CAPABILITY, OPPORTUNITY, AND MOTIVATION OF COACHES TO WORK BASED ON INCLUSIVITY PRINCIPLES: A CORRELATIONAL STUDY
DOI:
https://doi.org/10.32782/spectrum/2024-4-8Keywords:
inclusion, sports, COM-B, training, athletes with special educational needsAbstract
The study focuses on analyzing coaches’ readiness to work with athletes with special educational needs (SEN) through the lens of the COM-B model, which considers capability, opportunity, and motivation for behavior. Particular attention is given to the impact of professional training, experience with inclusive groups, and coaches’ self-identification as (non)inclusive on their behavior when interacting with athletes. The findings will contribute to the development of recommendations for implementing inclusive practices in sports.Objective: To determine the statistical relationship between variables reflecting coaches’ perceptions of their capability, opportunity, and motivation to train athletes with SEN using the COM-B model.Materials and Methods: The survey, conducted from September 2023 to March 2024, involved 379 Ukrainian coaches representing 58 sports disciplines, with an average age of 37 (±14) years. Data collection was performed via Google Forms, and statistical calculations were carried out using IBM SPSS Statistics. A Sankey diagram was created to illustrate response flow trends between questions. The methods employed included questionnaires, Spearman’s correlation coefficient, Cronbach’s alpha coefficient, Pearson’s chi-square test for consistency (x2), and general scientific methods.Results: A high level of statistical correlation was observed in responses to questions about various aspects of coaches’ capability to train athletes with SEN. These included required knowledge, technical and tactical skills, and interpersonal communication abilities, all of which correlated with the coaches’ completion of relevant training and access to methodological resources. Access to such resources was further linked to the availability of necessary equipment and conditions for training athletes with SEN. Additionally, social support from the sports organization was found to correlate with the level of peer support among colleagues. The study revealed that only 35,4% of respondents reported having completed relevant training, 24% indicated they currently coach individuals with SEN, and 28,8% considered themselves inclusive coaches. A statistically significant correlation was established between responses regarding completion of training on inclusive topics and having experience in coaching athletes with SEN (rs = 0,190; p < 0,001), as well as between this experience and self-identification as an inclusive coach (rs = 0,242; p < 0,001). The internal consistency of the survey elements was high (Cronbach’s alpha = 0,945).
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