축구 지도자교육 강사의 전문성 형성과정과 코칭 역량 개발 시사점

초록

This study explores how the professional expertise of football coach educators develops from a process-oriented perspective. A grounded theory approach was employed, and qualitative data were collected through open-ended questionnaires, in-depth interviews, and participant observation. The findings showed that professional expertise developed through an interconnected and cyclical process comprising five analytically derived phases: departure, platform, bridge, path, and destination. In the departure phase, problem awareness emerged from playing and coaching experiences and from transitions in role. In the platform phase, structural conditions such as regulations, evaluation systems, and organizational culture shaped the developmental context, while the bridge phase involved mediating factors including mentoring, peer networks, self-reflection, and access to information. In the path phase, repeated cycles of practice, feedback, and adjustment enabled educators to refine their pedagogical judgment and instructional strategies. Across all phases, reflective practice served as a central mechanism that turned experience into learning and refined practice through cycles of action and reflection. In the destination phase, participants reached a stage at which their educator identity and professional expertise became consolidated. These findings suggest that coach educator expertise should be reconceptualized not as a fixed set of competencies, but as a dynamic process shaped by experience, institutional conditions, relationships, and practice. This study offers empirically grounded implications for the design of coach education programs, the development of coach educators, and institutional support aimed at enhancing coaching competence.

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