Becoming a Wheelchair Basketball Coach : A Case Study of a Top Elite Wheelchair Basketball Coach

서지정보

· 발행기관 : 한국사회체육학회
· 수록지 정보 : 한국사회체육학회지 / 41호 / 557 ~ 570페이지
· 저자명 : 오중일

초록

In conclusion, the process of Donald’s occupational socialization gives insightful implication to adapted sport coaching education program even though he had idiosyncratic occupational socialization processes. Since this study was a case study, the purpose of this study was not to generalize the findings. Based on the findings of this study, three common themes emerged. First, initial sport experience plays a vital role in forming belief and value for sport. Attractors and facilitators such as family and coach were to construct subject warrant into career decision regardless of adapted sport settings. Second, the formal education program did not directly impact on developing his coaching. He learned coaching from a combination of mentoring and players’ assistance. He has been mentored by his advisor and received feedbacks from players. He made active interaction with other coaches to acquire more coaching knowledge. Thirdly, many environmental variables in the workplace are factors that influence coaching jobs. Some of these factors played positive roles in conducting his job. The other factors restricted his coaching to meet his coaching philosophy. For professional development, people (administrator, athletes, parents, and other coaches) associated with a coaching job should be open and willing to share ideas. Coaches may then feel more confident and not isolated.
The researcher can provide insightful implications to develop adapted physical education and coaching program: (1). Coaching education program should be content and context specific to the field of adapted sport coaching because personal attributes such as level of injury, level of adaptation, and level of competency should be considered because all disability players have different limitations on their body. (2) The on-site learning opportunity should be required in order to better understand people with disabilities and receive direct feedbacks from experienced coaches. (3) The development of coaching resources for various adapted sports should be necessary. Most adapted sport programs are not resourceful. (4) More learning opportunities to update the coaching knowledge should be established to maintain the quality of coaching in adapted sports because there is a need for more qualified people to coach in the field. Although these suggestions should not be conclusive, it should be insightful for developing adapted physical education and sport coaching programs.

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