Liu Junyan, Yu Hongjun, Bleakney Adam, Jan Yih-Kuen
Department of Physical Education, Tsinghua University, Beijing, China.
Department of Health and Kinesiology, University of Illinois at Urbana-Champaign, Champaign, IL, United States.
Front Sports Act Living. 2024 Sep 16;6:1461512. doi: 10.3389/fspor.2024.1461512. eCollection 2024.
The relationship between coaches and athletes with disabilities is critical for enhancing athletes' performance and psychosocial well-being. This study aims to provide evidence-based recommendations for coaches, sports organizations, and policymakers dedicated to supporting athletes with disabilities.
A comprehensive analysis of existing literature was conducted. Five databases were searched, including PubMed, Web of Science, SPORTDiscus, Google Scholar, and China National Knowledge Infrastructure. A total of 22 studies were included for thematic analysis.
This systematic review identifies key factors influencing the coach-athlete relationship in disabled sports. These factors are categorized into three main domains: professional, interpersonal, and intrapersonal. In the professional domain, effective coaching requires sport-specific skills and adaptive techniques tailored to the unique needs of athletes with disabilities. Coaches must understand the technical and tactical aspects of each parasport and adapt training plans to optimize performance and foster independence. The interpersonal domain emphasizes communication strategies and team-building practices. Effective communication involves understanding athletes' needs and adapting approaches to maximize strengths. Building rapport, managing conflict, and fostering a supportive team environment are crucial for maintaining a positive coach-athlete relationship. The intrapersonal domain highlights the importance of self-reflection and continuous learning. Coaches who engage in self-reflection and professional development better understand their behaviors and biases, enabling them to tailor coaching strategies to the specific needs of athletes with disabilities. Continuous learning is essential for remaining responsive to the evolving needs of these athletes.
This review underscores the importance of a holistic approach that integrates professional expertise, interpersonal skills, and intrapersonal awareness. By addressing these factors, it provides a foundation for developing more effective coaching strategies and supports for athletes with disabilities, ultimately enhancing their performance and well-being. Future research should explore cultural differences, the specific coaching needs of athletes with intellectual disabilities, and the impact of policies and structural barriers on the coach-athlete relationship in disabled sports.
教练与残疾运动员之间的关系对于提高运动员的成绩和心理社会幸福感至关重要。本研究旨在为致力于支持残疾运动员的教练、体育组织和政策制定者提供基于证据的建议。
对现有文献进行了全面分析。检索了五个数据库，包括PubMed、科学网、体育文献数据库、谷歌学术和中国知网。共纳入22项研究进行主题分析。
本系统评价确定了影响残疾人体育中教练与运动员关系的关键因素。这些因素分为三个主要领域：专业、人际和个人内在。在专业领域，有效的教练需要具备针对残疾运动员独特需求的特定运动技能和适应性技术。教练必须了解每项残疾人体育运动的技术和战术方面，并调整训练计划以优化成绩并促进独立性。人际领域强调沟通策略和团队建设实践。有效的沟通包括了解运动员的需求并调整方法以最大限度地发挥优势。建立融洽关系、管理冲突和营造支持性的团队环境对于维持积极的教练与运动员关系至关重要。个人内在领域强调自我反思和持续学习的重要性。进行自我反思和专业发展的教练能更好地理解自己的行为和偏见，从而能够根据残疾运动员的具体需求调整教练策略。持续学习对于始终响应这些运动员不断变化的需求至关重要。
本评价强调了整合专业知识、人际技能和个人内在意识的整体方法的重要性。通过解决这些因素，它为制定更有效的教练策略和为残疾运动员提供支持奠定了基础，最终提高他们的成绩和幸福感。未来的研究应探讨文化差异、智障运动员的具体教练需求以及政策和结构障碍对残疾人体育中教练与运动员关系的影响。
