In order to make a more realistic quest of coaches' roles and qualifications, this study has made a qualitative analysis of them focusing on field experiences and occurrences. It is intended to find out the effects of coaches' qualifications on trainees and coaches themselves, and to make it perceived that coaches are real educators beyond just trainers to teach only skills. It is also intended to describe in depth how coaches exercise their qualifications and play their roles, and what forces and difficulties lie in doing so. To reach these goals mentioned, the researcher observed the behaviors of learners: players and participants, interviewed them, and distributed or e-mailed open-typed questionnaires to coaches. To analyze other concepts generated in the course of collecting and analyzing the questionnaires, ore coach was deeply interviewed. This showed clearly how the roles and qualifications of coaches are considered in the field, how much coaches understand their changing roles and qualifications, and what their opinions are about this situation.
The research results have been derived from conceptualizing the perception of coaches' qualifications and roles, the thought of coaches as educators, and the problems with the perception of coaches' qualifications and roles. They are as follows.
First, the personality qualifications of coaches have the greatest effect on their trainees. Second, the perception of coaches' roles becomes the model for learning and practice activities, and is helpful to understanding coaches. Third, coaches' roles and qualifications lack self-esteem as coaches submit to realities and external forces without coaching philosophy. Fourth, as for the perception of coaches as educators, coaches' qualifications have an effect on the trainees' thought of coaches as educators. Fifth, the problem with the perception of coaches' qualifications is the low-level perception of the effects that coaches' qualifications have on their trainees.
These findings can be said to come from the fact that coaches' education is not an application of the realities but an adjustment to scientific skill education. Thus there is an urgent need to educate coaches focusing on the field practice. In other words, coaches should be rightly educated to have proper philosophy and sense of values and to free themselves from a dichotomous way of thinking.
To do so, constant qualitative studies should be made to reveal the field actualities concerning coaches. It is expected that the actual field could be an academic subject.