Training and Profile of Special Olympics Portugal Coaches: Influence of Formal and Non-Formal Learning

Abstract

Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics Portugal to develop coaches’ skills are worthy of research. In this context, the study aims to identify the training paths and profiles of the Special Olympics Portugal coach. It also aims to analyze the relationship between formal and non-formal learning in the profile and training of this type of coach. The research is descriptive and transversal regarding Special Olympics Portugal coaches, with the participation of 50 subjects. Two questionnaires were used, the Coaches’ Training Profile Questionnaire to determine the training routes, and the Coaches’ Orientation Questionnaire. The results show that the Special Olympics Portugal coaches have an academic background and a somewhat critical profile. It is imperative to build formal and non-formal learning contexts that focus on the theme of adapted sports, in order to allow the training of more qualified coaches, who are consequently more effective in their interventions with this type of athlete.

Coaching special Olympics: A scoping review

“…In another study, coach profiles measured using the Coaches’ Orientation Questionnaire 60 revealed that coaches’ practices were mainly classified as critical, followed by innovative and dialoguing. 48…”

“…A recent quantitative study completed by Pires et al 48 with 50 Portuguese Special Olympics coaches also examined coaches' knowledge sources. Their sources of knowledge were measured using the Coaches' Training Profile Questionnaire.…”

“…In another study, coach profiles measured using the Coaches' Orientation Questionnaire 60 revealed that coaches' practices were mainly classified as critical, followed by innovative and dialoguing. 48 Athletes' outcomes. Athletes' life skills and personal development outcomes were measured in three studies.…”

“WOT” Do We Know and Do About Physical Activity of Children and Adolescents With Disabilities? A SWOT-Oriented Synthesis of Para Report Cards

“…Nevertheless, the outcomes of a recently published quantitative survey (Healy, 2022) indicated that individuals who report having a disability were significantly less likely to receive a positive membership or personal training response from both the autonomous and chain fitness centers. Therefore, it is imperative that community sport and fitness coaches, including those from specialized programs (e.g., within Special Olympics), acquire specific training in adapted PA to address unique accommodations, limitations, and engagement techniques (Barak et al, 2019;Pires et al, 2021).…”

Relação da formação formal na liderança dos treinadores e na autodeterminação e bem-estar dos atletas com deficiência intelectual (Relationship of formal training on coaches’ leadership and self-determination and well-being of athletes with intellectual disabilities) (Relación de la formación reglada con el liderazgo y la autodeterminación de los entrenadores y el bienestar de los deportistas con discapacidad intelectual)

“…A formação formal, globalmente, é entendida como requerendo diretrizes de admissão, frequência obrigatória, currículos normalizados e culmina com uma certificação (Feu et al,2010;Nelson et al, 2006). No caso do desporto adaptado, este tipo de formação é escasso e dispendioso, o que consequentemente leva a uma aprendizagem por tentativa e erro por parte dos profissionais (Douglas et al, 2017;Pires, Batista et al, 2021). Perante esta prerrogativa Bentzen et al (2020), realizaram uma scoping review com o objetivo de desenvolver o conhecimento específico na área do desporto adaptado, que a satisfação com a vida, pode ser regulada por fatores ambientais e intrapessoais como: idade, género, tipologia da deficiência e tipo de desporto (Moltó & Bruna, 2017).…”