Exercise and Sport Sciences

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Browsing Exercise and Sport Sciences by Subject "Attitudes"

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    Attitudes and insights of Free State Swimming coaches towards scientific coaching principles
    (University of the Free State, 2013-02) Jones, Colleen Jo-Ann; Bloemhoff, H. J.; Coetzee, F. F.
    English: Objectives: The aim of this study is to determine the attitudes and insights of swimming coaches in the Free State Aquatics region towards scientific coaching principles. A comparison between performance coaches and participant coaches’ scientific coaching principles to improve performance or participation levels in swimming were recorded. Methods: This study was done by sampling data via quantitative research (i.e. a questionnaire). All swimming coaches who were at least 18 years old, regardless of their level of qualification, affiliated or not with Free State Aquatics, were invited to participate in the study. A questionnaire was compiled using data from various research sources. All coaches were categorised into a participant or performance coach. The researcher captured data from the data forms to Microsoft Excel. A statistician conducted further analysis using SAS Version 9.1.3. Frequencies and percentages were calculated for categorical data. For numerical data, where data were evenly distributed, means and standard deviations were calculated. Medians and percentiles were calculated where data were not normally distributed. The Student’s T-test was used to compare mean values between the two groups, whereas the Kruskal-Wallis test was used to compare median values. The appropriate p-values and/or confidence intervals were reported. For the dependent data, the mean or median differences were calculated within the groups. The Student’s T-test, or Wilcoxon signed rank test, was used to test for significant median differences. A Fischer Exact test was used to test for significant frequency differences. A significance level of p ≤ 0.05 was used throughout the research study. Results: Seventy one percent of the participant coaches and 29% of the performance coaches participated in the research study. Out of a total of 42 participants (coaches), 21% were male and 79% were female. An alarming result was that 36% of coaches had no qualifications in swimming coaching whatsoever, but are currently involved in coaching. Almost half (46.7%) of the participants have no swimming coaching qualification, while 41.7% of the performance coaches only have a ‘Learn to Swim’ qualification. Only 23.8% of all coaches (participant and performance coaches) are registered with SSA, which is compulsory. Therefore, 76.2% of all coaches are not compliant with SSA rules and regulations pertaining to a coach. As expected, performance coaches rated professional knowledge (50%) and interpersonal knowledge (58.4%) as very important. This differs from participant coaches who indicated that professional knowledge (50%) was important to them. Performance coaches preferred learning methods through internal learning (75%) and unmediated learning (58.4%). Participant coaches reported that internal learning (56.7%) and mediated learning (40%) were their preferred learning methods. Differences between performance and participant coaches’ characteristics are passion and enthusiasm and love for the sport, as demonstrated by performance coaches. This is contradictory to the main goal of participant coaches who would like to instil an element of fun in swimming, in order for the swimmers to gain passion and enthusiasm and ideally love for the sport so that they continue with swimming. In comparison, a participant coach’s role as a friend differed significantly from performance coaches (p = 0.0437). This coincides with their strategy of integrating professional and personal life while coaching. There was no significant difference between participant and performance coaches with regard to the multi-disciplinary involvement in performance improvement. Conclusions: It is alarming that almost half of the current swimming coaches have no qualifications at all. SSA and FSA must enforce stricter rules and regulations regarding coaching, so that all coaches have the minimum qualification in relation to their level of coaching. Various learning methods must be employed to develop numerous knowledge components to achieve optimal scientific coaching.