Abstract

The concept of competence is widely used both in theory and practice of modern education. Though its definition varies, competence may be seen as the state of being adequate or the ability to perform a specific job with a combination of knowledge, skills and energy. Successful education and competence oriented learning is only possible when we are aware of athletes’ personal moral values and offer the conditions under which these competencies may be applied in order to promote and enhance the development of them. Sport is a part of education. Hence, the term of competence plays an important role. It is little known yet about personal competencies which determine the intention to participate in sports. The aim of the research was to identify determining personal competencies in the decision making to be involved in a particular sporting activity and in football training. In 2010 the investigation of a written survey gives the insight into the moral values and personal competencies of 93 young football players as well as the main factors determining the decision to play and to train football. The data were analyzed with SPSS 13.0 version software. The results of the research. A theoretical pattern of cognition and development of personal and professional competencies of young football players was based on the theoretical background of scientific literature. The pattern reveals personal competencies in sporting activities as well as promotion of holistic development of personality via sports. Sport is an important issue to the development of adolescents. It is seen as value and a form of self-expression. They are keen to devote more time to playing sports. The results of the research reveal that personal competencies that are determining factors of being involved with particular sporting activity promote basic orientation towards moral values and encourage 8-17 year old footballers to train. The main arguments about the motives to start football training are the following: children enjoyed the game and admired footballers’ mastery (66.7%), they made their decision on their own, with no reasons named (52.7%), they were affected by the popularity of the game (26.9%), followed the example of famous footballers (24.7%), they chose under parental influence who wanted their children to practice football (23.7%). The encouraging factors to attend football training sessions are such as competitiveness (81.7%), health and physical strength (81.7%), interesting training sessions (73.1%), gaining, new skills (72.0%), a desire to belong to a famous or/and popular Sports club (69.9%). Football training sessions and matches are viewed as contributing to the development of personal virtues, for instance, endurance (73.1%), responsibility (53.8%), work discipline (52.7%), courage (52.7), determination (47.3%), hard working (43.0%). The following personal competencies are acquired and developed through football training sessions and matches: better focusing and concentration on achieving objectives (87.1%), health improvement (78.5%). Trainings and competitions also foster a sense of self-confidence (76.3%), teach to persevere decisively (69.9%), to be fair and responsible in task performance (67.7%), etc. 93 respondents were divided into two age groups: 8-13 and 14-17 years old. Their answers were estimated using a coefficient of statistical reliability p<0.05. The determining factors, for instance, a sports club/school near their living place and possibility to enjoy friendship with other athletes, made children prefer football trainings to other sports. The results show that other decisive factors in favour of football were related to personal competences such as ability to seek and to receive support from parents, moral values such as discipline, courage and responsibility rate differently. In fact, football is a highly attractive form of self-expression for children and youth through which moral values and personal competencies are being developed. Verf.-Referat