Coaches readiness to work with athletes with special educational needs: a nationwide study based on the COM-B model

Background and Study Aim: Social changes and contemporary global challenges, including the COVID-19 pandemic and ongoing armed conflicts, have heightened the importance of inclusion in all areas of life, including sports. Sports can play a significant role in promoting social integration. Nevertheless, many individuals, especially those with atypical physical, psycho-emotional, social, and other characteristics, and thus with special educational needs, continue to face systemic exclusion in sports. Coaches, as key figures in the sports environment, have the potential to implement inclusive practices in their teams, but their readiness to do so remains insufficiently researched. The COM-B model, which considers capabilities, opportunities, and motivation as key determinants of behavior, provides a comprehensive framework for understanding and enhancing coaches' readiness to work inclusively. By addressing three research questions, this study aims to identify, using the COM-B model, the perceptions of Ukrainian coaches regarding their capabilities, opportunities, and motivation to coach athletes with special educational needs. Material and Methods: A survey conducted between September 2023 and March 2024 involved 379 Ukrainian coaches across 58 sports. Of these, 217 (57.3%) were men and 162 (42.7%) were women, with an average age of 37 (±14) years. The survey was based on the COM-B model, data collection was carried out using Google Forms, and statistical calculations were performed using Microsoft Office Excel 2010. The methods applied included questionnaires and a range of general scientific and statistical (descriptive statistics) methods. Results. Among the components that determine behavior according to the COM-B model, coaches rated their motivation the highest. However, a low level of capability and opportunities for working with athletes with special educational needs (SEN) was also identified, indicating existing challenges that hinder the effective implementation of inclusivity in the training process. Approximately half of the respondents believed that they had not received adequate training (54.9%), lacked appropriate equipment and conditions (52.8%), and did not have the necessary methodological resources (46.2%) for coaching athletes with SEN. About 20% of the surveyed coaches acknowledged having a strong desire (20.6%) and intention (17.7%) to coach athletes with SEN, as well as possessing the necessary interpersonal communication skills (19%). These percentage results are supported by central tendency measures at levels below the median value. Conclusions. The survey results indicate the need for further measures to change coaches' behavior, taking into account their perceptions of their capabilities, opportunities, and motivation to coach athletes with SEN. This will not only improve the quality of training for all athletes but also contribute to the sustainable development of inclusivity in sports.