Dany J MacDonald1, Katie Beck1, Karl Erickson2, Jean Côté2. 1. Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, PE, Canada. 2. School of Kinesiology and Health Studies, Queen's University, Kingston, ON, Canada.
Abstract
BACKGROUND: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. METHOD: Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. RESULTS: Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. DISCUSSION: Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.
BACKGROUND: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. METHOD: Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. RESULTS: Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. DISCUSSION: Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided.
Authors: Pedro Pires; André Ramalho; Antonio Antúnez; Helena Mesquita; Sergio J Ibáñez Journal: Int J Environ Res Public Health Date: 2021-06-19 Impact factor: 3.390
Authors: Pedro Pires; Marco Batista; Daniel A Marinho; Antonio Antúnez; Helena Mesquita; Sergio J Ibáñez Journal: Int J Environ Res Public Health Date: 2021-06-16 Impact factor: 3.390