Działania instytucji i trenerów na rzecz rozwoju uzdolnień sportowych dzieci w czasie izolacji społecznej spowodowanej pandemią COVID-19. Perspektywa rodzicielska
Actions of Institutions and Trainers for the Development of Children’s Sports Abilities During Social Isolation Caused by the COVID-19 Pandemic. Parental Perspective

Summary/Abstract: In the paper, authors deal with the issue of supporting children’s sports skills by sports institutions and trainers during the social isolation caused by the COVID-19 pandemic. The aim of the research was to find out to what extent these institutions (including coaches and physical education teachers) maintained children’s motivation and interest in sport, enabled systematic training and access to sports competition. Parental perspective is adopted. Individual in-depth interviews were conducted with the parents of: chess players, fencers, football players, basketball players and tennis players. Parental assessment of the activities of sports institutions and coaches during the pandemic is varied. It is rather positive with reservations as regards clubs and coaches, and negative as regards schools and sports classes. Positive actions of institutions and trainers indicated by parents: resuming training as quickly as possible, increasing the intensity of training in the case of individual sport and strengthening the motivation to train independently using the Internet, maintaining contact between the institution and the mentees by providing relevant information, systematic online training, directing the attention of parents of athletes on child nutrition, strengthening motivation through creative projects and sports challenges aimed at children, incorporating new technologies into sports. The main accusations made by parents against sports institutions and trainers: abandoning or reducing the intensity of training, limiting contact with coaches to occasional telephone or text contacts, as well as resigning from tournaments and preventing athletes from participating in the competition. Schools, including sports schools, which did not engage in keeping students interested in physical activity, were assessed particularly negatively, and limited themselves to symbolic tasks unrelated to training.

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