Profile of a football coach for the school years in top clubs’ academies in the Valencian Community
The coach is a key factor for school-age players to receive sports training according to the new educational paradigms. Therefore, our objective was to assess the professional profile of coaches who train school-age football players. Thus, we prepared an online self-completion questionnaire which wa...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/6214 |
| Acceso en línea: | http://hdl.handle.net/10952/6214 https://doi.org/10.12800/ccd.v9i25.389 |
| Access Level: | acceso abierto |
| Palabra clave: | Coach Técnico deportivo Fútbol Formación Football Education Youth sports Iniciación deportiva |
| Sumario: | The coach is a key factor for school-age players to receive sports training according to the new educational paradigms. Therefore, our objective was to assess the professional profile of coaches who train school-age football players. Thus, we prepared an online self-completion questionnaire which was completed by 79 coaches who train schoolage children in football clubs´ academies (1st, 2nd and 2nd B divisions) of the Valencian Community (Spain). Our results show that football coaches utilize different methodologies depending on the training they received. It should be noted that coaches who have a university degree in the area of Physical and Sports Education attach more importance to content related to Physical Education and use inclusive methodologies to a greater extent, while coaches who have completed sports training courses or have the sports instructor qualification attach more importance to specific content and directive methodologies. In this way, when the coach has received university training in the area of Physical and Sports Education, he or she is more likely to break with traditional models of intervention |
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