Pedagogical expectations of coaches - Focus on women's football academies

Abstract

It is known that among the requirements expected from the coach, pedagogical knowledge has an increasing role. Many studies examine this issue (Balogh & Trzaskoma-Bicsérdy, 2020; Déri, 2015; Révész et al., 2007; Volkamer, 1993) however the analysis of the pedagogical role of coaches in relation to women’s football is considered a rarity even today. The present study focuses on this area, presenting the research conducted at all—state-recognized—women’s soccer academies (n= 6). The authors conducted a questionnaire survey (n= 517), and interviews (n= 5) were recorded. Based on the opinion of the investigated groups (sports professionals, players, parents), the most expected coaching roles, tasks and qualities can be identified. The research confirms that thorough pedagogical knowledge is essential for successful coaching. The coach’s educational work has a significant impact on the player’s personality and career, the success of which can be based on the use and expansion of the pedagogical toolkit. Based on the results, it is justified to focus further on the pedagogical competencies of the coaches, contributing to the development of women’s football training.