Background and purpose
The German ‘Olympic Sports Confederation’ (DOSB) formulates objectives for a competence-based coach education derived from three competence-categories (professional-, social- and methods-competence) in the ‘Framework Regulations for Qualification in the DOSB’. The so-called QuaTro-project compares the competence-based requirements (objectives and methods) of this framework with the educational reality of four member associations (ski, judo, alpine sports, hockey). In order to achieve the competence-based objectives, criteria of competence-based learning units, such as cognitive activation, reflection, openness as well as the role perception of the teachers, are discussed in the German sports- and education science under the term ‘Aufgabenkultur’ (task culture) (e.g. Kleinknecht, 2010). In coaching research, these criteria have not yet been explicitly discussed, however aspects of these criteria can implicitly be recognized. The aim is to check, to what extent the mentioned criteria are implemented in the coach education reality.
Methods
To analyze the coach education reality 75 learning units of 25 instructors were recorded by means of video observation and stimulated-recall interviews. The content analysis evaluation is based on the above-mentioned criteria.
Results
Initially the results show that the learning units are only partially systematically aligned with the formulated objectives. With regard to the methods, the instructors mainly describe a role perception which characterizes instructors as learning companions and assess the mentioned criteria of the task culture as very important. The video analysis shows that some criteria, e.g. cognitive activation, are largely implemented, but that other criteria, such as the systematic use of reflections, can only be observed in about 25% of the units.
Conclusions and implications
Only half of the learning units meet the demands of the competence-based frameworks. For a competence-based development, it seems necessary to bring the learning units more systematically into line with the demanded objectives and criteria of the task culture.
• Empowering practitioners and supporting professional learning , • Transformative learning and teaching in physical education and sports pedagogy
