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Abstract
The achievement coaching program aims to introduce, grow, guide, and develop a personality basis that is balanced, intact, and in harmony to provide knowledge and skills according to talent. Sports teams need the right coaching program to achieve maximum performance. This study aimed to identify, reveal, and evaluate the performance development of the IBL Satya Wacana Salatiga team. The evaluation includes context, input, process, and product. The design used in this research is program evaluation, which uses a quantitative and qualitative approach. In comparison, the model used in this study is the CIPP (Context, Input, Process, Product) model. The subjects in this study are all the administrators, coaches, and athletes of the IBL Satya Wacana Salatiga basketball team. They were directly involved in the achievement coaching program. Data collection techniques were collected using a questionnaire, observation, documentation, and interviews. The data analysis technique study uses quantitative descriptive and the Mile and Huberman interactive analysis model. The results and conclusion of the overall evaluation using the CIPP model for the Satya Wacana Salatiga (SWS) basketball team explained that the achievement coaching program implemented was good. However, there were still some areas for improvement in the SWS basketball team achievement coaching program, starting from facilities and infrastructure, funding, and awards. Evaluation in the coaching process continues to improve from time to time.
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References
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- Yarmohammadian, M. H., & Mohebbi, N. (2015). Review evaluation indicators of health information technology course of master’s degree in medical sciences universities’ based on CIPP Model. Journal of Education and Health Promotion, 4, 28. https://doi.org/10.4103/2277-9531.154122
- Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs Introduction and Review of Literature. In Journal of Higher Education Outreach and Engagement (Vol. 15, Issue 4).
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References
Ashghali F, M., Ghaffari, F., Hoseini-Esfidarjani, S.-S., Hadian, Z., Qomi, R., & Dargahi, H. (2018). Neonatal Intensive Care Nursing Curriculum Challenges based on Context, Input, Process, and Product Evaluation Model: A Qualitative Study. Iranian Journal of Nursing and Midwifery Research, 23(2), 111–118. https://doi.org/10.4103/ijnmr.IJNMR_3_17
Aziz, S., Mahmood, M., & Rehman, Z. (2018). Article Journal of Education and Educational Development Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study CIPP Model for Quality Evaluation (Vol. 5, Issue 1).
Fridrich, A., Jenny, G. J., & Bauer, G. F. (2015). The Context, Process, and Outcome Evaluation Model for Organizational Health Interventions. BioMed Research International, 2015, 1–12. https://doi.org/10.1155/2015/414832
Haaker, J., Diaz-Mataix, L., Guillazo-Blanch, G., Stark, S. A., Kern, L., LeDoux, J. E., & Olsson, A. (2021). Observation of others’ threat reactions recovers memories previously shaped by firsthand experiences. Proceedings of the National Academy of Sciences, 118(30). https://doi.org/10.1073/pnas.2101290118
Kozlowski, S. W. J., & Ilgen, D. R. (2006). Enhancing the Effectiveness of Work Groups and Teams. Psychological Science in the Public Interest, 7(3), 77–124. https://doi.org/10.1111/j.1529-1006.2006.00030.x
Krist, A. H., Tong, S. T., Aycock, R. A., & Longo, D. R. (2017). Engaging Patients in Decision-Making and Behavior Change to Promote Prevention. Studies in Health Technology and Informatics, 240, 284–302.
Lee, S. young, Shin, J.-S., & Lee, S.-H. (2019a). How to execute Context, Input, Process, and Product evaluation model in medical health education. Journal of Educational Evaluation for Health Professions, 16, 40. https://doi.org/10.3352/jeehp.2019.16.40
Lee, S. young, Shin, J.-S., & Lee, S.-H. (2019b). How to execute Context, Input, Process, and Product evaluation model in medical health education. Journal of Educational Evaluation for Health Professions, 16, 40. https://doi.org/10.3352/jeehp.2019.16.40
Limbani, F., Goudge, J., Joshi, R., Maar, M. A., Miranda, J. J., Oldenburg, B., Parker, G., Pesantes, M. A., Riddell, M. A., Salam, A., Trieu, K., Thrift, A. G., van Olmen, J., Vedanthan, R., Webster, R., Yeates, K., & Webster, J. (2019). Process evaluation in the field: global learnings from seven implementation research hypertension projects in low-and middle-income countries. BMC Public Health, 19(1), 953. https://doi.org/10.1186/s12889-019-7261-8
Linzalone, R., & Schiuma, G. (2015). A review of program and project evaluation models. Measuring Business Excellence, 19(3), 90–99. https://doi.org/10.1108/MBE-04-2015-0024
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification Strategies for Establishing Reliability and Validity in Qualitative Research. International Journal of Qualitative Methods, 1(2), 13–22. https://doi.org/10.1177/160940690200100202
Oliveira, L., Mesquita, A., Sequeira, A., Oliveira, A., & Silva, P. (2021). Context, Input and Process as Critical Elements for Successful Emergency Remote Learning (pp. 81–91). https://doi.org/10.1007/978-3-030-72660-7_9
Rooholamini, A., Amini, M., Bazrafkan, L., Dehghani, M. R., Esmaeilzadeh, Z., Nabeiei, P., Rezaee, R., & Kojuri, J. (2017). Program evaluation of an Integrated Basic Science Medical Curriculum in Shiraz Medical School, Using CIPP Evaluation Model. Journal of Advances in Medical Education & Professionalism, 5(3), 148–154.
Sopha, S., & Nanni, A. (2019). The CIPP Model : Applications in Language Program Evaluation. The Journal of AsiaTEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360
Stufflebeam, D. L. (n.d.). The CIPP Model for Evaluation. In Evaluation Models (pp. 279–317). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47559-6_16
Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian Journal of Hospital Pharmacy, 68(3). https://doi.org/10.4212/cjhp.v68i3.145
Umam, K. A., & Saripah, I. (2018). Using the Context, Input, Process and Product (CIPP) Model in the Evaluation of Training Programs. International Journal of Pedagogy and Teacher Education, 2, 19. https://doi.org/10.20961/ijpte.v2i0.26086
Van Mierlo, H., & van Hooft, E. A. J. (2020). Team Achievement Goals and Sports Team Performance. Small Group Research, 51(5), 581–615. https://doi.org/10.1177/1046496420913119
Yarmohammadian, M. H., & Mohebbi, N. (2015). Review evaluation indicators of health information technology course of master’s degree in medical sciences universities’ based on CIPP Model. Journal of Education and Health Promotion, 4, 28. https://doi.org/10.4103/2277-9531.154122
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs Introduction and Review of Literature. In Journal of Higher Education Outreach and Engagement (Vol. 15, Issue 4).
Zhou, Y., & Guo, H. (2018). Research on Methods of Product Evaluation Based on User Experience. Proceedings of the 4th International Conference on Industrial and Business Engineering, 282–287. https://doi.org/10.1145/3288155.3290584
Zuber, C., Schmid, M. J., & Conzelmann, A. (2020). Achievement-Motivated Behavior in Individual Sports: Evidence for the Construct and Criterion Validity of the AMBIS-I Coach-Rating Scale. Journal of Sports Science & Medicine, 19(1), 10–19.