Abstract
Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics Portugal to develop coaches’ skills are worthy of research. In this context, the study aims to identify the training paths and profiles of the Special Olympics Portugal coach. It also aims to analyze the relationship between formal and non-formal learning in the profile and training of this type of coach. The research is descriptive and transversal regarding Special Olympics Portugal coaches, with the participation of 50 subjects. Two questionnaires were used, the Coaches’ Training Profile Questionnaire to determine the training routes, and the Coaches’ Orientation Questionnaire. The results show that the Special Olympics Portugal coaches have an academic background and a somewhat critical profile. It is imperative to build formal and non-formal learning contexts that focus on the theme of adapted sports, in order to allow the training of more qualified coaches, who are consequently more effective in their interventions with this type of athlete.
Highlights
The professional development of coaches is one of the most important topics in studies focusing on training [1]
Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics to develop the skills of the coach are worthy of research [4,5]
In the Coaches’ Orientation Questionnaire (COQ), coaches demonstrated a predominance of critical (M = 83.55 ± σ= 8.68), innovative (M = 82.98 ± σ = 9.15) and dialoguing (M = 80.83 ± σ = 10.36) profiles
Summary
The professional development of coaches is one of the most important topics in studies focusing on training [1]. There is little research that identifies the profiles of coaches and the variables that condition their professional intervention [3]. Portugal is one of the main national organisations for the development of sport for athletes with intellectual disabilities. Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics to develop the skills of the coach are worthy of research [4,5]. Coaches are the directors of the training process, leading the athletes’ learning. This fact is even more relevant with adapted sports athletes who require more help and supervision
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