Abstract
Knowledge and Competences of Racket Sports Coaches: What do They Think and Know?
Highlights
The four main types of racket sports, namely badminton, squash, table tennis, and tennis, have gained popularity in different countries worldwide and have received increasing attention from the scientific literature (Lees, 2003; O’Donoghue, Girard & Reid, 2013)
Coaches need to develop the necessary knowledge for their practice, which according to the ICCE (2013) can be summarized into (i) professional knowledge, which is the specific knowledge of the sport, in addition to knowledge within the sports sciences (Abraham, Collins, & Martindale, 2006); (ii) interpersonal knowledge, which is the knowledge obtained through bonding with athletes, coaching staff, parents, and other professionals; and (iii) intrapersonal knowledge, which is the understanding of oneself along with the process of reflection and introspection (Côté & Gilbert 2009)
Looking at these questions individually, we found that coaches attribute high mean values for the importance of knowledge and competences, which differs from the values of perceived domain of knowledge and competences that are essential to sports coaches
Summary
The four main types of racket sports, namely badminton, squash, table tennis, and tennis, have gained popularity in different countries worldwide and have received increasing attention from the scientific literature (Lees, 2003; O’Donoghue, Girard & Reid, 2013). The scientific literature on sports coaches reveals the diverse roles and responsibilities played by professionals in this position, such as developing youth positive development, athletic performance and promoting health (Côté & Gilbert, 2009; International Council for Coaching Excellence [ICCE], 2013; Galatti, Cortela, Silva, Misuta & Belli, 2017). In their various roles, coaches need to develop the necessary knowledge for their practice, which according to the ICCE (2013) can be summarized into (i) professional knowledge, which is the specific knowledge of the sport, in addition to knowledge within the sports sciences (Abraham, Collins, & Martindale, 2006); (ii) interpersonal knowledge, which is the knowledge obtained through bonding with athletes, coaching staff, parents, and other professionals; and (iii) intrapersonal knowledge, which is the understanding of oneself along with the process of reflection and introspection (Côté & Gilbert 2009)
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