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Developing Effective Football Coaching Processes through Coaching
Competency: A Study of Under-17 School Teams in Kuala Lumpur
Nazrul Fadzli Khairulhalimi1,2*, Zulakbal Abd Karim1, Fakrul Hazely Ismail3, Nooraini Hamzah1,4
1Faculty of Sports Science and Coaching, University Pendidikan Sultan Idris, Malaysia
2Faculty of Business and Accountancy, University Poly-Tech Malaysia, Malaysia
3Defence Fitness Academy, University Pertahanan Nasional Malaysia
4Teacher Education Institute, Ministry of Education, Malaysia
*Corresponding author
DOI: https://doi.org/10.51244/IJRSI.2025.1208004128
Received: 19 Sep 2025; Accepted: 27 Sep 2025; Published: 24 October 2025
ABSTRACT
This qualitative investigation seeks to understand and articulate the football coaching methodology employed
by Under-17 school football coaches in Kuala Lumpur. Utilizing a grounded theory methodology, data were
gathered via semi-structured interviews with 10 certified school football coaches and 11 student-athletes over
a period of six months. The analysis of the data, facilitated through open, axial, and selective coding
techniques, identified a six-steps football coaching procedure encompassing planning, pre briefing, conduct
training session, observation, coach and correct, post briefing including summary. The research generates a
context-specific coaching model that mirrors the practical coaching environment within Kuala Lumpur
schools, offering valuable perspectives for enhancing the efficiency of youth football instruction.
INTRODUCTION
The most popular sport in Malaysia is football, and schools are essential venues for developing talent in this
sport (Ali & Talib, 2013; Karim & Nadzalan, 2017). Despite football’s popularity, Malaysia’s youth football
performance remains inconsistent, partly due to coaching challenges at grassroots levels (Hamid & Kendall,
2008; National Football Development Program [NFDP], 2014). At the school level in Malaysia, football
coaching responsibilities are commonly undertaken by teachers (Khoo Kay Kim, 1994). Coaches in schools
often juggle teaching duties with coaching responsibilities, impacting training quality (Karim & Nadzalan,
2017). Teachers who assume coaching responsibilities play a crucial role in developing players for high
performance while contributing to overall team success (Ismail, Karim, & Novri, 2020). Md Desa and
Salamuddin (2022) Coaching competency refers to a coach's confidence in order to influence their athletes'
learning and performance accordingly. Coaching process is a component of coaching competency. The
coaching process is fundamental to the development of young athletes, as it encompasses not only the
technical and tactical aspects of the game but also the psychological and social dimensions necessary for
holistic growth. Effective coaching can significantly influence a player's skills, confidence, and overall
performance (Khairulhalimi & Karim, 2020). This study aims to explore the football coaching process applied
by Under-17 school coaches in Kuala Lumpur to identify effective coaching patterns.
LITERATURE REVIEW
Küchle (2025) and Rohman and Setijono (2017) have underlined how coaching competence is a complex trait
that encompasses leadership, communication, tactical knowledge, and psychological awareness. Coaching
competency has a significant impact on player development and team performance, especially in youth
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settings where coaches frequently serve as educators (Child & Shaw, 2023). Coaching is a cyclical process
Involving planning, execution, observation, feedback, and reflection to optimize athlete development
(Cushion, Nelson, Armour, Lyle, Jones, Sandford,0 & O’Callaghan, 2010; Maslovat & Franks, 2008).
Abraham, Collins, and Martindale (2006) proposed the "Coaching Schematic," emphasizing decision-making
in coaching. Irvine’s (2012) AIM Soccer Coaching Process highlights process, behavior, and leadership styles
as core components of effective coaching. Recent studies underscore the importance of individualized
coaching approaches and continuous feedback to enhance youth athlete motivation and skill acquisition
(Jones, Edwards & Filho, 2019; Nelson, Cushion, Potrac, & Groom, 2024). Ramalu, Karim, Elumalai and
Abd Malek (2022) developed a football coaching process model based on Malaysian State Sports Schools.
Complementing these conceptual frameworks, an effort has been made to appoint more teachers to act as
coaches, thereby ensuring a well-rounded training experience that emphasizes effective coaching practices
(Nasiruddin, Fauzee, Sin, & Omar, 2020). This initiative reflects a growing recognition of the need for
structured and contextually appropriate coaching strategies to support athlete development at the grassroots
and institutional levels.
In Malaysia, grassroots football coaching faces numerous challenges such as unqualified coaches, limited
technical knowledge, and insufficient structured training programs (Hamid & Kendall, 2021; National
Football Development Program [NFDP], 2022). Karim and Nadzalan (2023) found that school coaches
struggle to balance curricular demands with effective coaching, affecting player satisfaction and development.
Qualitative research using grounded theory and semi-structured interviews has proven effective in exploring
coaching processes and behaviors in football contexts (Cooper & Allen, 2021; Sarmento, Pereira, Anguera,
Campanico, & Leitao, 2020).
Problem Statement
Despite football's widespread appeal in Malaysia, its performance, particularly in youth categories, has
consistently fallen short of anticipated standards (Ali, 2016; Hamid & Kendall, 2008). The National Football
Development Program (2014) identified deficient coaching qualifications and insufficient technical
proficiency at the foundational levels as potential impediments to successful training methodologies.
Furthermore, a significant portion of coaches working with youth teams lack appropriate certification,
contemporary technical understanding, and the necessary teaching abilities to optimally cultivate young
athletes (Ismail, Karim, Ahmad, & Nasir, 2024). Instability arising from recurrent alterations in football
development strategies, political intervention, and the absence of well-defined progression routes for
promising young players can also undermine sustained progress (Akbar, Karim, Zakaria, Khan, & Khan
2024). Consequently, a comprehensive examination of the coaching procedures employed by Under-17 school
coaches in Kuala Lumpur is crucial for formulating superior football training practices by fostering enhanced
coaching capabilities.
METHODOLOGY
This research employed a grounded theory methodology (Strauss & Corbin, 1990, 1998) to investigate the
coaching process in football. Ten school football coaches (holding coaching certifications from D to B level)
and eleven Under-17 players in Kuala Lumpur were strategically selected using purposive sampling. Upon
approval of their participation, individuals were contacted to schedule semi-structured interviews. Before their
engagement was finalized, all participants received comprehensive details regarding the study's objective,
potential hazards, and safety protocols, accompanied by a consent form to ensure fully informed participation.
Data collection, spanning six months, involved semi-structured interviews, observations, and the review of
relevant documents (e.g., training logs, coaching plans). Transcribed interviews were subjected to open, axial,
and selective coding, facilitating the identification of key themes and the development of a model representing
the football coaching process. Data saturation, the point at which no novel insights were generated, guided the
termination of data collection (Silverman, 2006, Lebar, 2017). Reaching saturation, as emphasized by
Saunders, Sim, Kingstone, Baker, Waterfield, Bartlam, Jinks (2018) and substantiated by Lu, Jian, Muhamad
and Hanafiah (2024) and Daher (2023), is a crucial element in qualitative research, serving as a benchmark for
discontinuing data collection and analysis and validating the robustness and trustworthiness of the findings.
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RESULTS
Competency
The main theme in this study is coaches’ competency. The analysis of the data allow us to establish two core
categories that consists of coaching education and planning. Competence is the overall ability to perform to a
defined standard, whereas competencies are the individual components or skills that make up competence
(Child & Shaw, 2023). Technical expertise, tactical awareness, leadership, communication, motivation,
character development, and managerial abilities are all components of football coaching competency, which is
a complicated, multifaceted concept (Küchle, 2025; Ono, 2025; Rohman & Setijono, 2017). Coaches must
constantly update their skills to meet the changing demands of modern football, which include increased
media influence, data analytics, and digitization (Küchle, 2025). Coaches must incorporate these components
to improve player development and team performance (Eather, Miller, Jones, & Morgan, 2021).
Coaching Education
There is nothing to discuss regarding the sports coaching field (Karim & Nadzalan 2017a; Karim & Nadzalan,
2017b; Kjaer, 2017; Jones, Edwards & Filho, 2016; Nelson, Cushion, Potrac & Groom, 2014). In the field of
coaching, several aspects need to be mastered by a coach which are components of competence such as
tactics, motivation, psychology, managing teams, media and others (Conte, 2016). Côté (2006) coaches serve
as psychologists, friends, teachers, administrators, personnel managers, fundraisers, and role models.
Coaches need to possess an accredited coaching course or certification which requirements for any coaches at
any level start from grassroot development until elite level. This statement is as stated by EG1, “any football
coaches must attend coaching education such as any respective course and coaching level because experience
must be merge with appropriate coaching education in order to practice on the pitch accordingly.
EG4 was added, “football refreshment course or any seminar, workshop and courses must be attended in order
to update the knowledge and to exchange any respective ideas to other coaches”.
EG4 has suggested “the football governing bodies should organize many series of related coaching courses,
seminar, workshop to all football coaches at any level for the sake of enhancing the coaches’ competencies
from time to time”. This statement was supported and expressed by EG7 “football coaches need to attend any
coaching courses which to upgrade themselves even at school level. In addition, coaching courses must be
increased in order to cater the coaching demand”. Coaches experience as a player is vital Abad, et al., (2011a),
but to become quality coach in the field of coaching, a coach need to possess coaching license (Taragos &
Strand, 2021).
Coaching education reliably improves knowledge, attitudes and some coaching behaviours, while playing
experience contributes domain-specific tacit knowledge but the effect of playing experience on measurable
on-field outcomes is mixed and likely moderated by formal education and reflective practice (Li, Olson,
Tereschenko, Wang, & McCleery, 2024). Recent reviews and empirical studies therefore call for research
designs that examine interactions (e.g., formal coach education × prior playing experience) and link these to
objective performance outcomes rather than coach self-reports alone.
Planning
Planning represents one of the core elements under the theme of coaching competency. Planning is very
important in the field of coaching because it encourages better thinking, raising expectations among coaches
and athletes (Abraham & Collins, 2011). Fail to plan will lead to plan to fail. Hence, the coach's figure has a
clear and effective influence on the sporting and personal environments of children and young athletes
(Paixão, Giménez, Navarro, Cerrada, Robles, & Abad, 2021). Thus, one of the most crucial elements in the
sports education process is the coach's persona (Abad, Giménez, Robles, & Rodríguez, 2011a; Paixão, et al.,
2021; Vickers & Schoenstedt, 2011).
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Football coaching process under the subtheme of planning. Based on findings, all school football coaches
were shared their coaching points for football coaching process cycle. The football coaching process consists
of six steps such as planning, pre briefing, conduct training session, observation, coach and correct, post
briefing including summary. The coaching process can serve as a catalyst to improve any field by assisting
coaches in their education and development Abraham, Collins and Martindale (2006); Lyle (2002) to assist
coaches in providing quality experiences for athletes, as well as career development (Côté, Salmela, Trudel,
Baria & Russell, 1995).
EG2 said, “first of all a coach must commence with planning during coaching process and then followed by
short brief to all players, conduct the session align with observation. During observation a coach able to
identify any strength and weaknesses among the players and coach need to assist them accordingly and lastly
must be wrapped up with post briefing”. The statement was supported by other respondents because a coach
may not skip any coaching points in coaching process in order to produce quality outcome.
Figure 1.1 : The key theme of competency in the Developing Effective Football Coaching Process through
Coaching Competency Under-17 School Teams in Kuala Lumpur.
Through data analysis have revealed six core steps in the football coaching process practiced by school
coaches in Kuala Lumpur as below:
1. Planning: Coaches establish training objectives, session plans, and periodization schedules aligned
with player development goals.
2. Pre-briefing: Coaches communicate session goals and expectations to players before training begins.
3. Conducting Training Sessions: Coaches deliver technical, tactical, physical, and psychological drills
during training.
4. Observation: Coaches continuously monitor player performance, engagement, and behavioral
responses.
5. Coach and Correct: Coaches provide immediate feedback and technical corrections to improve player
skills and tactics.
6. Post-briefing and Training Summary: Coaches reflect on session outcomes, discuss improvements,
and plan subsequent sessions.
These steps form a continuous cyclical coaching process model tailored to the school football environment in
Kuala Lumpur. Coaches with higher qualifications and experience demonstrated more structured application
of this process. Player feedback indicated satisfaction with coaches who effectively engaged in all six steps,
especially in providing clear feedback and session summaries. Model of Developing Effective Football
Coaching Processes through Coaching Competency Under-17 School Teams in Kuala Lumpur was
successfully produced through data analysis shown Figure 1.2 as below.
Competency
Coaching
Education
Planning
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Figure 1.2 : Model of Developing Effective Football Coaching Processes through Coaching Competency
Under 17 School Teams in Kuala Lumpur.
Sample
Purposive Sampling or Judgement Sampling has been used in this study where the researchers rely on self-
assessment when choosing among population to participate in this research (Black, 2010). Black (2010) also
stated purposive sampling is a non-probability sampling method and it occur when the elements selected for
sampling purposes. In a nutshell, the researchers will decide what to explore and assigned in order to select
participants who are willing to provide information based on their knowledge and experience (Bernard, 2002).
Purposive sampling is still a popular technique in qualitative research because it can be used to focus on
particular subgroups or uncommon occurrences, especially in small or specialized populations, according to
recent literature (Dovetail, 2023). It enables researchers to gather in-depth data aligned with clearly defined
research purposes and participant characteristics (Memon, Thurasamy, Ting & Cheah, 2024). Memon et al.
(2024) also, purposive sampling is increasingly being used in quantitative research contexts, where it is
combined with other techniques like quota or snowball sampling to improve data relevance and quality.
Furthermore, purposive sampling strategies such as criterion sampling, maximum variation sampling, and
expert sampling are widely used to ensure that the sample represents critical perspectives required for robust
analysis (Scribbr, 2023; EBSCO Research Starters, 2025).
For the interview phase of the study, a cohort of 10 teachers serving as football coaches and 11 student
football players were chosen. The coaches possessed football coaching certifications ranging from the D to B
license level and demonstrated substantial experience in coaching football. The selection of the 11 student
players was predicated on the need to investigate their perceived satisfaction with the coaching methods
employed. The final sample size for interviews was dictated by the principle of data saturation, whereby
participant recruitment ceased when no new relevant insights were being generated beyond those already
gathered (Lebar, 2017; Strauss & Corbin, 1998; Glaser & Strauss, 1967).
In a nutshell, purposive sampling remains a reliable and adaptable method for selecting knowledgeable
participants who can provide valuable insights into specialized topics like football coaching processes. Its use
in this study ensures that the selected coaches and players provide valuable experiential data, and the sample
size is justified by saturation principles that are consistent with current qualitative research standards.
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Data Collection
Open-ended questions semi-structured interview have been applied in this study to all participants including
10 teachers cum football coaches and 11 school football players at school in Kuala Lumpur accordingly to
Creswell (2013); Patton (2002) the researchers need to establish the trustworthy with the participants and
determine the open-ended questions. Recent literature continues to validate the use of semi-structured
interviews in grounded theory research because they balance structure and flexibility, allowing participants to
share nuanced experiences while guiding the conversation toward relevant themes (Charmaz, 2019;
Thornberg & Charmaz, 2021). For instance, Charmaz (2019) highlights that semi-structured interviews allow
researchers to investigate complex social processes and meanings, which is important in sports coaching
studies where participant perspectives vary and are context-dependent. Furthermore, Emphasize the
importance of reflexivity and rapport-building during interviews to improve data quality and depth
(Thornberg & Charmaz, 2021).
The answers must be recorded by tape in great details, to expand the unstructured ideas Gibbs and Taylor
(2005) as well as exploring the participants’ views and experiences. Align with the study objectives, the
researcher has used the semi-structured interview format because it contains a set of open-ended questions
that consist of demographic information, experiences and perceptions of the participants (Creswell, 2013;
Patton, 2002; Merriam (2001). The interview session was transcribed and analyzed by using Grounded Theory
Approach (Strauss & Corbin, 1998). Bogdan and Biklen (2003); Esterberg (2002); Kvale (1996) also stated a
set of open-ended questions is able to get feedback publicly. Apart from interview session, the observation can
be made in order to observe the involvement of coaches and players in football coaching process (Karim &
Nadzalan, 2017; Karim et al., 2018; Karim, Ghafar, & Nadzalan, 2018). A few numbers of documents such as
log book and periodization were collected for the documentation analysis purpose.
A supplementary data collection technique to interviews is observation, which records coaches' and players'
in-the-moment interactions and behaviors during the football coaching process (Karim & Nadzalan, 2017;
Karim, Ghafar, & Nadzalan, 2018). Observations help to triangulate interview data and provide a contextual
understanding of coaching dynamics. Document analysis, including coaching log books and periodization
plans, adds to the data by providing objective records of coaching activities and planning (Bowen, 2020;
O’Leary, 2021).
DISCUSSION
This study investigated the football coaching process among Kuala Lumpur's Under-17 school coaches,
discovered and developed a six-steps of football coaching process that consists of planning, pre-briefing,
training sessions, observation, coaching correction, and post-briefing. The findings are consistent with recent
global trends and challenges in football coaching. The football coaching process is essential in order to be
guideline among football coaches, reference to football governing bodies and its part of coaching
competencies. Align with coaching competency which is encompassing the integration of knowledge,
experience, communication, tactical understanding, and leadership (Child & Shaw, 2023; Küchle, 2025). A
coach with only playing experience but no formal license may lack the ability to design structured sessions.
However, a licensed coach who is trained in player development cycles can better guide U-17 athletes through
tactical drills while managing psychological development (Mohamed, Karim & Nadzalan, 2023).
CONCLUSION
This research outlines a six-steps effective football coaching process model designed for the specific context
of Under-17 football programs in Kuala Lumpur schools. The model encompasses planning, pre-briefing,
training sessions, observation, coaching correction, and post-briefing. The research findings underscore the
critical importance of coaching proficiency, notably the synthesis of theoretical knowledge, systematic
preparation, and thoughtful self-assessment, in achieving positive coaching results. These outcomes align with
contemporary scholarship suggesting that coaching proficiency is a multifaceted concept incorporating
leadership skills, strategic understanding, communication abilities, and provision of psychological support
(Child & Shaw, 2023; Küchle, 2025). Contemporary scholarship substantiates that competence in coaching is
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a complex construct encompassing technical, strategic, psychological, and interpersonal domains. For
instance, Eather, Miller, Jones, and Morgan (2021) revealed that formalized coaching development programs
positively influenced both coaching behaviors and demonstrable athlete performance, underscoring the
significance of methodical preparation.
Likewise, Mohamed, Karim, and Nadzalan (2023) accentuated the role of contemplative methodology and
organized coaching instruction within the context of Malaysian schools, where instructors simultaneously
fulfill educational and training duties. Furthermore, investigations suggest that impactful coaching transcends
specialized knowledge to incorporate relational and directive capabilities. Nelson, Cushion, Potrac, and
Groom (2024) illustrated that cultivating a sense of psychological security within the coach–athlete dynamic
promotes intrinsic drive and enduring maturation in adolescent soccer. Ramalu, Karim, Elumalai, and Abd
Malek (2022) also formulated a Malaysian soccer coaching paradigm, emphasizing the synthesis of
preparation, assessment, and introspection as iterative procedures crucial for sustained athlete progress. These
observations are consistent with the current investigation, which posits coaching as a comprehensive
procedure demanding not only understanding and organization, but also continuous modification and
assessment.
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