Fairhurst Katherine E, Bloom Gordon A, Harvey William J
College of Physical Activity and Sport Sciences, West Virginia University, 375 Birch Street, Morgantown, WV, 26505-6116, USA.
Department of Kinesiology and Physical Education, McGill University, 475 Pine Avenue West, Montreal, Quebec, H2W 1S4, Canada.
Disabil Health J. 2017 Apr;10(2):240-246. doi: 10.1016/j.dhjo.2016.10.007. Epub 2016 Oct 17.
Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport.
The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities.
Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis.
Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches.
The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches.
残奥会的参与人数大幅增长，但针对残疾人体育教练的实证文献却未出现同样的增长与发展。
本研究旨在探究残奥会教练对其学习和教育经历的看法，包括他们的正式和非正式指导机会。
在这项定性研究中，对六位非常成功且经验丰富的残奥会教练进行了单独访谈。访谈数据依据布劳恩和克拉克的主题分析指南进行分析。
结果表明，残奥会教练在获取特定残疾项目的教练知识和技能方面面临诸多挑战。这些挑战促使参与者利用一系列非正式学习情境，比如在刚进入该领域时积极寻求指导关系。成为专家教练后，他们通过为有抱负的教练提供指导机会来回报自己所从事的运动项目。
本研究结果阐述了指导作为有抱负的残奥会教练教育和职业发展的结构化来源的价值和重要性。
