Influence of Teaching Digital Competence and Professional Competencies on the Professional Performance of the Soccer Coach

Abstract

The main objective of this article is to design a structural equation model to evaluate the predictor variables of professional performance in soccer coaches (PPSC), digital teaching competence (DTC) and professional competences of soccer coaches (PCSC). A sample of 612 coaches was taken from the different training levels of the Valencian Community (FFCV) in Spain, managed by UEFA.. The results of the causal relationship model showed a good overall fit of the model. A statistically significant positive relationship was found to exist with the professional performance of soccer coaches in both the use of digital competencies (DTC) and the professional competence of soccer coaches (PCSC). A statistically significant positive relationship was also observed between the use of digital competencies and the professional competence of soccer coaches. From the results obtained, it can be affirmed that the change generated by UEFA in the training of coaches in emerging technologies increases their professional performance.

Unlocking Teacher Professional Performance: Exploring Teaching Creativity in Transmitting Digital Literacy, Grit, and Instructional Quality

“…It means that digital literacy is a reasonable proclivity for teachers to have to improve their professional performance. These findings are consistent with and confirm the results of previous studies, which suggest that digital literacy has a significant relationship with teachers' professional performance [4,5,[42][43][44][45][46]. Consequently, teachers need to increase their digital literacy to have greater opportunities to improve their professional performance.…”

“…Therefore, when teachers have an adequate (high) level of digital literacy, including digital competence, usage, and transformation, it can drive their professional performance. Several prior studies also indicated that digital literacy is related to teachers' professional performance [4,5,[42][43][44][45][46]. Therefore, we can propose the first hypothesis (H): H1: Digital literacy directly relates to teachers' professional performance.…”

“…This phenomenon must urgently be investigated, primarily through the perspectives of digital literacy, grit, instructional quality, and teaching creativity. The results of recent research show that teachers' professional performance is influenced by digital literacy [4,5], grit [6,7], instructional quality [8], and teaching creativity [9,10]. Other studies show that teaching creativity, as well as influencing teachers' professional performance, is also influenced by digital literacy [11,12], grit [13,14], and instructional quality [15].…”

The influence of motivation and professionalism on the performance of badminton coaches the special region of Yogyakarta province

“…In the sport of badminton itself, Indonesia has many coaches who have careers abroad as professional coaches. Professionalism is a process of increasing the qualifications or abilities of members of a profession to achieve the ideal standard criteria of their profession, especially as coaches in sports achievements [14,15,16] . Achieving a professional attitude is certainly not easy, that professionalism requires skills and knowledge in decision making.…”