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Sarah Cybulski,Diane M. Culver,Erin Kraft,Tanya Formeris 한국코칭능력개발원 2016 International Journal of Coaching Science Vol.10 No.2
Research has shown that sports are important for people with intellectual disabilities (ID; Mactavish & Dowds, 2003), assisting this population to develop and feel socially included (McConkey, Dowling, Hassan, & Menke, 2013). Coaches can play a role in helping their athletes to develop life skills and Special Olympics (SO) is an organisation with the goals and means to bring positive change to the lives of people with ID (Weiss et al., 2003). Merriam’s (2002) basic interpretive qualitative approach was used to explore the strategies employed by Special Olympics (SO) coaches to promote life skill development. Non-participant observations and two semi-structured interviews were conducted with six coaches. Results revealed seven deductive themes framed by Camiré, Trudel, and Forneris’s (2012) study with high school coaches: (a) having a philosophy aimed at helping athletes develop, (b) building strong coach-athlete relationships, (c) understanding athletes’ pre-existing makeup, (d) providing athletes with opportunities to show their skills, (e) modelling, (f) taking teachable moments, and (g) volunteerism. While the coaches’ adapted these strategies to their SO athletes, perhaps more interesting is the one inductive theme found: being stern and direct.
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