Development of Competencies for Swimming Instructors Kru Bird Southern Swimming Coaching Team

Abstract

           This exploratory research focuses on collecting and analyzing quantitative data with the following objectives: 1) To study the current and expected conditions of the performance of swimming instructors in the Kru Bird Swimming Coaching Team in the Southern region; 2) To investigate the necessity for the development of the performance of swimming instructors in the Kru Bird Swimming Coaching Team in the Southern region. The sample group for the quantitative research in this phase consisted of 286 parents of students at the Kru Bird Southern Swimming Coaching Institute, determined using Yamane's formula. The research instrument was a 5-point Likert scale questionnaire with a reliability coefficient of .856. Statistical methods used for data analysis included percentage, mean, standard deviation, and Modified Priority Needs Index (PNI _modified).
          The research findings revealed that:
           1. The current condition of the development of swimming instructors' performance is generally at a high level. When considered in specific aspects, all seven areas are at a high level. The order of the average values from highest to lowest is as follows: innovation and research, self and professional development, student development, communication, learning management, curriculum development, and information technology.
           2. The expected condition of the development of swimming instructors' performance is at the highest level overall. When considered in specific aspects, all seven areas are at the highest level. The order of the average values from highest to lowest is as follows: self and professional development, student development, learning management, innovation and research, information technology, curriculum development, and communication.
           3. The necessary needs for the development of swimming instructors' performance in the Kru Bird Southern Swimming Coaching Team are ranked as follows: information technology, curriculum development, learning management, student development, self and professional development, communication, and innovation and research.