Rigon Marta, Signorini Gabriele, Scurati Raffaele, Trecroci Athos, Colella Dario, Formenti Damiano, Merati Giampiero, Cherubini Domenico, Invernizzi Pietro Luigi
Sport Faculty, San Antonio Catholic University of Murcia, 30107 Murcia, Spain.
Department of Biomedical Sciences for Health, University of Milan, 20129 Milan, Italy.
Children (Basel). 2024 Oct 30;11(11):1319. doi: 10.3390/children11111319.
BACKGROUND/OBJECTIVES: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors' training courses. The study aims to evaluate the correlation between rugby instructors' methodological and didactical competencies and compare them with children's motor competence and psychological aspects.
Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors' competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children's motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis.
The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects.
For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors' skills.
背景/目的：教育系统思维的概念将橄榄球教育系统呈现为一个由多个相互作用和相互联系的元素组成的网络。然而，文献中提出的通过教育视角和多运动参与来发展体育实践的框架并不总是能直接应用于教练培训课程。本研究旨在评估橄榄球教练的方法和教学能力之间的相关性，并将其与儿童的运动能力和心理方面进行比较。
招募了220名儿童（9.6±1.1岁）和50名教练（39.0±13.6岁）。在实习期间，通过评估表、问卷和视频分析对教练的能力进行调查。通过运动测试、问卷和视频分析对儿童的运动能力和心理方面进行调查。
方法能力与教学-沟通能力之间的相关性显示出积极意义，特别是在教学风格方面。儿童的运动能力和游戏技能结果较差。具有更多方法能力（使用的教学风格数量更多）的教练组在运动能力和心理方面显示出很强的相关性。
对于成功教学而言，仅掌握特定技术技能的知识是不够的，重要的是要考虑对教练技能贡献最大的所有因素（特别是教学-沟通和方法技能）。
