تعيين شايستگي‌هاي حرفه‌اي و تدوين برنامه توسعه فردي مربيان بسكتبال رده پايه شهر اصفهان از طريق تحليل كاركردي شغل

This study aimed to develop a competency-based individual development plan for youth basketball coaches in Isfahan, using Functional Job Analysis (FJA) and competency modeling methods. The research was qualitative in nature, conducted through semi-structured interviews based on the guidelines for Functional Job Analysis. The target population included basketball coaches in Isfahan, with youth basketball coaches being selected as the sample for the job analysis process. For the job analysis of this position, five subject matter experts (SMEs), who were experienced basketball coaches, participated in a job analysis workshop. The data collection and execution followed the guidelines for Functional Job Analysis as outlined by Fine and Getkate (2014). This process was carried out step-by-step, starting with briefing sessions, gaining cooperation, defining the target population (youth basketball coaches), selecting the sample (youth basketball coaches), reviewing existing resources and information within the organization, examining previous job analyses, observing coaching activities, conducting the job analysis, and extracting data. The process also involved reviewing existing documents related to basketball coaching competencies, identifying and engaging SMEs (the individuals invited for job analysis), and developing competencies (1. drafting competency models, 2. reviewing and refining competencies with SMEs). The results and data were then presented to the specialized committee of the Isfahan Basketball Federation for validation. For the role of youth basketball coach, five ultimate goals were identified: 1. Training and developing fundamental basketball and sports skills, 2. Increasing basketball IQ, 3. Improving physical fitness, 4. Preparing individuals for team play, 5. Promoting multi-faceted personal development. In line with these five goals, the results included a task bank, a content table for the training program (covering knowledge, skills, and abilities), and professional competencies derived from job analysis data (through interviews with SMEs) and existing documentation based on competency modeling. Additionally, a competency-based individual development program model was proposed, consisting of 10 stages: 1. Setting developmental goals, 2. Prioritizing goals based on importance, 3. Reviewing strategies for achieving goals, 4. Time management, 5. Drafting the individual development plan, 6. Implementing the development plan, 7. Defining eva‎luation criteria, 8. Monitoring and eva‎luating the individual, 9. Providing feedback, 10. Revising the individual development plan. Thus, youth basketball coaches can be developed based on the extracted competencies and the educational content outlined in this individual development program.

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