The state of teacher-coaches' sport-specific training, participation and coaching experience, mentor interaction and methods of continued education in sport coaching

Abstract

The aim of this study was to determine the current state of teacher-coaches sport specific training, playing- and coaching experience regarding sport coaching. Fifty five (55) schools from the Kenneth Kaunda district in the Northwest province of South Africa were selected. Vosloo and Trudel and Camiré s questionnaires were adapted for this study. One hundred and forty four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For the analyzing of the data, frequency tables and cross-tabulations were used to obtain statistical (p??0.05) and practical (Cramer s V-value) significance. The study revealed that 6 of the 12 priority sports codes have sport specific trained teacher-coaches. Most sport specific training were completed more than than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years coaching- and participation experience. The transfer of quality coaching knowledge between coaches were found to be questionable. Teacher-coaches also use few, and possibly outdated information to improve their coaching skills. Sport specific training is needed in all types of school (especially township- and farm schools) and in all priority sports codes. Teacher-coaches also require quality coaching mentors as well as professional and current sport specific information.