Abstract
As far as coaching leadership is concerned, it is a severe issue to cultivate students' professional competence in theoretical knowledge and practical phenomena. The purpose of this quality teaching study is to develop students' literacy of coaching leadership through problem-based learning in sport psychology class. Both qualitative and quantitative data were collected from 39 students in a pretest-posttest design. The qualitative data showed that the paper readings, case studies, and classroom discussions with Olympic gold medalists triggered students' personal experiences and depth knowledge learning. The results of the quantitative analysis showed that the students identified themselves as transformational leaders, and their friends also recognized them as transformational leaders. In addition, the more a student is perceived himself/herself as a transformational leader, the better their interpersonal leadership relationships with their friends. The more a student was perceived as a transformational leader by their friends, the better their interpersonal leadership relationships with others. The researcher, as a teacher, personally reflected on the teaching process, emphasized the importance of leadership, and stimulated students' thinking, which is the essential feature of the teaching. The quantitative and qualitative data showed that the teaching practice study changed the students in the class.