Implementation of Coaching Manuals in Selected Youth Handball Coaching Program in Addis Ababa. Challenges and Practices

Masterarbeit , 2019 , 100 Seiten

Didaktik - Sport, Sportpädagogik

The aim of this study was to assess challenges and current practices in implementation of coaching manuals in selected Addis Ababa city, Ethiopia youth handball coaching program. The study was employed a descriptive survey research method. Ten sample youth projects were selected, from twenty-four youth handball projects using stratified and purposive sampling technique.

Thus, the samples of this study were 50 players, 10 coaches and 32 sport administrative officials. The data was collected through questionnaire and observation checklist and thus, analyzed using both quantitative and qualitative methods by describing statements and frequency counts and percentages.

The specific objectives of this study were to describe the current practices in implementation of handball coaching manuals, to identify the challenges that hindered the effective implementation of handball coaching manuals and to find out how quality of coaches can affect the implementation of handball coaching manuals. It also verifies how management and organization of the training program can affect the implementation of handball coaching manuals.

Table of Contents

Acknowledgement

List of Tables

Table of Figures

Abbreviations and Acronyms

Abstract

CHAPTER ONE INTRODUCTION
1.1 Background of the study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.3.1 General Objective
1.3.2 Specific Objectives
1.4 Research Questions
1.5 Delimitation of the Study
1.6 Limitations of the Study
1.7 Significance of the Study
1.8 Definition of Operational Terms

CHAPTER TWO REVIEW OF RELATED LITERATURES
2.1 History of Handball
2.1.1 History of Handball in the world
2.1.2 Handball in Africa
2.1.3 Historical Development of Handball in Ethiopia
2.2 Benefits of sport
2.3Sport Coaching
2.4Coaching practice
2.5 The National Sport Policy of Ethiopia
2.6Youth Sport Projects in Ethiopia
2.7What makes a successful inner-city sporting projects?
2.8Contribution of Youth (junior) Coaching
2.9 Responsibility of Coach
2.10 Determinants of sport project coaching implementation
2.10.1 Financial resources
2.10.2 Management and Administrative affairs
2.10.2.1 Sport Organization
2.10.3 Supply of Sport Material
2.10.4 Quality Factors of Good Coaches
2.10.5Condition of Trainees
2.10.5.1 Trainees Interest and Consistency
2.10.7 Talent Scouting and Identification
2.10.8 Family (Community) Support
2.10.9 Program Design
2.10.10 Monitoring and Evaluation

CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY
3.1 Description of the Study Area
3.2 Research Design
3.3 Study Population
3.4 Sample Size & Sampling Technique
3.5 Source of Data
3.6 Data Collection Instrument
3.7 Procedures of Data Collection
3.8 Method of Data Analysis
3.9 Pilot Study
3.10 Reliability and Validity

CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Analysis of Results
4.1.1 Socio- Demographic Characteristics
4.1.2 Analysis of current program implementation
4.1.3 Analysis of causes that encounter coaching handball
4.1.4 Analysis of Results on Coach's Quality
4.1.5 Analysis of field observation

CHAPTER FIVE CONCULUSION AND RECOMMENDATION
5.1 Conclusion
5.2 Recommendations

Bibliography

Appendix

Acknowledgement

First and for most I thank my God Almighty for making my dream to be true. A special thanks goes out to my thesis advisor Theodros Berhanu (PhD) for all the support, feedback and advice as well as my co advisor Abrha G/hiwot for his concrete support and feedback. I would also like to thank family for all the help with logistics and scheduling. And finally, I have no comment, but I would like to thank my close friends for all the invaluable help during both intervention and writing the paper.

List of Tables

Table 1 Supervision and monitoring format- Adopted from Ethiopian Handball Federation

Table 2Sample size of the study

Table 3 scale of validity coefficient

Table 4 reliability coefficient indication

Table 5 Socio- Demographic Characteristics of the administrative personnel

Table 6 Background Information of coaches

Table 7 Background Information of trainees

Table 8 Responses of coaches, administrative official and trainees about incentive and fee

Table 9 Response of coaches, administrative officials and trainees on facility and equipment

Table 10 Responses of sport administrative officials and coaches about training, organization and administration

Table 11 Responses of coaches, administrative officials and trainees about scouting & developmental pathways of coaches and trainees

Table 12 Response of coaches and administrative officials on coordination, support and communication

Table 13 Response of respondents on the causes that challenge handball project coaching

Table 14 Responses of respondents about coaches' communication and relationship

Table 15 Respondents' response about coaches' leadership traits and practice

Table 16 General information of the training center

Table 17 Analysis of field observation

Table of Figures

Figure 1 Location map of studyarea

Figure 2 Research design chart

Abbreviations and Acronyms

illustration not visible in this excerpt

Abstract

Handball is one of the rapidly becoming popular games all over the world. Likewise, in Ethiopia it increases popularity and development of sport. To maintain this development the national youth and sport minister design youth project coaching with the goal of producing large number of young talented athletes nationwide. To meet this goal, the Ethiopian handball federation prepared national coaching manual to apply systematic and scientific method of coaching. The aim of this study was to assess challenges and current practices in implementation of coaching manuals in selected Addis Ababa city youth handball coaching program. For this, an extended review of the literature was taken to discuss the different principles and theories of practice and application of coaching programs on the whole world wide and specifically youth handball and other sport projects practiced on the world and Ethiopian context.The study was employed a descriptive survey research method. Ten sample youth projects were selected, from twenty-four youth handball projects using stratified and purposive sampling technique. Thus, the samples of this study were 50 players, 10 coaches and 32 sport administrative officials. The data was collected through questionnaire and observation checklist. And thus, analyzed using both quantitative and qualitative methods by describing statements and frequency counts & percentages. The findings of the study indicated that, lack of coordination work among the concerned stakeholders, unavailability of adequate training materials and equipment, the selection of trainees conducted just randomly without proper and clear criteria. Lack of suitable and standardized handball courts in the area and less emphasis given to maintain even the existing ones, the number of coaches were not proportional with trainees, the manual is not well designed and modified based on the trainee's age level since similar manual for both sex. The financial and budget allocations were not on the circumstances that may need especial action. Furthermore, lack of awareness of communities also the other main cause of these challenges. Due to monitoring were limited to certain sport expertise, here were no concerned bodies in charge of finding immediate solutions to the problem that were faced by the coaches and trainees. That kinds of implementations revealed that was exposed to failure to solve the confronted challenges. Therefore, to facilitate and encourage extensive participation, high standards, safety, and improved performance, attention must be paid to the availability of sport infrastructures, qualified human resources should be employed, specific attention must be given to acquiring and developing resource material such as manuals and coaching kits, which may assist in improving knowledge and advancing the technical skills of sport experts and coaches. Programs must be designed so that they revitalize communities as partners in the delivery of sports programs.

Key Terms:handball, program, trainee, coaching manual, challenges, coach, implementation

CHAPTER ONE INTRODUCTION

1.1 Background of the study

Handball is one of the rapidly becoming popular games all over the world. According to (Matt Herb 2014), the handball game that we know today was developed in northern Europe at the end of the 1880s. Accordingly, it was popular in Sweden, Norway, Denmark and German. It believed that, Denmark was recognizing as the birth place of modern handball. As a result, the rules for modern handball was drawn up by Danish Gym teacher Holger Nielson in 1898 and published in 1906. International handball began in 1928, the IAHF (international amateur handball federation) was founded in IAAF congress held it meeting. As cited in (Ibid) on July 11, 1946, the IHF was formed by the initiative and invitation of Denmark and Sweden. The founding members of the new federation were: Denmark, Sweden, France, Netherlands, Switzerland, Poland and Norway.

As (Abayneh T. and Endale M. 2015) stated, the game handball was introduced into our country during the 1968 via university instructors. After 1 years later, participants consisting of members from the police, military forces and various sectors have been provided with the relevant courses on the subject sport. This arrangement laid the ground for frequenting handball sport among the country's citizens. The ETHF was established in 1970. One year later, the first Ethiopian handball championship were conducted in 10 clubs at Addis Ababa. In 1972 Ethiopia became the member of international handball federation on the meeting held in Nurnberg (Germany). After the establishment of national federation, the game handball was popular in the country. But still Handball is not a big sport in Ethiopia with only about 144 registered club players and only about 284 handball project centers of 7100 youth project trainees' nationwide (data of 2017/18). This is one of the main reasons why we must be able to make the most out of our players, as we do not have such a mass of players that would automatically develop up to top players.

There are 24 handball projects in AA. Which means only 600 project trainees are actively played in training center. The training had given in school, youth center, and kebele courts throughout the academic year after school time for 3 days per week and 2 hours in a day. Even though in the 1

implementation of handball manual in training centers had different obstacles such as equipment, facilities, coaches' quality, and others.

According to (Starck 2011, FDRE Ministry of Youth and Sport 1998), there are key points that are to be considered when coaching youth handball players. First, they should be able to develop young talents as much as possible. On the other hand, the coaches must at the same time when coaching the talents, keep the players, which are only playing since having handball as one of their hobbies. This requires different kind of an approach from the coach. Every practice must be planned with these two types of players in mind and the training should be given in same standard by using coaching manuals.

These key points were the main reasons why the FDRE ministry of sport and youth was prepared the youth coaching manual in 1998 to achieve the goal of youth training program at national level. Thus, this study was intended to assess the current practice and challenges in implementation of youth handball coaching manual in selected Addis Ababa city handball coaching program.

1.2 Statement of the Problem

The Ethiopian junior youth sport training program inaugurated in 1998 with primary goal of producing talented young players who will be capable of overtaking the places of present time players by demonstrating best skills in domestic and international sports arena. This is possible only if reliable young substitutes are made available from the grass root level. Youth and junior training is the core and milestone for the development of sport (Canada sport federation 1986). Accordingly, to produce talented athletes which may represents up to the national level, the training should have done in the same way throughout the country. Thus, youth handball projects are expected to play their role in this case by incorporating young candidates to establish youth coaching program to produce quality national team players that will take part in the international and continental competition effectively. However, the national junior youth handball team has no attractive result beyond participation in zonal and continental tournament (ETHF 2017).

In 2012 the Minister of youth sport now renamed & reorganized as FDRE Sport Commission, carried out extensive participatory assessment across all regions to identify possible causes which account for the poor performance of Ethiopian sports and thereafter to design strategic courses of action aimed at tackling those prevailing challenges which persistently faced the development of the sports system in Ethiopia. Accordingly, the national federation prepares coaching manual give the training in scientific, and via system in nationwide. However, as (Asefa 2016) stated, the Ethiopian handball development is described that even if fabulous effort made and the game's historical background there is no development anymore because of lack of well-organized training system, absence of coaching book and training manuals.

Whereas (Abayneh T. and Endale M. 2015) who prepared youth training manuals under Ethiopian handball federation stated that objectives of manuals met their goals when it implemented in action by coaches and trainers. It also needs with good coordination between coaches, trainers and medical staffs. In addition, the national handball federations commitment to support, preparing refreshment course also necessary to implement the manuals.

Quite a lot of sport experts and professionals also reflects in different workshops, conference and meetings, the youth training program is not implemented effectively and efficiently. Furthermore, the manual also not implemented well. Based on this and having practical experience in coaching, the researcher had seen different encounters in some selected training centers. Because of this, the researcher initiates to assess the current practice and challenges in implementation of youth handball coaching manual Addis Ababa city handball coaching program.

1.3 Objectives of the Study

1.3.1 General Objective

The major objective of this study was to assess challenges and current practices in implementation of coaching manuals in selected Addis Ababa city youth handball coaching program.

1.3.2 Specific Objectives

The specific objectives of this study were:

- To describe the current practices in implementation of handball coaching manuals
- To identify the challenges that hindered the effective implementation of handball coaching manuals
- To find out how quality of coaches can affect the implementation of handball coaching manuals
- To verify how management and organization of the training program can affect the implementation of handball coaching manuals.

1.4 Research Questions

This study tried to answer the following basic research questions.

1. What are current practices in implementation of handball coaching manuals?
2. What are the obstacles that hindered the effective implementation of handball coaching manuals?
3. What are the causes of challenges that affect the implementation of handball coaching manuals?
4. How quality of coaches can affect the implementation of handball coaching manuals?
5. How management and organization of the training program can affect the implementation of handball coaching manuals?

1.5 Delimitation of the Study

It was unpractical and unmanageable to conduct this research throughout the regions due to time, research materials, geographical location and other constraints. Of these reason; the study was confined in 10 project centers which selects from three sub cities in Addis Ababa (Addis Ketema, Lideta and Kolfe Keranio Sub-city) youth handball program coaches, trainees' and sport administrative officials. This study was conducted from December 2017 up to January 2019.

1.6 Limitations of the Study

In this study, the researcher faced several constraints while the researcher conducted this study.

Among these, unwillingness of respondents, shortage of reference books and appropriate documents while conducting the research, shortage of time and financial scarcity were major limitations.

1.7 Significance of the Study

This study might have the following significances.

- It might indicate the major challenges in the implementation of handball coaching manual in Addis Ababa.
- It might give possible solutions for the cause and challenges in implementation of handball coaching manuals in Addis Ababa.
- It intended to create awareness on the degrees of implementation of handball coaching manuals in Addis Ababa.
- It might pave the way to others for further investigation.

1.8 Definition of Operational Terms

- Administration: - is synonym with management, putting a plan in to operation or working the plan. (Dan Covel et al 2007)
- Age category: - age division in which the training is being given according to the project objectives (Reiner martens 1990)
- Coach: -The person who takes care of the coaching and training of a team and who prepares them for performance (Tania Cassidy et al 2009)
- Coaching practice: -refers to the full range of behaviors, activities, interactions, processes, individuals and organizational functions that result from the operationalization of the coaching role and the coaching process. (Gatmaitan 2013)
- Coaching: - is an evidence-based teaching and learning strategy used within a collaborative process to promote the learner's capacity to learn new skills or refine existing skills or behaviors in an ongoing goal-setting, reflection, self-assessment, and problem-solving process (NAEYC 2011)
- Handball: - is a dynamic, popular and exciting sport that requires athleticism strength and stamina, great fitness and most of all, team work. (Australian Sport Commission, 1990)
- Management: -is the process of planning, organizing, directing, and controlling the activities of organization in order to accomplish its common goals (Dan Covel et al 2007)
- Organization: -is a simple form, maybe considered to be setting of a plan or planning the work
- Project: - It is an athlete's development program that is planned carefully and involves coaching kids and youth over a period of time.
- Talent identification: -is a process of recognizing current participant with the potential to become elite athletes (Bayer 1992)
- Training program:- is a program which to meet the individual needs of the athlete and take into consideration of gender, age, strength, weakness, objectives, training facilities. (Beashel 1996)

CHAPTER TWO REVIEW OF RELATED LITERATURES

2.1 History of Handball

Hand ball is one of faster team games it's said to be a very old game. There are no scientific evidence experts maintain that through our ages. Man has displayed greater skill with his hands rather than his feet's (Abayneh T. and Endale M. 2015). But the research experts maintain that throughout the ages of man has displayed the great skills with his hand rather than his feet. It was the traditional Olympic disciplines like boxing, wrestling and athletics. According to the Walter Vonder and Vogel Wide's it was said to be ,the catch ball games' from 1170-1230 AD with similar to hand ball. Around 14th C in Greece it was considered as status of children throwing the ball with one hand over his shoulder discovered. Among the major proves which provides evidence for the traditional games of hand ball the beginning of modern hand ball. The beginning of modern hand ball games goes back to the last decades of 18th C. It believed that several countries have contributed their share for its appearance and differentiation as an independent sport.

2.1.1 History of Handball in the world

According to (Jorgen 2013), handball is an international team sport, played at club, regional, and international levels. Historically, Handball has demonstrated an extraordinary dynamic development. At international level, the foundation of handball is not critically known however the majorities believe to be in Denmark and Germany. Evidences like written materials gained around River Nile, Walter's Poem 1170-1230, written document found in Scotland stress the foundation of handball.

According to (Janusz and Frantisek 1997) the turn of the 19th century handball was popularized at the Oldrup Gymnastics School. In 1898, the teacher Holger Niesen introduced a running game with two goals in which 14 persons, divided into two teams, took part. The game in which a ball was passed with the players' hands was called handball. The first game rules were issued in 1906 at the Oldrup School published by “Wejdlendling Handball”. The Germans also claim to have developed the game. Klaudina, the author of a book “Das Handball Spiel”, published in 1941 in Leipzig, claims that handball derives from a game called “Konigsbergerball”, which was then renamed “Torball”- which means goal ball. Records on handball development in Germany are dated from the period after 1915.

In 1917 Max Heiner, a teacher from Berlin began developing handball as a sport for women. Another important year is 1919. Famed propagator of handball, Karl Schelenz, a teacher of physical education at the German Academy of physical Education, was also popularizing the game. Some changes in rules had been introduced. The dimensions of the playing field were increased to 80x40m, the goal line moved to 8m, and the goal dimensions were changed to 5m in width and 2m in height. Those rules embraced playing with a ball and the body, which greatly influenced the technical development of handball. In 1920 handball was introduced into school program. Handball, however, didn't have separate federation in Germany. It was not until 1934 that Fachmat fur Handball spread all over Germany.

Czechoslovakia was another country which claims to have created handball. In a book entitled “Metodej Zejec- Dejiny Hazeny”, published in 1948, the author says that Czechoslovakia is the homeland of handball, which originated from hazena (“hazet” means to throw). A founder of hazena, which was introduced in that country in 1906, was a teacher of physical education in prague, named A. Kristed. He wanted boys to turn their interest from soccer, which he recognized to be a dangerous game, to hazena for which the developed rules. International handball began in 1928, the IAHF (international amateur handball federation) congress held it meeting. The following countries organized the Federation: Germany, Czechoslovakia, Holland, Belgium, Austria, USA, France, Ireland, Denmark and Canada. After the 2nd World War in 1946 the representative of the 15 countries created a new Federation, called IHF. The dynamic progress of handball in the world had begun. In 1961 the European Handball Federation (EHF) was founded with its base in Vienna. (Ibid)

Beside this, (Abayneh T. and Endale M. 2015) stated the modern handball was originated in Europe in 1904. The first handball game however, in our time, was played in 1917 in Germany and first appeared in the Olympics in 1936. Handballs governing body was formed in 1928 and was called Federation International Handball Amateur (FIHA) and was later in 1946, changed to today's international handball federation (IHF).

The national federation among the continents comprised Europe (UHF), Africa (CAHB), and Asia (AHF), North America and Caribbean (NACHC), Oceania (OHF) and South and Central America (SCAHC) total of 208 (ihf 2018). Nowadays approximately 16 million players distributed between nearly 800,000 teams. However, handball only has strong roots in approximately 30 or 40 of them (Linder 2011). Before 1940, it was very common that handball was played outdoors. In Copenhagen however, in 1940, it was brought indoor for the first time where it was played on a court a little bit larger than a basketball court and the indoor goals for the first time. (Shimelis Minday 2014).

2.1.2 Handball in Africa

SportsknowHow.com listed Historic evidence indicate that games not unlike handball were also played by the Inuit on Greenland and as far ancient Africa. There are drawings of Egyptians playing handball decorating the 5000 year old tombs at Saqqara, in which girls playing the game. African Handball was founded in 1973 and represents the national handball associations of Africa under the supervision of IHF. To date 50 federation are affiliated to the CAHB.

(David Ngobua 2011) Reported that, African governments should embark on talent identification programs to promote the game of handball and at the same time empower the youth. More so, leaders in Africa should work with handball federations in their respective countries in training of coaches and helping them on how to identify potential talents from the grassroots level. This also means handball federations should reach coaches in different areas and/or parts of the continent give them basic education. The development of the game should also go hand in hand with the availability of infrastructure to achieve continuous development. Training conditions will have a big influence in the development of the players. Therefore, African governments should embark on an infrastructure development exercise and at the same time have regular competitions for different age groups.

2.1.3 Historical Development of Handball in Ethiopia

There is no the exact time when handball was stared in Ethiopia. As (Asefa 2016) stated on his Amharic version book, handball in Ethiopia was stared in 1968 by Tequame w/tsadik and other physical education teachers of AAU. Then it was going to military campus and colleges in 1969.

The Ethiopian Handball Federation was established in 1970 and accepted as a tentative member of international handball federation (IHF). In 1971, 10 clubs were participated in the first time in Ethiopian handball championship held at AA. In 1972 Ethiopia became a full member of International Handball federation at Nuremburg congress. From 1972-1975 the popularity of handball in Ethiopia was increased and played by military groups and between States best teams. Ethiopian national Handball team was played the first time in 1976 held at Egypt.

In Addis Ababa which was followed by the establishment of Addis Ababa Handball Federation established in 1980 under the Addis Ababa youth, culture Sports bureau then; Ethiopian championship competitions were organized and conducted. Women's clubs were 10 in number from 1975 - 1982, 8

during which tournaments under such sport had been organized and conducted in Addis Ababa. Men's clubs were 17 in number from 1970 - 1990, during which tournaments under such sport had enjoyably been organized and conducted. Ever since 1983, handball sporting was frequently practiced across schools.

The sport was frequented by five clubs only from 2001 - 2011, in which case such sporting, which had once been a hotshot, was treated with high frigidity and its popularity was receded into the period until 2011 And the total number of clubs lowered from 17 to 3. It took 44 years with no international appearances except continental cup qualification in Africa. In 2016, the Ethiopian handball federation comes with new organizational structure and it merely the rebirth of handball. The federation were prepared new competition format and 11 male clubs participated and compete throughout the year in premier league format. Even though in 2017/18 season the numbers of clubs are minimized by two, the Ethiopian handball goes in bright and hopeful development.

2.2 Benefits of sport

Boosting participation in sport can generate a variety of socio-economic benefits. Sport can, and does, make a profound and positive impact on individuals, communities and wider society.

Within a global context, sport plays a significant role in the generation of economic activity and in the provision of services to spectators, participants, communities, athletes, coaches, administrators and the corporate sector (Maguire, 1999, 2005; Maguire et al, 2002). Increasingly, Governments see sport as an important element of their policy frameworks (Australian Government, 2010; Department of Culture, Media and Sport, 2002; Government of Ireland, 1998; Green & Houlihan, 2005; Houlihan, 1997; President's Council on Fitness, Sports and Nutrition, 2011; Sport and Recreation South Africa, 2011). In some cases, legislative frameworks have been established regulating the operation of sport (Chaker, 1999; Government of France, 2000; Kikulis et al., 1992; Parrish, 2003; Republic of South Africa, 1998, 2007). More recently, the European Union has issued both a White Paper and an official communication on sport which sets out the proposed objectives for sport within a wider social, economic and cultural framework (European Commission, 2007, 2011). At a global level the influence of the Olympic movement gathers pace, while sport has also been identified as a vehicle to achieve the millennium goals of the United Nations (Beutler, 2008).

Economic Impact

In 2010, sport and sport-related activity contributed £20.3 billion to the English economy - 1.9% of the England total. The contribution to employment is even greater - sport and sport-related activity is estimated to support over 400,000 full-time equivalent jobs, 2.3% of all jobs in England.

Social and Cultural Impact

Published studies show the positive effects of sport on education include improved attainment, lower absenteeism and drop-out, and increased progression to higher education. For instance, young people's participation in sport improves their numeracy scores by 8 per cent on average above non-participants. Other studies have found that sport programmes aimed at youths at risk of criminal behaviour can enhance self-esteem and reduce reoffending.

Burnett addresses some of these issues in attempting to measure the social impact of a junior sports development programme in South Africa. She proposes a multi-dimensional impact assessment approach, drawing on a range of academic disciplines and operating at macro, meso and micro levels. Using a Sports Development Impact Tool, with small samples, she illustrates that the inclusive, non­competitive programme reduced social distance between teachers and pupils; enabled female teachers to break-down male-dominated barriers; enabled children to broaden their knowledge of each other.

More broadly, Driscoll and Wood explore the role of sport and recreation clubs in periods of social and economic change and their contribution to development of social capital in a rural Australian community.

Based on a household survey and group discussions they conclude that sports clubs have the potential to perform wide-ranging socio-cultural functions, including leadership, participation, skill development, providing a community hub, health promotion, social networks, and community identity. In a related study, Tonts reports on an Australian study of the importance of sport and sports volunteering in a rural area suffering social and economic decline. Its contribution to social networking, community identity and sense of place, health and the development of both bonding and bridging capital are explored. Consequently, the author presents a mixed picture. For those involved, sport provides a forum for social interaction and such networks form the basis for the creation and expression of social capital. However, this has its limits, with intra-club divisions and those not involved in sport and many Aboriginals experience a sense of social exclusion

In a Japanese study Okayasu et al illustrate that comprehensive community sports clubs (which include non-sporting activities and a broad age range) have a higher potential for the development of bonding and bridging social capital than traditional community sports clubs (which are more single sports focused, have a narrower social base and are less inclusive). Misener and Mason explore the potential role of large scale sports events in policies of social regeneration, increased social engagement and improved social infrastructure.

Using Coleman's conceptualization of social capital, they explore the potential contribution of differing aspects of the process of bidding for, acquiring, hosting and legacy of sporting events. They illustrate their argument with examples from the 2002 Commonwealth Games in Manchester and offer four propositions as to how such processes can be developed to maximize their impact on social regeneration. Kellet et al report on a qualitative study of different strategies to leverage social benefits from adopting a country competing in the 2006 Melbourne Commonwealth Games. The authors conclude that a multifaceted approach in which the visiting team is involved directly in a wide variety of sporting and non-sporting events served to create new networks, develop new skills and strengthened organizational coordination and learning.

In a broad ranging review literature on the contribution of hosting events and national team successes the New Zealand Tourism Research Institute notes that: the impact of sports events on cohesion and pride are short-lived; that sport is likely to be one of a number of factors that influence national identity; pride and some sports are more likely to be effective than others; that these vary between nations and sports teams and events can provide a community with psychic income and community pride which contributes to the quality of life. However, the review concludes that much of the evidence is qualitative and there is a need for more robust empirical research.

At the level of group integration, the Scott Porter research examines the meaning of sport for minority ethnic groups with differing attitudes to social and cultural integration. They suggest that providers need to adopt a theory of change approach to the provision of sporting opportunities to diverse ethnic minority populations (this approach is also recommended by many of the contributors in the Participation section). At each stage it is necessary for providers to identify, and be sensitive to, the perceived and real barriers to participation, although it is suggested that there are few community-specific barriers. Much of the work in this section remains at the developmental stage and indicates the need for a range of inter-related, conceptually and methodologically robust, research at various levels:

- Sport's potential contribution to social cohesion and the development of various types of precisely defined social capital in differing socio-economic and cultural contexts.
- The contribution of professional sports teams to civic life.
- The role of sports in developing social capital within schools and the impact on behaviour and educational performance.
- The potential role of various types of sports event to develop social networks and forms of social capital.
- The value of sport in promoting quality peer relationships.
- The role of peers in facilitating, or delaying, sports transitions and their centrality in athletic and global self-identities.

2.3Sport Coaching

A sports coach fulfils a leadership role within sport, which is characterized by goals based on improved sports performance. There are many coaching roles, but the most useful distinction is between the participation sports coach and the performance sports coach. The appropriateness of the term ‘coach' is measured by the scope and scale of the coaching process.

The literature has come to accept that coaching should be treated as a coordinated and integrated process (Woodman 1993; Lyle 1996; Abraham and Collins 1998; Cross and Lyle 1999a) rather than as an unsystematic aggregation of isolated training episodes. There are significant implications from treating coaching as a process, the most important of which are that the relative priorities of skills and function areas become process-driven.

There has been relatively little research emphasis on the process elements of sports coaching (see Lyle 1996) but this perhaps reflects the absence of a suitable conceptual framework rather than any serious dispute over the serial nature of coaching. Comment has also been made about a reliance on the observable behavior of coaches and this has served to emphasize the episodic rather than an extended and integrated time-line nature of coaching. The use of the term ‘the coaching process' implies both the contract and understanding which is entered into by the athlete(s) and coach, and the operationalization of that agreement.

1. The arrangement will be different and distinctive in all cases and is determined by the organizational setting, the performer's aspirations and commitment, and the coach's contractual obligations. It becomes manifest in the role responsibilities, expectations and accountabilities of both the athlete and the coach.
2. The operationalization consists of the purposeful, direct and indirect, formal and informal series of activities and interventions designed to improve competition performance.

The most evident part of the process is normally a planned, coordinated and integrated program of preparation and competition. This is devised by the coach and the athlete(s), although the balance of responsibilities will be determined by the nature of the agreement between them. The overall implementation of the process is the responsibility of the coach, although this may involve a significant group of other specialists.

2.4Coaching practice

Coaching is a complex social process and not merely an individual concern. It involves far more than the simple transmission of knowledge and has been oversimplified both in the coaching literature and in coach education (Cushion et al 2003). As (Vermont agency of education 2016) stated, coaching is a positive supportive relationship between the coach and the person who wants to make the change. This positive supportive connection empowers the person seeking change to draw upon his or her own abilities and potentials, so as to achieve lasting lifestyle changes.

Abraham and Collins (1998) also provides an overview of the field, reviews the literature and deals with some of the conceptual issues.The remainder of the sources fall into one of two camps: the first involves identification of appropriate behaviors, and the second is an experimental approach.

In the first, coaching effectiveness is used synonymously with ‘good practice' and the intention is to describe ‘appropriate behavior' (Douge 1987; Howe 1990; Crisfield et al. 1996; Jones et al. 1997). In these sources the term ‘effective coaching' is assumed rather than defined. In the second approach, coaching effectiveness is one of the variables in research into coaching practice. Given the problems of measurement alluded to throughout the chapter, it is not surprising that coaching effectiveness is evaluated largely by athlete opinion (for example, Laughlin and Laughlin 1994; Cross 1995b).

Douge and Hastie (1993) used developments in coach education as a starting point for reviewing evidence in leadership style, personal development, behavioral observation research, athlete opinion 13

analysis and context-specific practice. The paper is valuable for a summary of sources but does not adopt a critical approach, does not deal with the concept of effectiveness and, as with much of the literature, treats the coaching process as unproblematic. Cross (1999) deals with the concept of effectiveness and reviews a number of potential measures. Particular attention is paid to the notion of ‘value-added' as a criterion of effectiveness. Cross deals at some length with the components approach and identifies coaching behavior that is thought to lead to effective practice, including style/philosophy. However, the question is posed as to whether component behavior recommendations will be effective in all situations. He also acknowledges the variety of stakeholders likely to have views or an interest in effectiveness. He recognizes the problems involved: ‘It is extremely difficult to construct an all-embracing definition of coaching effectiveness that satisfies all coaching situations' (1999: 61).

2.5 The National Sport Policy of Ethiopia

The National Sport Policy of Ethiopia adopted several Objectives and Goals in relation to creating talented children and youth in different sport activities. As on Ethiopia's junior and youth project training manual 2008 indicated as follow:

Objective

- Encourage the participation of children and youth sport activities according to their inclinational by forming sport projects in educational institutions.
- Organize special training and competitions forums for talented youth in various types and sports and recruit the gifted ones by working in conjunction with sports projects and federation.
- Create favorable conditions to increase the participation of exceptionally talented youth and those with special needs to enable them to acquire special education and benefit from it.
- Enable youth to be actively involved in and benefit from activities which are directed for expanding and constructing youth focused recreational, cultural and sports institutions and centers.
- Enable in- school and out- of- school youth to widely participate in physical education, physical fitness exercises, cultural sports trainings and competitions and benefit there from.

Goal

To produce large number of highly talented players within four years:

- Making them to join in different clubs.
- Promote them to join camps prepared by national sport commission
- Promote them to participate in international and national championship competition by representing Ethiopia in junior and youth level.
- Promote them to replace former elite and golden players.

The Ministry of Youth, Sport and Culture, in conjunction with relevant governmental and non­governmental bodies, needs to take up the lead role to creating conducive conditions for the effective implementation of the policy issues and directions. (Ministry of youth and sport 2008).

2.6Youth Sport Projects in Ethiopia

The ministry of youth and sport inaugurated the junior youth sport training program in 1996 with 3 sport disciplines. Since 1997, the program has been running nation- wide youth sports projects in 8 types of sports that means football, athletics, volleyball, basketball, handball, tennis, table tennis and boxing in which so far about 14000 youngsters have attended the training programmers. The projects have shown promising results to improving the standards of each sport type as the managed to produce many elite young players who stepped up to ultimately play for various higher level clubs and even for the national teams of Ethiopia. Nonetheless in order to take full advantage of their potentials and maximize their output, the projects should further get adequate capacity building supports particularly in the areas of training grounds, sportswear and gear as well as in the coaching system. More importantly over all activities of the projects need to be coherently integrated with the modern system of school (center) excellence which solely provides scientific sports education and training programs on talent scouting and development.(Dawit Yifru 2014)In 2004 the Minister of youth sport and culture carried out extensive participatory assessment across all regions to identify possible causes which account for the poor performance of Ethiopian sports and thereafter so as to design strategic courses of action aimed at tackling those prevailing challenges which persistently faced the development of the sports system of Ethiopia.

Empirical international evidences further confirm the youth sports academies play a paramount role to uplifting the standards of sports in any country. Youth sports academies which eventually flourished in many cities of France hugely contributed for France's successive victories at the 1998 world cup and 2000 European cup as most players of the winning teams, since their early ages, passed through the system of youth sports academies including Clairefontaine which was established in 1988 and 2008, 2012 European cup and the 2010 world cup winners backbone for Spain is Lammesia youth academy play a great role for Spain successes, the above two sport academy still the leading famous youth academy in Europe. Nowadays the importance of youth sports as a fast track strategy for success has been utterly recognized and hence made operational virtually across as parts of the world irrespective of the development level of a country. Many African countries recently embarked on developing a system of youth sports and their efforts are being rewarded with promising results as in the case of Senegal, South Africa, Tunisia, Ghana, Morocco, Nigeria, Egypt, etc. which managed to produce plenty of world class footballers who are now decorating the major leagues of Europe, America and Asia.

In our case the necessity of establishing youth sport academies in Ethiopia has ready been given prior importance in proclamation Number 256/2002 and the Sport Policy of Ethiopia where it is clearly stipulated “ the Minister of youth sport and culture will accomplish integrated actions with regional and national sports federation in order to establish national and regional sports training academies with a view to producing best young players who will be capable of overtaking the places of present time national team players”. In the long run the combined effects of this proposed project together with other ongoing sector investments, which are being accomplished in the specific areas of building sports facilities and upgrading the skills of sports professionals, ensure that fundamental strategic actions are executed in the sports sector that ultimately result in the rapid progress of the Ethiopian sports sector. Power of sport as a cost-effective tool for development, social equity and peace can be realized.

The Ethiopian Sports Policy, issued on 24 April 1998, is aware of the many benefits and growing role of sport and calls for concerted action to be forged by relevant governmental and non-governmental bodies aimed at realizing the participation of people, particularly of young people, in various sports of their choices through establishing necessary structures in areas of residences, and work places. The community-based and elite-centered sports development approaches, which are the two main pillars of the Ethiopian Sports Policy, are practically complementary to each other's as elites are drawn from grassroots participation of people through sport for all and traditional sports. The spectacular performances of elite athletes, in turn, will encourage and motivate people to practice sports and physical activities.

This correlation between the two approaches reveals a fact that national sports programs and projects, which are designed to implement the policy need to encompass initiatives which have purposes of promoting elite sports system that will subsequently result in the development of community-based sports. Thus, in pursuit of the national strategic directions set in the national sports and youth polices of Ethiopia, the Ministry of Youth, Sports and culture has been undertaking various fundamental measures and projects across all regions of Ethiopia with a view to enabling young people enjoy the many benefits of sport through directly engaging in sports activities. In the regard, it is worth noting to mention here that since 1998 the Ministry has been running sports talent development projects is 8 sport types (Football, Athletics, Volleyball, Handball, Basketball, Tennis, Table Tennis and Boxing),inwhich so far more than 14,000 youths have been attending the trainings in all regions of the country. The projects have been launched with a core objective of producing talented young players who will be capable of overtaking the places of present time players by demonstrating best skills in domestic and international sports arena.

When we measure the hitherto outcomes of the projects in terms of meet their objectives, we could say that the projects have shown a glimmer of hope to raising the standard of Ethiopian sports system. However, a lot remains to be done to enhance the performance of the projects by providing them with the necessary inputs to tackle their existing problems, which are mainly in the area of upgrading the skills of trainers, supplying modern training facilities and allocating adequate finance to the project. (Ethiopia's junior and youth athletics project training implementation manual 2008)

2.7What makes a successful inner-city sporting projects?

There are a wide range of benefits that emerge from successful sporting projects. However, we can consider a successful project as one that effectively helps provide a diversion from crime, offers excitement, improved personal fitness leading to improved mental health, increased self-esteem and a sense of control over one's life, the development of cognitive competences, positive role models and enhanced chances of employment.

There are many projects aimed to provide opportunities for young people, but not all well-intentioned ideas work, so learning from others schemes is vital. Key requirements are:

- An attractive activity to get participants involved,
- The ability to adapt a program to individual participants needs.
- The use of rewards for achievement, which will enhance self esteem
- A good relationship between participants and activity leaders
- Leaders taking a mentoring role, so they develop a relationship of trust
- Ability to offer long term follow-up and viable exit routes with further opportunities
- Sharing activity with pro-social peers
- A clear set of values associated with the activity leaders and the program (Geoff Nichols, University of Sheffield)

2.8Contribution of Youth (junior) Coaching

According to (Mohammed N. 2011) Junior and youth football projects are the base, the source and ground for main clubs. Moreover, projects or youth academes are used as a source of producing players that have played professionally overseas and represented their country at youth and international level. In relation to this idea, the internet source through the free encyclopedia expresses that, “Sydney United football club, a dominant club in Australian National Football League, most of its players had come through the club's own junior ranks. Many of these players now play their tread in some of the best football leagues around the world and are still an integral part of the Australian national squad.” Furthermore, in Europe, Barcelona's long tradition of successfully bringing young players from its lower ranks make the team one of the world's successful football team. In line with this idea, the internet sources through the same free encyclopedia states the club as follows:

Barcelona's youth football academes consist of 290 players and 110 employees. Of the current first team squad most players have come up through the junior ranks at the Camp Noun (Barcelona's youth football academy). Barcelona's youth system, it is worth noting, has also produce successful players who are no longer at the club, were brought through and educated at their academy.

All the above information implies that, to increase and develop the contribution of youth football project, the main team should give more emphasis to youth players. This means players should bring through and educated in the academy. Similarly, as the internet source of the free encyclopedia states, about Liverpool football club youth academy, Scouts attend many local youth matches looking for talented boys. A boy will then be invited to attend training sessions at the Academy. They are taken in as young as the age of eight and the boys start by simply attending after-school training sessions, but as they reach their middle-teens, their academic needs will be taken over by the Academy if they are deemed athletically talented enough. As such, the Academy has a lecture theatre and a computer equipped classroom.

Generally, at the junior level ball skills should be refined. Players should begin to develop an insight to the game and an overall passion to the game. Player development should occur through a systematic approach and the project (club) should serve every facility and equipment's for players instead of their family or parents. (Mohammed N. 2011)

2.9 Responsibility of Coach

The quality of coaching and the trainees-coach relationship are the essential features of trainee's development. The quality of coaching determines the quality of training environment. Trainees will not improve much without high quality coaches creating and directing an intelligent training plan.

The coach's commitment to excellence and fixing of realistic goals set the tone of training. The time a coach has available is important for establishing adequate training. The time available often depends on the extent to which coaches can be paid for their coaching activities. The number of trainees a coach must train influences the quality of the training, the fewer trainees, and the better for those being coached.

The most essential requirement in developing top level players is the availability of world class coach. While the coach may be many things to the trainees: - Teachers, trainer, manager, scientists, friend, and so on. If coaching is highly knowledgeable, motivated, intense, sensitive, to individual needs and successful in solving problems the training environment should generate much success for trainees. However, if the coach has poor technical or theoretical knowledge lacks experience is unable to direct a comprehensive program, or is not motivated, or cannot spend their necessary time, the trainees will not reach his or her potential. From the above notion one can conclude the coach have a significant importance for trainees to achieve his or her dream. Considering their expertise and ability in training and practical techniques, tactics, and strategies, skillfully caches must try to use the appropriate leadership style and increase team spirit and group cohesion among the sport team. In addition, a coach must enhance his recognition of his trainee's characters, support them socially and emotionally, showing affection to them and at appropriate times admires their contributions and efforts. In addition, he should employ his skills and knowledge to train and exercise techniques, tactics, and professional strategies, so that he could optimize individual and team performance and generate satisfaction in players as well. (Research Journal of International Studies-Issue 16 September 2010)

The Coach-Athlete Relationship

The coach-athlete relationship is the foundation of the coaching process and the most meaningful interpersonal relationship in sport because its nature is likely to determine the athlete's development, satisfaction, self-esteem, confidence and performance accomplishments

(Jowett & Cockerill, 2003; Jowett, 2005b; Lyle, 1999b) cited in (Mohammed N. 2011). The coach­athlete relationship can play a significant role in many of the decision-making processes which ultimately determine the athletes' ability to develop and perform both on and off of the playing field. Therefore, it is not surprising that the coach-athlete relationship is particularly crucial. Jowett explained: “now that the coach-athlete relationship is recognized as the foundation of coaching and a major force in promoting the development of athletes' physical and psychosocial skills, the coaches' ability to create perfect working partnerships with their athlete becomes paramount” (2005:412).

The “athlete and coach are mutually dependent” (Phillippe & Seiler, 2006:160) and (Jowett 2003) cited in (Mohammed N. 2011) whether the sporting experience is positive or negative depends largely on the coaches' philosophy and coaching behaviors. Coaches and athletes in negative relationships have identified experiences such as, hurt feelings, minimized time spent together, limited verbal exchanges, tension, avoidance, unfulfilled expectations, poor communication, lack of commitment and dissatisfaction, as well as various abuses of power and discomfort (Poczwardowski, Barrot, & Henschen, 2002). And in (Jowett 2003) cited in (Mohammed N. 2011) added that feelings such as being unattached, distant, having competing interests, conflicting goals, lack of understanding, and incompatible roles, tasks and support can all negatively affect coach athlete relationships. Conversely, effective coaches are individuals who are able to provide a positive and supportive environment in which their coaching practices significantly enhance their athletes' performance, personal and professional development. As a result, the relationship that a coach has with an athlete is of paramount importance to the pursuit of excellence in sport.

2.10 Determinants of sport project coaching implementation

In any case it is necessary to distinguish between problems that are symptoms and those that are underlying causes in general project implementation problems are varied and complex in their nature but the major ones observe in most of the project are categorized in to four major groups according to the world bank these include the financial, managerial and institutional technical and political.

Financial: can be seen in two days funds may not be avoidable at the commencement of the project or a shortage may occur during the full implementation period.

Managerial: most persuasive in a sense usually considered as institutional problems and the root causes of implementation delays and cost overruns.

[...]

• Hochschule: Mek'ele University (College of Natural and Computational Sciences)
• Veranstaltung: Sport Sciences
• Autor: Wasihun Abate Sentie (Autor:in)
• Erscheinungsjahr: 2019
• Seiten: 100
• Katalognummer: V1371293
• ISBN (PDF): 9783346906069
• ISBN (Buch): 9783346906076
• Sprache: Deutsch
• Schlagworte: Handball, program, trainee, coaching manual, challenges, coach, implementation