Self-perception of coaches from a Venezuelan university regarding the availability and use of educational technologies

Abstract

Introduction: Science and technology have experienced significant advances in the last decade, marking profound transformations in how we live, work, and interact, impacting education and sports training. The integration of technology has generated cultural changes, including those related to accessing information, also influencing teachers in the field of Sports Management. Objective: This research consisted of evaluating the self-perception of teachers/coaches in the Sports Management Department of the Francisco de Miranda National Experimental University regarding the availability and use of technological tools aimed at improving sports teaching and training. Method: A descriptive field study was conducted, employing interviews with ten teachers/coaches until theoretical saturation was reached. The audio files were transcribed, anonymized, and analyzed using content analysis with the technique proposed by Laurence Bardin. Results: The majority of interviewees were predominantly over 45 years old (40% between 55 and 64 years old, 20% between 45 and 54 years old) and had a similar level of professional experience (40% with 35 to 44 years of work experience and 30% with 25 to 34 years). The analysis identified three key categories: teachers' perceptions of technology, experiences with pedagogical integration, and structural barriers to technological integration. Conclusions: The perceptions and experiences expressed by the coaches were favorable, but unfortunately, they coexisted with significant systemic barriers. For the coaches, adopting technology depends less on individual attitude and clearly highlights the lack of coordinated interventions in infrastructure, governance, and training.