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• SUPPORTING A STUTTERING STUDENT AT SCHOOL

  91-104

  Tiiu Tammemäe

  Sigrid Sõggel

  Views:

  341

  Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.

• CHARACTERISTICS OF THE HUNGARIAN AND CROSS-BORDER FOOTBALL ACADEMY IN RELATION TO THE ROLE AND CHARACTERISTICS OF COACH

  7-18

  Zoltán Kiss

  István Csáki

  József Bognár

  Views:

  288

  Football is equally popular in and around Hungary, despite the fact that currently, Hungarian football has very few footballers who are good enough to play in internationally recognized teams. Youth trainers bear a special responsibility in talent development, as they not only have to be excellent sports professionals but also need to have a positive influence on the young players’ lifestyle, attitude and activities beyond sports. Based on the above, the purpose of the study was to explore differences and similarities in trainers’ roles among the footballers in Hungary and in the Hungarian speaking areas of neighbouring countries. It was also our goal to take age into consideration of the football academies. The study was carried out in of one the eight major football academies of Hungary, and at a football academy located in a Hungarian speaking area of a neighbouring country. In the study, we gathered data from young footballers (n=146) belonging to four age groups. We used the questionnaire method. The questions were aimed at the young footballers’ attitudes and experience about the role of their trainers. The findings show that the young players and age groups in and outside of Hungary have a different view on the work of their trainers and their influence on their life. Comparing the academies and the age groups, marked differences were found. The footballers of the neighbouring country generally tended to have a higher appreciation towards their trainers’ roles and the main characteristics of their trainers, and also there were smaller differences between the age groups in that country. In the case of footballers from Hungary, the more they approached the age of being contracted as a professional sportsperson, the more they valued the factors affecting this step; while younger footballers mostly mentioned pedagogical elements. It would be important for trainers to be familiar with these findings and tailor their work accordingly so that pedagogical work can play a crucial role in talent development.