|Title||Indicators of Professional Skills Development in Cheerleading Coaches|
|Author||Galina A. Yamaletdinova, Stepan Ye. Semenov|
|About the author||
Galina A. Yamaletdinova – Dr. Sci. (Pedagogy), Associate Professor, Head of Department of Fitness Training, Professional and Applied Physical Training, Liberal Arts University – University for Humanities; Professor, Department of Physical Education Theory, Ural Federal University, Yekaterinburg, Russia.
Stepan Ye. Semenov – Third-Year Student, Institute of Physical Culture, Sports and Youth Policy, Ural Federal University, Yekaterinburg, Russia.
|Section||Physical Culture & Sports|
|Abstract||By now, coach’s professional functions have long been expanded: from merely training an athlete for competitions to performing multiple roles of a manager, teacher, psychologist, etc. With the growing popularity of cheerleading and improvement of methods, means and conditions of sports training, with enhanced requirements to skills in major sport subjects, the demand for a coach as the key figure in training successful cheerleaders also grows. It is particularly important for athletes from children sports schools where a coach is bringing up an individual the society needs. In this regard, the research was aimed at studying the level of professional skills development in cheerleading coaches of various qualifications. To achieve the above goal, the following research methods were applied: retrospective analysis of psychological and pedagogical literature, studying pedagogical experience, surveying, testing. A research was conducted to identify the required professional skills of cheerleading coaches, taking into account pedagogical activities. Methods were used to identify the development level of reflection capability, willful self-regulation, empathic trends, personal aggressiveness and propensity to conflict, dialogue-based structure of inter-personal relations and creativity. It was found that coaches with greater practical work experience had a much higher level of indicators like constructive relations (83 %), persistence index (83 %), sign-based thinking (67 %) and creativity (33 %). Most coaches with smaller practical experience had a medium level of these properties’ development. Consequently, thelevel of skills required for coach’s efficient professional development primarily depends on the personal experience and the content of educational system.|
|For citation||Yamaletdinova GA, Semenov SYe. Indicators of Professional Skills Development in Cheerleading Coaches. In: Zaks LA, Semitko AP, Mitsek SA, et al. (еds.) Russian Man and Power in the Context of Dramatic Changes in Today’s World: Collection of academic papers from the 21st Russian scientific-practical conference (with international participation) (Yekaterinburg, April 12–13, 2019). Yekaterinburg: Liberal Arts University – University for Humanities; 2019. p. 602–610. Available from: doi:10.35853/UfH-RMP-2019-PS10.|
This work is licensed under a Creative Commons Attribution 4.0 International License.
|Full text version of the article||Article language||russian|