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

Pedro Pires, Marco Batista, Daniel A. Marinho, Antonio Antúnez, Helena Mesquita and Sergio J. Ibáñez
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Pedro Pires: Research Group in Optimization of Training and Sports Performance (GOERD), University of Extremadura, 10003 Caceres, Spain
Marco Batista: Sport, Health & Exercise Research Unit (SHERU), Instituto Politécnico de Castelo Branco, 6000-266 Castelo Branco, Portugal
Daniel A. Marinho: Research Center in Sports Sciences, Health Sciences and Human Development (CIDESD), Universidade da Beira Interior, 6201-001 Covilhã, Portugal
Antonio Antúnez: Research Group in Optimization of Training and Sports Performance (GOERD), University of Extremadura, 10003 Caceres, Spain
Helena Mesquita: Sport, Health & Exercise Research Unit (SHERU), Instituto Politécnico de Castelo Branco, 6000-266 Castelo Branco, Portugal
Sergio J. Ibáñez: Research Group in Optimization of Training and Sports Performance (GOERD), University of Extremadura, 10003 Caceres, Spain

IJERPH, 2021, vol. 18, issue 12, 1-12

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.

Keywords: learning development; coaches; adapted sport; intellectual disability (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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