OBJETIVOS Y METODOLOGIA DOCENTE:

Players believed that their mental preparation was as important as the physical applications of judo. Therefore, some players believed it was necessary to apply a combination of motivational strategies, such as praise, positive reinforcement, and confidence. Players expected coaches to know when they were having a bad day and they needed motivating.

I think to make a good coach you must be able to motivate players and get them to perform at their highest level and to give them support they need, and to let them see the positive side of their performance”

“The coach must show the ability to get ideas across knowledge and the ability to motivate the players’.

“Commitment to sport and player, good knowledge with up to date technically, inspirational and be motivational”.

“An effective coach to me is someone who is willing to give you their all in terms of time and effort in training sessions. Working with you through tough times and high times, they are there for you all the time through wins and losses”.

“One who will use understanding and positive motivation in their coaching sessions to help the players to achieve their goals”.

“The coach should have compassion and motivation with lots of experience, not too laid-back, congratulate you when you have done something well”.

“A coach needs to be a good motivator, manager with people skills, commitment, and with a sense of humour” motivated, lots of things to-do, new ideas, programme schedules”

“The coach should be a good motivator and one who recognises player inabilities and has to correct them”.

“Good motivator with good knowledge of the sport”.

“A good motivator knows how to treat players and knows how to get the best out of them”.

“The coach must be a good motivator and have good knowledge of the sport and have good relations on and off the mat”.

“It is important to know when your player is down and needs motivating also to know how to treat your player’s and know how to get the best out of them”.
“One who understands and uses positive motivations in their methods”.
“A coach who has enormous amount of knowledge, patience and motivation”.
“The coach who has the ability to get ideas across, knowledge and the ability to

motivate players”.

“The coach needs to have a good knowledge of the sport and to be inspirational and motivational”.

The key findings of this study relate to the players’ perception of their coach. As expected, the majority of players perceived their coach to have a positive influence on their preparations, and someone who will give them confidence and motivate them when they need it. A number of players, however, did not always agree with their coach’s decisions and style of coaching. It is sometimes difficult for coaches teaching in clubs, especially with a mixture of both club and elite players. Some players, particularly club players, are only interested in achieving judo belts, although others in the club may have aspirations of winning medals. Evidently, the coach needs to take into consideration the motivational needs of his or her students. If the judo players were only interested in the belt system, then the coach would concentrate on long-term goals. However, if the players were interested in the competitive elements of judo, then the coach would focus more on the short-term goals. An example would be in selecting the appropriate competitions for individual judo players in a progressive competitive judo program.

Motivation is the essence of judo especially for the players as well as the judo coach. Every person who steps on to the judo mat and becomes engrossed into the sport will be primarily motivated by the judo belt system. The belt system provides the feedback for the judoka to be able to focus on achieving one belt at a time, and this evidence of gaining competence is motivational. The colour of the belt shows the individual player’s personal progress and at the same time, it provides that player with information on other players’ abilities.

At face value, the belt system will provide feedback on performance accomplishments that could motivate the player. Cox (1990) proposed that the sources of motivation should be considered in terms of primary and secondary sources. Factors

related to primary motivation include performance feedback for players. Secondary feedback is how the coach interacts with the player. The judo coach would therefore, be classed as a secondary source of motivation, as would the judo belt system, being a champion, winning medals also it would include peers and parents. If a player was selected for a judo team event, that would be classed as a secondary motivation through the attention and influence of others. Judo is mainly practiced as a secondary motivation as you predominantly need a partner to practise with or to compete against.

7.10 Conclusion

The extensive qualitative data on players’ and coaches’ attitudes and beliefs on what constitutes effective coaching has produced a rich data set. There appears agreement between coach and player on the themes required effective coaching, including emotional control, knowledge of skills, experience, relationship between coach and player, and the importance of being highly motivated. There are however, differences in the emphasis placed on these themes. Players place greater importance on emotional control and knowledge of skills, whereas coaches emphasise the importance of relationships.

A key question that is worth asking is the extent to which the scale developed in study one, would have been reproduced, if the researcher had used a larger sample of players and coaches. The likely answer is that the scale would share some similarities, but would also show considerable differences. The reason being that there are more club coaches than elite coaches, therefore they would heavily out weight the elite coaches’ responses. However, it is important to bear in mind that both coaches and players

measurement error as deemed from the confirmatory factor analysis results. It is commonly agreed, that theory development and measurement of that theory are ongoing processes. Therefore, it would be reasonable to suggest that future researchers could develop a revised attitudes and beliefs to the coaching scales based on the findings from this extensive qualitative analysis. The next stage in this research programme, however, is to compare attitudes and beliefs on the judo coaching scale between the players and coaches.