coach behavior. Descriptive statistics, an independent-samples t-test, one-way analysis of variance, post hoc comparisons, and Pearson’s product-moment correlation were used. Overall, coaches’ professional quality was rated at a moderate competence level (M = 2.38, SD = 0.59), while students’ teaching satisfaction was rated as satisfied (M = 2.39, SD = 0.51). Professional quality differed significantly by school but not by age or grade level. Teaching satisfaction differed significantly by age, grade level, and school. A strong positive relationship was found between professional quality and teaching satisfaction (r = .85, p < .05). The findings indicate that existing basketball coaching programs are generally satisfactory but require further development, particularly in the use of contemporary coaching techniques and technology-enhanced training. The study suggests integrating modern coaching tools with established coaching practices and providing continuing professional development for university basketball coaches.