Straipsnyje aptariamas trenerių rengimas Lenkijoje per pastaruosius penkiasdešimt metų. Parodoma šio proceso kaita nuo 1950 m. (rengiami treneriai sportininkai) iki 2001 m. (rengiami aukštos kvalifikacijos treneriai - meistrai)

Be tarpasmeninių santykių sunku įsivaizduoti bet kokią veiklą, bet kokį sėkmingą rezultatą, įgyvendintus tikslus. Sportas šiuo klausimu nėra išimtis – čia itin svarbu skirti pakankamai dėmesio vienam iš edukologijos ir psichologijos elementų, t. y. tarpasmeniniams santykiams, arba ugdomajai sąveikai (santykių kūrimui ir palaikymui). Šio tyrimo tikslas – atskleisti trenerių–sportininkų–tėvų (T–S–T) pozityvių ir negatyvių tarpasmeninių santykių raišką iš sportininko perspektyvos. Tyrimo objektas – trenerio–sportininko–tėvų tarpasmeniniai santykiai. Tyrimo subjektas – įvairių Lietuvos regionų sportininkai 11–19 metų. Tyrimo uždaviniai: 1. Atskleisti pozityvių T–S–T tarpasmeninių santykių raišką lyties ir amžiaus aspektu iš sportininko perspektyvos. 2. Atskleisti negatyvių T–S–T tarpasmeninių santykių raišką lyties ir amžiaus aspektu iš sportininko perspektyvos. 3. Palyginti T–S–T tarpusavio santykių raišką pagal sporto šakos specifiškumą. Tyrimo metodai. Kiekybinis tyrimas (anketinė apklausa) – tarpasmeniniai santykiai buvo vertinami pagal A. Lisinskienės, M. Lochbaumo, E. May ir M. Humlo (2019) sudarytą T–S–T santykių skalę PNPCAP (Pozityvūs ir negatyvūs T–S–T tarpasmeniniai santykiai, angl. Positive and Negative Processes in Coach–Athlete– Parent interpersonal relationships klausimyną); Matematinės statistikos metodai. Remiantis tyrimu, darytina išvada, kad pozityvių T–S–T tarpasmeninių santykių skalės vidurkis yra dvigubai aukštesnis negu negatyvusis.

Šiame tyrime nagrinėjama T–S–T tarpusavio santykiai bei jų svarba iš sportininko perspektyvos. Taikant anketinės apklausos metodiką, buvo ištirta T–S–T tarpusavio santykių svarba atsižvelgiant į sportininkų lytį, amžių, sportinį meistriškumą ir sportinę patirtį. Tyrimu buvo atskleista pozityvių ir negatyvių santykių raiška. Tai leidžia spręsti skirtingą sportininkų, jų tėvų ir trenerių įsitraukimą į sportinę veiklą, lemia sportininko treniruočių kokybę bei sportininko karjerą ateityje. Tyrimo objektas: trenerio–sportininko–tėvų tarpasmeniniai santykiai sportininkų vertinimu. Tyrimo tikslas – atskleisti trenerių–sportininkų–tėvų tarpasmeninių santykių svarbą iš sportininko perspektyvos. Tyrimo uždaviniai: 1. Atskleisti T–S–T tarpasmeninių santykių reikšmę, atsižvelgiant į sportininko lytį. 2. Atskleisti T–S–T tarpasmeninių santykių reikšmę, atsižvelgiant į sportininko amžių. 3. Atskleisti T–S–T tarpasmeninių santykių reikšmę, atsižvelgiant į sportininko sportinę patirtį. Tiriamąją imtį sudarė 11–20 m. sportininkai iš Lietuvos. Tyrime taikytas apklausos metodas (anketa). Dalis klausimų buvo susiję su keliamomis problemomis, kiti skirti demografinėms (lyties, amžiaus, meistriškumo ir t. t.) ir socialinėms charakteristikoms nustatyti. Tarpasmeniniai santykiai buvo vertinami pagal A. Lisinskienės, M. Lochbaumo, E. May ir M. Humlo (2019) sudarytą T–S–T santykių skalę, kurioje iš viso pateikiama 11 teiginių. Teiginiai skirstomi į 5 poskales, iš kurių 4 atspindi pozityvius santykius (P), 1 – negatyvius (N). Išanalizavus T–S–T tarpasmeninių santykių raišką, atsižvelgiant į sportininkų lytį, nustatyta, kad vaikinų grupėje rastas statistiškai reikšmingas negatyvių santykių skirtumas. Išanalizavus T–S–T tarpasmeninių santykių reikšmę pagal sportininkų amžių, 15–17 metų paauglių grupėje rastas negatyvių santykių (N – per daug reikalaujantis poskalėje) statistiškai reikšmingas skirtumas. Šios grupės sportininkų manymu, vienas iš T–S–T dalyvių yra per daug reikalaujantis. Analizuojant T–S–T tarpasmeninių santykių raišką, atsižvelgiant į sportinę patirtį, pastebėta, kad nustatytas statistiškai reikšmingas negatyvių santykių skirtumas, kur didžiausias rodiklis 5+ metų patirtį turinčių sportininkų teiginyje apie bent vieną T–S–T dalyvį (-ę), kuris yra per daug reikalaujantis. Taigi, tai parodo, kad ilgėjant sportavimo patirčiai gali atsirasti ir negatyvių T–S–T santykių. Tačiau visi kiti rodikliai rodo, kad daug kur vyrauja ir pozityvūs T–S–T santykiai.

Magazine „Sports Science“ holds its first honourable anniversary – 10 years. During this period of time journal survived, developed and become integral part of sports life of our country. These ten years brought number of changes into our life, we entered new century and millennium. Sports science comes to our society via its application – it means new technologies, new springs of creativity, new truth as highest value. Holy Father Joan Paul the 2nd in the meeting with the representatives of scientists of the world summarised relationship of science and religion as follows: „Knowing and believing – both are gifts of the God“. There is a quality in the human nature - to know and to believe. So let’s live and work aiming to leave sports science in much higher level comparing to that we found. However, we must not forget spiritual values, scientific culture, ethical norms, respect for creative work, respect for human dignity (Makarûnas, 2003). In ten years journal reached solid intellectual, scientific heights, matured, become prestigious, and publishing of articles in „Sporto mokslas“ become prestigious. However, for the article of proper level sientists must do lots of work, study, read, think and thus to acquire right to stand against sports community. Special honesty is needed when evaluating research results. To this, Scientific Council will be founded under the Lithuanian Olympic Academy, and its purpose is to control and evaluate results of fundamental and practical research. Further this article overwievs role of sports sciente in present conditions about objectives and ways of reaching them.

A high level of athletes’ motivation display is considered to be an important factor motivating the professional activities of a coach. Based on the method of cluster analysis by the features describing specificity of the coach activities three types of sport teachers working in the groups of skill development and upgrading were distinguished: 1. Coaches attributed to the first type are characterised by orientation towards achievements; however, coaches note the importance of versatile education, communication and good mutual relationship in the context of sport training. The process of sport training is based on the development of athletes’ skill; coaches feel to be themselves responsible for the result of the activities. The importance of identification is least expressed among all types of coaches; 2. Coaches attributed to the second type do not emphasize the importance of sport achievements, and are also little oriented towards versatile education of athletes. As compared with coaches of other types, they surrender more to the influence of external factors. 3. Coaches attributed to the third type are characterised by the greatest importance of identification with sport environment among all the types. The relationship with athletes and attitude towards work are of formal nature.

As an element of mass culture, sport plays important social roles, creating an entire range of behavioural models. Sportspeople represent the efficiency of actions, persistence in aiming at their goals, conscientiousness, diligence and physical perfection. They are successful people and their success brings them fame, prestige and money. What are the expectations towards women’s sports? Is it about encouraging competition among an ever-growing number of women who would achieve results comparable to those of men? Or is it about gender competition, aimed at showing that the idea of fight, traditionally reserved for men, may also become women’s domain? The answer to those questions is quite simple – women want to win, too. The aims of women’s sports are exactly the same as those associated with men’s sports: achieving better and better results, crossing barriers, generating the best show possible in order to attract thousands of spectators. Apart from the morpho-functional conditions for women who practice professional sports, the psychosocial context of the phenomenon also seems to be very important. [...]

Purpose of the study was working out structured, theoretically and scientifically substantiated model for the development of coach professional didactic competencies. The object was the process of coach further education. The subject of the research was the development of coach professional didactic competencies in the process of coach’s further education. Theoretical framework for the research was based on theories for structuring of coach competencies (Lyle, 2002; Lemyre, Trudel 2004; Bale, 2007; Cote, Gilbert 2009; Duffy 2008) and skills and knowledge integration theory (Baartman, Bruijn 2011). The methodology applied: theoretical methods – analysis of scientific literature, analysis of education documents, content analysis of study programs; empirical methods – coaches inquiryquestionnaire (needs research), expert interviews, video observation, self-assessment of competence; data processing methods – for qualitative data processing (data analysis with QSR NVivo9 software): coding, meta-coding, cluster analysis (Jaccard similarity coefficient); for quantitative data – mathematical statistics (Spearman rank correlation, Kolmogorov-Smirnov test, Wilcoxon rank test, Mann Whitney U test, Cronbachs alpha and factor analysis). 191 sport coaches involved in the professional development program “Development of the competence of pedagogues involved in vocational education” of ESF project “Competent sports pedagogue” participated in the investigation; in the interviews, concerning the possibilities and the development of the realization of further education for the development of coach professional competence, participated five experts of further education programs; in the inquiry that established self-assessment of coach professional competence participated 36 respondents. After the research, findings and conclusions were formulated. Five groups, characterizing coach professional performance and indicating the needs for the development of coach professional didactic competence in the framework of further education: „independent planner, organizer, assessor”, „independent planner, organizer, program developer”, „independent planner”, “independent program developer”, „independent assessor” - were distinguished. Structured, theoretically and scientifically substantiated model for the development of coach professional didactic competence was worked out. The elements of professional didactic competence: knowledge, skills and attitudes that are incorporated in learning tasks in learning situations and that are to be realized within the framework of professional development program, taking as the foundation coaches’ needs for the development of their professional didactic competence, promoting skills transformation into ability to plan, organize, develop programs, assess athletes and their own professional performance in unpredictable situations – are incorporated in this model.

Positive interpersonal relationships between the coach, the athlete and the parents (C-A-P) in sports are one of the most important factors in relation to athlete’s long-term involvement in sport. In this sense, the evaluation of such relationships is very important in sports context. However, there is a lack of such evaluation instruments related to the C-A-P. It is noteworthy that the only instrument evaluating coach-athlete-parent interpersonal relationships is the English language PNPCAP (Positive Negative Processes Coach Athlete Parent) by Lisinskiene, Lochbaum, May, Huml, (2019). The purpose of this paper is to present the Coach-Athlete-Parent (C-A-P) Positive and Negative Interpersonal Relationship Processes (PNPCAP): Lithuanian version of the questionnaire. It is noteworthy that in order to create a new PNPTST questionnaire, several stages of research were carried out: 1) Two qualitative studies were performed (Lisinskiene, May, Lochbaum, 2019); 2) Two quantitative research studies were done (Lisinskiene, Lochbaum, May, Huml, 2019); 3) Analysis of PNPTST questionnaire, Success perception questionnaire, Sports climate questionnaire, Sports decision-making questionnaires were analysed in order to test PNPCAP validity. Based on the above mentioned research studies, this article presents the Lithuanian version of the PNPTST questionnaire. PNPTST is a suitable brief tool for evaluating coach-athleteparent relationships in both team and individual sports. In the future, it would be useful to translate the PNPTST questionnaire into other foreign languages and use them in other cultures.

Analysis on coaches’ competences related to practice and competition orientation showed that athletes gave the highest evaluation on coaches’ ability to prepare an athlete for competition (4.32); coaches’ organizational abilities, such as ability to organize training workouts and manage them, to flexibly adapt training workout content to changing situations, to lead the activity of athletes during the competitions, providing specific for certain sports directions were also evaluated on a high scale. It was also observed that the coaches’ ability to prepare and carry out annual and multiannual sport preparation program with regard to individual athlete’s abilities (3.77) and to plan training practices in respect to individual athlete’s possibilities was evaluated as not enough developed ability (3.68). Personal and coaching education competences analysis demonstrated that from all abilities in this group, athletes gave priority to coaches’ collaboration competence, i.e., discussing new ideas and searching for the ways to solve the problem together with an athlete (4.14). Rather high evaluation was given for coaches’ sense of responsibility in their work with athletes.

Phenomenological analysis revealed the importance of the coaches’ – as a sport educators – sport psychologists – sport professional specialist’s role in encouraging parent–child interaction in youth sport. In order to create a positive motivational environment for young athletes there is a need of a positive training and education strategy used by the coach, the coach’s ability to create parental interest in the child’s sport, to build and maintain positive relationships between sport participants, solve ethical and social problems arising in the sporting environment. The effectiveness of the coach’s influence on parent–child interaction in the sporting environment largely depends on the coach’s basic professional skills and intrapersonal competencies acquired in higher sport education institutions, through growing work experience and various professional development programmes.