Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches’ occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches’ acculturation and organizational socialization.

目的：描述以下内容：(a) 渐进式教练教育计划 (CEP) 对两名基层青少年足球教练的观点和实践的影响，以及 (b) 有助于和阻碍 CEP 有效性的因素。方法：职业社会化理论构建了本研究。安德罗斯和克里斯蒂安在 CEP 期间以及 CEP 前后指导训练和比赛时受到观察。使用四种定性技术和两种系统观察仪器收集数据。通过分析归纳和不断比较，定性数据被简化为主题。对系统观测仪器中的类别进行了描述性统计。调查结果： CEP 对 Andros 产生了重大影响，对 Christian 产生了微不足道的影响。两位教练的职业社会化有助于解释这些差异效应。结论：研究表明，如果 CEP 相对较长，包括后续支持，并且教练教育者了解教练的文化适应和组织社会化，那么 CEP 应该对教练产生更大的影响。