El instrumento utilizado fue la Escala Graupera/Ruiz de Preferencias de Interacción Social (GR-SIPPEL), que explora cuatro dimensiones de preferencia de aprendizaje: Cooperación, competencia, afiliación e individualismo. La distribución por categorías fue, el 31,2% pertenecían a la categoría Benjamín (n=129), el 36,1% a la categoría alevín (n=149), el 25,2% a la categoría infantil (n=104) y, el 7,5% a la categoría cadete (n=31). La muestra estaba formada por 413 jugadores, 68% (n=281) chicos y 32% (n=132) chicas. Conclusions: Students perceived overlapping and specific benefits from both groups, which indicated that cooperative coaching would be more desirable to students than having only external coaches or teacher instruct their SBECSAs.Įl objetivo del presente estudio fue analizar las preferencias de interacción social de los chicos y chicas de la de las Escuelas Sociodeportivas de Baloncesto de la Fundación Real Madrid.
The major categories identified were as follows: general coaching management and office work participation in SBECSA human network connection with school life and improved SBECSA atmosphere. Benefits from teachers comprised six categories and 22 subcategories. The major categories included the following: expert coaching support for SBECSA teacher general coaching human network improved SBECSA atmosphere and equipment supply. Results: In terms of benefits from external coaches, six categories and 31 subcategories were identified. Purpose: The purpose of this study is to determine how external coaches and teachers impact students’ experiences in SBECSAs, and how external coaches and teachers differ and/or have similar impacts. The KJ method was used for qualitative analysis of the responses. An open-ended, semi-structured interview was conducted with each student. Approach: In all, 23 students who participated in SBECSAs were recruited from three junior high schools and three high schools that employed external coaches. However, the lack of evidence regarding the benefits that cooperative coaching offers students may result in inadequate cooperation. Because teacher involvement also appears to provide benefits for students, cooperative coaching between external coaches and teachers is essential. Using external coaches is an effective solution for reducing the workload on teachers, and it can contribute to improving teachers’ and students’ knowledge and skills. The major reason is difficulty to manage SBECSAs by employing teachers as the primary coaching resources.
However, SBECSAs sometimes require the outsourcing of human resources. These SBECSAs contribute to positive youth development. Problem Statement: Many youths participate in school-based extracurricular sports activities (SBECSA).
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