The goal of this study was to investigate the student players’ factors of trust. The research questions for achieving the purpose of this study was set as follows: ‘What is the student players’ factors of trust about their coach?’
In respect to method of the study, the research material was gath...
The goal of this study was to investigate the student players’ factors of trust. The research questions for achieving the purpose of this study was set as follows: ‘What is the student players’ factors of trust about their coach?’
In respect to method of the study, the research material was gathered through the depth interview with 10 student players who the investigator was coaching. The collected data of in-depth interview were utilized to analyze domains where meanings are classified and categorized, and to systematically conduct taxonomic analysis of the qualities according to meanings. The reliability and validity of the study were verified while gathering and analyzing the research material. The results of these methods and procedures are as follows.
Above all, the student players’ factors of trust are classified into three categories: Guidance counselling, Drill and Personal traits coaches have.
First, there are three parts in guidance counselling: interest in student players, care for daily lives in the dormitory, discipline. It proved that the student players got the trust about their coaches when they recognized coaches’ especial attention through the letters with heartfelt words, commitment, skinship. And In respect to care for daily lives in the dormitory, the student players had more faith in or depended on their coaches when coaches formed warm and bright atmosphere in the dormitory, resolved the conflcts or bullying problems among the players and maintained the good relationship among the playeers living in the dormitory. Also, in terms of discipline, it was shown that the student players who had had trust about the coaches already got the bigger faith in coaches while feeling coaches’ truth and gratitude even though they got punishment and practical advice from coaches.
Second, the category of drill could be classified into coaches’ bond with players, leadership and passion about participation in drills. It proved that the student players had faith in coaches while developing the positive bond with coaches through skinship like high-five, goal-celebration and hug. Then, it was shown that when players thought that the philosophy and leadership coaches had were outstanding, they believed in the coaches more with the expectation that they could improve their abilities much better. Also, the study suggested that the fact that coaches wore the uniform during the drill or match or set their SNS profile with the team emblem made the student players consider coaches’ affection about the team. It proved that both the passion about drills and self-improvement of coaches could be the factor of trust the student players had.
Third, personal traits were categorized into coaches’ age and appearances, the coaches’ career as player and additional abilities except for leadership in exercises. First of all, from right after meeting the coaches for the first time to the beginning, coaches’ age and appearance affected the student players’ trust about the coaches meaningfully, which seemed to result from the expectation that the players could communicate very well with young coaches and the belief that young coaches would want to teach the modern style of soccer to them. The career coaches had as soccer players seemed to play an important role in forming the faith when student players met the coaches for the first time. Especially, student players had the higher trust about the experience and feedback coaches provided just because of the fact that their coaches had the career as professional soccer player. Also, additional abilities except for leadership in drills could be one of the trust factors in that those abilities made student players admire their coaches while the players regarded their coaches as Jack-of-all-trade.
The aim of this study was to investigate the student players’ factors of trust and procedures to establish confidence in their coach in depth. Based on the results of the study, suggestions for subsequent studies are as follows.
First, some of student players looked very tense because they felt they were taking part in the interview for the study, which resulted in the difficulty having an honest talk with players. Student players felt limited when describing their emotion verbally from their own experience and cases so there was the problem to interpret their ambiguous expression. Also, when the response a player showed about the same question in the subsequent interview was sometimes different from that in previous one, the material was deleted for the reliability of the study. For the subsequent study, the investigator should try to make the subjects feel emotionally comfort according to their age before the depth interview and consider the adequate textbook and additional studies for solving the ambiquity of words subjects use and difficulty of expressing their emotion honestly.
Second, with the investigator’s own empirical background, the investigator was the promising soccer player with the coach’s trust, but experienced a slump with physical injuries and much stress about hierarchical culture in the dormitory. Although the coach was showing the faith to the investigator through much advice at that time, the reason why the investigator had difficulties seemes to be the one-side faith from the coach to the inverstigator. It seems sad that there are still many student players who have stress about the one-side trust from the coach in Korea. Many subsequent studies about the student players’ factors of trust and procedures to establish confidence in their coach are needed and those studies would be helpful to improve soccer-coaches’ abilities and provide the higher level of sport-education to student players.
The goal of this study was to investigate the student players’ factors of trust. The research questions for achieving the purpose of this study was set as follows: ‘What is the student players’ factors of trust about their coach?’
In respect to method of the study, the research material was gathered through the depth interview with 10 student players who the investigator was coaching. The collected data of in-depth interview were utilized to analyze domains where meanings are classified and categorized, and to systematically conduct taxonomic analysis of the qualities according to meanings. The reliability and validity of the study were verified while gathering and analyzing the research material. The results of these methods and procedures are as follows.
Above all, the student players’ factors of trust are classified into three categories: Guidance counselling, Drill and Personal traits coaches have.
First, there are three parts in guidance counselling: interest in student players, care for daily lives in the dormitory, discipline. It proved that the student players got the trust about their coaches when they recognized coaches’ especial attention through the letters with heartfelt words, commitment, skinship. And In respect to care for daily lives in the dormitory, the student players had more faith in or depended on their coaches when coaches formed warm and bright atmosphere in the dormitory, resolved the conflcts or bullying problems among the players and maintained the good relationship among the playeers living in the dormitory. Also, in terms of discipline, it was shown that the student players who had had trust about the coaches already got the bigger faith in coaches while feeling coaches’ truth and gratitude even though they got punishment and practical advice from coaches.
Second, the category of drill could be classified into coaches’ bond with players, leadership and passion about participation in drills. It proved that the student players had faith in coaches while developing the positive bond with coaches through skinship like high-five, goal-celebration and hug. Then, it was shown that when players thought that the philosophy and leadership coaches had were outstanding, they believed in the coaches more with the expectation that they could improve their abilities much better. Also, the study suggested that the fact that coaches wore the uniform during the drill or match or set their SNS profile with the team emblem made the student players consider coaches’ affection about the team. It proved that both the passion about drills and self-improvement of coaches could be the factor of trust the student players had.
Third, personal traits were categorized into coaches’ age and appearances, the coaches’ career as player and additional abilities except for leadership in exercises. First of all, from right after meeting the coaches for the first time to the beginning, coaches’ age and appearance affected the student players’ trust about the coaches meaningfully, which seemed to result from the expectation that the players could communicate very well with young coaches and the belief that young coaches would want to teach the modern style of soccer to them. The career coaches had as soccer players seemed to play an important role in forming the faith when student players met the coaches for the first time. Especially, student players had the higher trust about the experience and feedback coaches provided just because of the fact that their coaches had the career as professional soccer player. Also, additional abilities except for leadership in drills could be one of the trust factors in that those abilities made student players admire their coaches while the players regarded their coaches as Jack-of-all-trade.
The aim of this study was to investigate the student players’ factors of trust and procedures to establish confidence in their coach in depth. Based on the results of the study, suggestions for subsequent studies are as follows.
First, some of student players looked very tense because they felt they were taking part in the interview for the study, which resulted in the difficulty having an honest talk with players. Student players felt limited when describing their emotion verbally from their own experience and cases so there was the problem to interpret their ambiguous expression. Also, when the response a player showed about the same question in the subsequent interview was sometimes different from that in previous one, the material was deleted for the reliability of the study. For the subsequent study, the investigator should try to make the subjects feel emotionally comfort according to their age before the depth interview and consider the adequate textbook and additional studies for solving the ambiquity of words subjects use and difficulty of expressing their emotion honestly.
Second, with the investigator’s own empirical background, the investigator was the promising soccer player with the coach’s trust, but experienced a slump with physical injuries and much stress about hierarchical culture in the dormitory. Although the coach was showing the faith to the investigator through much advice at that time, the reason why the investigator had difficulties seemes to be the one-side faith from the coach to the inverstigator. It seems sad that there are still many student players who have stress about the one-side trust from the coach in Korea. Many subsequent studies about the student players’ factors of trust and procedures to establish confidence in their coach are needed and those studies would be helpful to improve soccer-coaches’ abilities and provide the higher level of sport-education to student players.
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