Coaches’ Preferences for Continuing Coaching Education in South Africa

Kubayi, Alliance; Coopoo, Yoga; Morris-Eyton, Heather

doi:10.1515/hukin-2015-0160

Cited by 9 publications

(17 citation statements)

References 8 publications

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“…Research has shown that over recent years, youth sports has grown comprehensively, and so too has the need for qualified coaches. This has resulted in the development of the International Sport Coaching Framework (ISCF) (6). The ISCF provides a standard for evaluating and developing coaching qualifications, encourages education and training, and outlines ethical guidelines and practice standards, which in turn could lead to a decrease in the amount of injuries (6,7).…”

Section: Introductionmentioning

confidence: 99%

“…There are different ways to prevent sport injuries, which include factors such as technique, previous injuries, and parental pressure, or winning a game (6). Research primarily focuses on the potential causes of injuries in youth sports, often stressing the unique physiologic and biomechanical aspects of the growing body, while research into the effect of life stress is growing (2,8,9).…”

Section: Introductionmentioning

confidence: 99%

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Educational Framework for Coaches on Injury Prevention in Adolescent Team Sports

et al. 2020

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Background: Millions of South African youths participate in team sports, with netball and rugby being two of the largest worldwide. This increased participation and professionalism has resulted in an increase in the number of musculoskeletal injuries. Objectives: This study examined the extent to which sport coaching knowledge translates to the injuries and prevention of injuries in adolescents participating in netball and rugby. Methods: Thirty-four South African sport coaches participated in the study. Eighteen netball coaches and 16 rugby coaches with varying levels of coaching experience were selected to participate. An adapted version of Nash and Sproule’s questionnaire was used to investigate the coaches’ knowledge with regards to sport specific common injuries, injury prevention, fitness/conditioning, individual technique development, training programs, mental training, and preparation of players. The analysis of data was carried out using a number of different techniques, outlined by Nash and Sproule (2012). These techniques were determined by the type of data. Descriptive data was used to provide statistical analysis. Quantitative data was used to determine the educational framework and knowledge of sport coaches on injury prevention. Numerical data was obtained through questions on sport injuries, as well as coaches’ sport knowledge level. Participants’ knowledge was measured using a standardized scoring system. Results: For the 0-4 years of netball coaching experience, 76.4% of the coaches had knowledge and experience and 33.3% appropriate first aid knowledge, while for the 9-12 years and 13-16 years, 100% of the coaches had knowledge and experience and first aid knowledge. For the 0 - 4 years in rugby coaching experience, 59.1% had knowledge and experience and 71% the appropriate first aid knowledge, for the 17 - 20 years 100% had knowledge and experience and first aid, while for higher or equal to 25 years, 45.5% had knowledge and experience. In netball, 90% of injuries consisted of ankle injuries, followed by 70% for knee, 50% for shoulder, 20% for lower leg, and 15% for finger injuries. In rugby, 81% of the injuries occurred at the knee, followed by 50% for shoulder, 40% for ankle, 31% for head and neck, and 25% for hamstring injuries. Six hours of training resulted in a 13% chance of injuries in netball and a 32% chance in rugby. For 10 hours of training, the injury prevalence was 10% in netball and 17% in rugby, while 15 hours resulted in an injury incidence of 58% in netball players and a 25% chance in rugby players. Conclusions: This study highlights the need for coaches to improve their knowledge in relation to injuries and injury prevention, along with factors that act as a preventative measure and promote players’ well-being.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Educational Framework for Coaches on Injury Prevention in Adolescent Team Sports

et al. 2020

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“…The question required for the process of training professional skills, recommended attention of researchers in the field of sports training [1][2][3][4] In addition , some previous research has been criticized as limited to the studied performance of trainers because of their loss of the formative or educational factor, which can explain the behavior of the teacher between; Accordingly, about his interest in research to study the ideas of trainers and knowledge, and what it referred to him [5]. Although professionalism reflects the ability of trainers to apply their knowledge and beliefs, they are looking for more effective practice.…”

Section: Introductionmentioning

confidence: 99%

Competencies and training needs and its impact on determining the professional skills of Algerian elite coaches

Adel

Benchehida

Benbernou

et al. 2019

Int. J. Phys. Educ. Fit. Sports

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The main purpose of this study is to develop an understanding of the trainers' perceptions of competency and training needs related to professional skills in accordance with professional experience and academic education. The sample included 76 judo trainers who answered a questionnaire that included a measure that focused on the perceptions of competency and another on training needs. An exploratory factor analysis was used with the maximum probability factor (Oblimin) to determine emerging factors. A comparison of the Coaches ' concepts was made in the training experience and the academic background of the Coaches, where multiple comparisons were applied using ANOVA and Tukey. Three main areas of skills were done: skills related to annual planning; skills related to practice and competition; and personal education and training skills. Coach es' perceptions of their expertise were affected, with low-level trainers classifying themselves at lower levels of efficiency and more training needs; and higher-education Coaches in physical education were more efficient than mid-level trainers. Finally, most trainers consider them as efficient as they have indicated the training needs to be provided, which brings important feedback to the education of trainers. This suggests that trainers are an increasing their knowledge and competence in a wide range of areas that should be considered in future training of trainers programs, also to ensure the quality of education and training in the different level of physical and sports education institutes of the Algerian universities.

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“…Regardless of the value of both sport and PE, expressed by both the educators and learners, challenges remain with regard to the implementation sports, which means because there was no internalization, implicit therein, thus no satisfaction of the need for relatedness. In relation to the preceding, findings of research conducted on the effect of PESS needs support educator training [112][113][114] suggest that participants' perceptions of PESS and motivational levels to teach and coach a sport or to participate have indeed improved after the needs-support educator training.…”

Section: Discussionmentioning

confidence: 99%

Sports Participation in South African Schools. Have We Lost the Plot?

Vosloo¹,

Toit²

2023

Sport and Fitness in Children and Adolescents - A Multidimensional View

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In view of global health concerns about elevated levels of inactivity and related disease patterns of citizens, policy reform in physical education and school sport (PESS) is seen as a basic human right and tool for societal transformation. Although literature supports the importance of quality PESS for different aspects of learners’ development, various implementation challenges facing school sports in South Africa have been reported. Drawing on a nationwide research project, this paper seeks to provide empirical insights into the role and status of school sport. Addressing the question, Sport participation in South African schools. Have we lost the plot? This study adopted a blend of self-determination theory (SDT) and social justice theoretical frameworks to understand how educators’ livid experiences impact their personal and social responsibility to teach, enhance, and facilitate PESS to a diverse group of learners in a diversity of schools. Results indicated that school sport is exceptionally varied, multifaceted, and complex, with different pressures and imperatives. It is exacerbated by educators who are required to assume the dual role in schools within a pressurized school environment, which results in overload, emotional rollercoaster rides, and a lack of motivation. Without meaningful motivation, continuous reform, or the revision of policy, the delivery of PESS will remain unachievable.

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Coaches’ Preferences for Continuing Coaching Education in South Africa

Cited by 9 publications

References 8 publications

Educational Framework for Coaches on Injury Prevention in Adolescent Team Sports

Educational Framework for Coaches on Injury Prevention in Adolescent Team Sports

Competencies and training needs and its impact on determining the professional skills of Algerian elite coaches

Sports Participation in South African Schools. Have We Lost the Plot?

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