Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities

Autor/inn/en	MacDonald, Dany J.; Beck, Katie; Erickson, Karl; Côté, Jean
Titel	Understanding Sources of Knowledge for Coaches of Athletes with Intellectual Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 29 (2016) 3, S.242-249 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12174
Schlagwörter	Intellectual Disability; Athletic Coaches; Information Sources; Adapted Physical Education; Achievement Gains; Telephone Surveys; Structured Interviews; Peer Groups; Mentors; Professional Training; School Support; Independent Study; Competition; Knowledge Level; Teacher Attitudes; Faculty Development; Teacher Surveys; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Information source; Informationsquelle; Achievement gain; Leistungssteigerung; Telephone interview; Telefoninterview; Gleichaltrigengruppe; Peer Group; Berufliche Fachbildung; Berufliche Fortbildung; Schulförderverein; Selbststudium; Wettkampf; Wissensbasis; Lehrerverhalten; Ausland; Kanada
Abstract	Background: Recent research has investigated development of coaching knowledge; however, less research has investigated the development of coaches who coach athletes with intellectual disabilities. The purpose of this study was to understand how coaches of athletes with intellectual disabilities gain their knowledge. Method: Forty-five Special Olympics Canada coaches participated in structured telephone interviews investigating actual and ideal sources of coaching knowledge. Coaching knowledge was categorized across the dimensions of competition, organization and training. Results: Coaches primarily learned by doing and by consulting with coaching peers. Information about ideal sources of coaching knowledge demonstrates that coaches would value structured coaching courses, learning from mentors and from administrative support, in addition to learning on their own and from peers. Discussion: Results suggest that a broader approach to education should be incorporated into coaching athletes with intellectual disabilities. Recommendations for achieving such goals are provided. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01