Academic journal article Journal of Physical Education and Sport

Coach And/or Educator?

Academic journal article Journal of Physical Education and Sport

Coach And/or Educator?

Article excerpt

Introduction

The objective of the article is to reflect on the sports context as an educational and training agency, which must include within it a figure prepared to approach the individual in an open and total listening manner, in order to guide him in his personal and specific path of growth, supporting it in finding all its resources and putting it in relation with its own and others' diversity. Then when this figure finds himself interacting in a group context in which people with disabilities are present, even more will have to appeal to specific competences in the pedagogical field. The coach will not only be a coach, the educator will not only be an educator

Material & methods

The body is educated through movement. Through movement begins one of the main paths of knowledge of oneself, one's body and its surroundings. This means understanding how to take charge of the discovery and experience of one's own motor skills, learning to manage and modulate it. In this phase the emotions and tensions that face each other, play an important role, leading the student to acquire a body independence that translates into the willingness of the body to do what's desired. The constant work in this direction constitutes the possibility of improving one's own attention span.

Results

With this fundamental assumption it's clear that the coach should not limit his gaze to the "material" component of the body or movement dynamics (Raiola, 2017, 2014, 2013). Listening to those in front of us must be global and the approach complex. Facing the knowledge of a person through a global approach and listening is the primary competence of the educator, trained in university courses and with a substantial experiential base behind his back. However this role cannot even be that of the educator, tout court, since many specific competences are called into question. When working with children or adults, who have a disability, the observation and consideration of all the components of the human being, from the body to the mind, passing through the emotions and the spiritual mystery that is inside in each of us, constitute the essential starting point (Gaetano, 2016, 2012). Therefore, better that our coach is supported by an education professional (D'Elia, 2019, Viscione et al., 2019, D'Isanto, 2016, Tiziana et al., 2018)). Nevertheless he too, in turn, to get the best realization of the above, will have to be more interested at the pupil than in applied physiology and technique, developing skills. operational linked to the sciences of education, which will have repercussions on the whole training, thus corresponding to the concept of the transversality of education through movement (Raiola, 2015ab), with the consequent active involvement of its pupils (Aiello et al., 2018). It follows that the guide figure in this process of self-knowledge and learning, or rather in this process of growth and self-development, is a hybrid that must keep the door of deep listening constantly open. In this way, learning will be carried out that has a favorable influence on development, taking into consideration the potential of the subjects, constantly stimulating them, but never exceeding those (D'Isanto et al., 2019) Contrarily, the comparison of the subject with a learning situation beyond his own functional possibilities, presents risks that could lead to an experience of repeated frustration that affects the psychic function. However, it's true that in overcoming frustration there is one of the most important growth dynamics: in the perception of one's own limit is a part of the motivation to overcome it. Motivation is primary engine of human action. So this hybrid of coach/educator must set an example of openness in the approach to those in front, to stimulate imitation so the person on the path does the same. Continuing the reasoning, we add that attention should be given not only on the pupil, but rather to keep the gaze on the pupil inserted in the experiential context, since if we can already speak of evolutionary dynamics within ourselves, the same dynamic takes place expanding it self and we take note of it only if we broaden our gaze to a wider universe, only if we break the framework of the limit to the person and immerse ourselves in the universe that considers the context, too. …

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