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• Coach education approach in 16 Hungarian sport federations results of the first sport organizational audit

  87-91

  Gábor Géczi

  Csaba Bartha

  Lili Kassay

  Nikoletta Sipos-Onyestyák

  Erika Gulyás

  Views:

  151

  Nowadays the Hungarian government finances the sports in many ways; one of these grant forms is the group of 16 prioritized sports (biking, boxing, fencing, gymnastic, judo, track and field, kayak-canoeing, modern pentathlon, rowing, shooting, skating, swimming, tennis, table tennis, volleyball and wrestling) which are supported notably by the Hungarian Olympic Committee (HOC) till 2020. The purpose of the 1st sport vocational audit was to identify the current status of these sports, and also to create a database in many fields as a benchmark of the development. The sport management department of the Semmelweis University, Faculty of Physical Education and Sport Sciences (TF) contracted with the Hungarian Olympic Committee (HOC) in order to carry the sport vocational audit out. A sport develops if the numbers of the athletes grow or the results of the national teams are better. The coaches are the key persons in this development, if they could gather more children into the sport or they work better with the elite athletes the development has already done. It was examined the existence of the coach education programs; all the federations were running coaching programs for adults (OKJ) in both levels (coach assistant, coach). By 14 associations existed the first level of the higher education coaching program (BSc) and in 13 federations operated the MSc coaching program as well. All these coaching courses were common programs with schools, or universities. It was no evidence found that the federations run own coaching program but coaching license system existed in two sports at the time of the investigation.

• Athlete’s life path in the perspective of gender athletes reporting opportunities in their sports after their sport carrier

  59-70

  Piroska Béki

  Beatrix Faragó

  Views:

  286

  Sport is the highlight of the male-female relationship system. We find that the concept of homogeneity is becoming more and more weakened, sport becomes unisex, which can strongly influence gender judgment in society. The "weaker sex" appearance and spread of the sport indicate that something has changed in the world, so thinking has to change also. Nowadays, there is a dual process in the field of sport: 1.) women appear in the traditionally masculine sports, and this plays an important role in the development of gender relations as mixed races arise; 2.) at the same time, men also appear in previously reserved areas for women, which they have not had opportunities so far (BÉKI, 2018). This phenomenon can be observed, though much slower in sports management. Yet in other sports roles, the gates for both sexes have not yet been opened in masculine and feminine sports. The study deals with how the status of an athlete will be transformed after sport if he/she wants to remain his or her sport in other sports roles - concentrating on coaching and judging roles – to represent his or her own sport. Particularly, we have been focusing on sports whose judgment is not socially acceptable to both sexes. The research sample is team and individual women athletes who are more than 14 years old. Research method is in-depth interview research (n = 145) and questionnaire research (n = 240). The results showed that female athletes are becoming more accepted in masculine sports, although more limited in their careers possibilities than men after an athlete’s life. Their athlete’s identity is strong, they want to stay in the sport on the civilian life as well.

• Innovative training methods in business higher education

  75-78

  Georgina Árváné Ványi

  Tímea Gál

  András Nábrádi

  Zsolt Csapó

  Károly Pető

  Views:

  156

  A unique business-oriented educational method was launched in 2010 at the University Of Debrecen, Hungary, in the Faculty Of Applied Economics and Rural Development; the method has existed in the JAMK University of Applied Science in Jyväskylä (Finland) since 1993, and is called Team Academy. The gist of this training is that the students learn entrepreneurship through their ‘living’ organisations with the application of the principle ‘learning-by-doing’. Besides developing the students’ entrepreneurial competencies and skills, this educational model also offers team coaching tools to develop teams of 12-13 students that can cooperate in an efficient way. The key point of Team Academy, which has been launched in several European higher education institutes over the past years (e.g. Spain, France, the Netherlands, etc.), is that the most efficient way of learning how to operate a successful company is to learn it in practice. During the professional and project trainings, the cooperation of the team and their company’s efficiency is continuously developing with the help of team coaches. A quite wide variety of team coaching tools is used in this system, e.g. 360◦ evaluation, which is a very important tool of human resource management. Feedback from students also plays an important role in developing team cooperation; the professional frame for this is also given by the above-mentioned methodology. This method is used successfully at the Debrecen Team Academy which / and (do you mean that the a) Team Academy or b) the above-mentioned methodology will be presented? If B), then write ‘and’ instead of ‘which’) will be presented in this study. A database of 150 questionnaires is analysed through qualitative research methods.