Abstract:

In the non-formal sports education for children and youth, the coach is recognized as a key figure in shaping a developing personality. It is often emphasized that coach is considered an educator whose behavior significantly influences the quality of relationships within the team, contributing to the overall atmosphere, the motivation and engagement of young athletes, as well as the development of their life skills and holistic personality. Therefore, the aim of this study is to analyze the characteristics of coaches’ practice behavioral expression.

The participants of this study are four beginning football coaches. Data were collected through quantitative system observation method by videoing and audio-recording for four training practices from each coach over the length of one season. The Coach Analysis Intervention System (CAIS) was used as the data gathering instrument. The data were analyzed descriptively using LINCE PLUS Software for Systematic Observation and focuses on 11 key behaviors, which in further analysis were separated into two main coaching behaviors categories: instructional and support and encouragement. Analysis of study data revealed a total of 12015 behavioral manifestations, with a total duration of 1390 minutes.

It was found that coaches, when conducting informal sports education sessions, most often use instructional behavior (frequency - 7408, 61.7%), manifested in instructing athletes (4987) and especially individual (2070) or providing feedback (1420), observing both positive (826) and negative (594) manifestations of it. Less often, their behavior is directed at encouraging or supporting young athletes (frequency 4607, 38.3%). In this category, silence (3647), hustle (704) and scold (120) are dominant. Meanwhile, praise occurs only 71 times.

The results of this study show how football coaches, starting their coaching careers, may behave in implementing non-formal sports education programs. A large part of their behavior is focused on teaching sports tactics and techniques, as indicated by instructional behavior. In contrast, coaching behavior related to encouraging or supporting young athletes, closely linked to the creation of a safe and motivating environment that significantly contributes to the holistic development of the personality, is underrepresented. This knowledge can be useful in training coaches and offering them adaptive or interventional training.

Keywords:

Sport education, coach, coaching behavior, youth sport.