Abstract

The mastery of a coach is considered to be key factor of sport training predetermining the success of pedagogical interaction. The coaches that work effectively in order to achieve their goals are capable of thinking constructively, adapting to the changing conditions and environment, and constantly upgrade their skills (Nash et al., 2009). This is what reveals single-mindedness of the coach profession – the sum of the personality’s needs, interests, predispositions, attitudes, value orientations (Jovaiša, 1998). The goal of the research is to reveal the expression of specificity of the coach professional activities by highlighting positive and negative aspects of the coach professional activities. The research aims at distinguishing the types of coaches by expression features characteristic of professional activities. The group under research: coaches of different sports (n = 49) from sixteen towns and districts of Lithuania, who are working in the groups of skill development and upgrading. Research methods: standardised written survey, content analysis, cluster analysis, descriptive statistics. Research data was processed by SPSS software. During the content analysis the features describing specificity of the coach activities were distinguished, the importance of identification of coaches with the environment typical to Sports activities was highlighted. 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. Verf.-Referat