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Abstract

Problem Statement: Many youths participate in school-based extracurricular sports activities (SBECSA). These SBECSAs contribute to positive youth development. However, SBECSAs sometimes require the outsourcing of human resources. The major reason is difficulty to manage SBECSAs by employing teachers as the primary coaching resources. Using external coaches is an effective solution for reducing the workload on teachers, and it can contribute to improving teachers' and students' knowledge and skills. Because teacher involvement also appears to provide benefits for students, cooperative coaching between external coaches and teachers is essential. However, the lack of evidence regarding the benefits that cooperative coaching offers students may result in inadequate cooperation. Approach: In all, 23 students who participated in SBECSAs were recruited from three junior high schools and three high schools that employed external coaches. An open-ended, semi-structured interview was conducted with each student. The KJ method was used for qualitative analysis of the responses. Purpose: The purpose of this study is to determine how external coaches and teachers impact students' experiences in SBECSAs, and how external coaches and teachers differ and/or have similar impacts. Results: In terms of benefits from external coaches, six categories and 31 subcategories were identified. The major categories included the following: expert coaching; support for SBECSA teacher; general coaching; human network; improved SBECSA atmosphere; and equipment supply. Benefits from teachers comprised six categories and 22 subcategories. The major categories identified were as follows: general coaching; management and office work; participation in SBECSA; human network; connection with school life; and improved SBECSA atmosphere. Conclusions: Students perceived overlapping and specific benefits from both groups, which indicated that cooperative coaching would be more desirable to students than having only external coaches or teacher instruct their SBECSAs.

Las preferencias de interacción social en las Escuelas Sociodeportivas de Baloncesto de la Fundación Real Madrid (The preferences of social interaction in the Basketball Socio-sport Schools of the Real Madrid Foundation)

“…El deporte dentro de las clases de educación física, como aquél realizado fuera del ámbito educativo formal, deberían poseer características comunes en muchos sentidos, especialmente en relación con el desarrollo de valores educativos (Giménez & Rodríguez, 2006). De forma similar, trabajos como el de Smith (2015) o Aoyagi et al (2016) se centran en el estudio de aquellos aspectos que relacionan o complementan el deporte practicado en clase de educación física con el deporte extraescolar.…”