Professionalization of coaches in performance-oriented sport for athletes with visual impairments
A qualitative study
Bibliographic Data
| ID | 24218951 |
|---|---|
| Authors | Ulrich Theobald (0000-0002-5138-3975, Ludwigsburg University of Education), Tabea Nauschütz (Department of Education, Marburg University), Jonathan Knapp (Department of Education, Marburg University), Martin Giese (0000-0002-2058-2728, Department of Education, Marburg University) |
| Year | 2026 |
| Volume | 8 |
| Publication date | 2026-10-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2026.1962810 |
| OpenAlex | W7220707354 |
| References cited | 28 |
Introduction Coaching athletes with visual impairments (VI) involves distinct pedagogical, sport-specific, and organizational demands. However, research on the professionalization of coaches in Paralympic sport remains scarce. This study explores qualifications, experiences, attitudes, and contextual conditions relevant to coaching in this setting. Methods Semi-structured expert interviews were conducted with four experienced coaches working in blind football, goalball, judo, and rowing at a German Paralympic training center. Transcripts were analyzed using structuring qualitative content analysis with an inductive–deductive category-development approach. Results Five interrelated dimensions emerged: pathways and motivations for Paralympic coaching, qualifications and competencies, coaching philosophy, institutional conditions, and sport-specific adaptations. Formal qualifications provide an important basis, but disability-specific expertise was primarily acquired through practical experience and self-directed learning. Empathy, flexible communication, individualized motor-learning strategies, and trust-based yet performance-oriented coach athlete relationships were central to practice. Limited resources, informal entry pathways, and insufficient specialist education constrained professionalization. Conclusions Coaching in performance-oriented sport for athletes with VI requires more than theory-based licenses. Practice-oriented, disability- and sport-specific education, mentoring, and the systematic transfer of experiential knowledge are needed. Stronger institutional support and collaboration among schools, clubs, and federations may promote sustainable coaching structures and equitable athlete development in Paralympic sport.
Inclusion and Disability in Education and Sport · Physical Education and Sports Studies · Sport Psychology and Performance
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| Citation velocity | historical |
|---|---|
| Highly cited | No |