Guidelines for Swimming Coaches according to the Long-term Development of Athletes for International Achievement

  • Peerapon Wiriyaprakob Graduate Student of Health and Physical Education, Department of Physical Education, Graduate college Srinakharinwirot University
  • Phanu Kusolwong Srinakharinwirot University
Keywords: Guide lines, Swimming Coaches, Long-term development of athletes


This qualitative research aims to study the practices of Thai swimming coaches according to long-term planning for the athletic development of athletes based on the main strategies of the Canadian Swimming Athletes Organization. The participants included swimming coaches with international experience. The key Informant was a swimming coach with good knowledge and understanding of the long-term development plans for athletes. Seven experts participated in this study. The researcher used a semi-structured interview form to collect data through audio and field recordings The questions consisted of 5 important components which were (1) physical, (2) technical, (3) strategy, (4) psychological and (5) lifestyle related; the inductive data analysis method and there Snowball Sampling Technique were employed. The four steps of data validation included: (1) data organization, (2) data code determination, (3) creation of a temporary summary, and (4) creation of an actual summary. The conclusions of this study were as follows: (1) physical conclusion: using aerobic training as a core; (2) technical conclusion: techniques are the most important steps in the process; (3) tactical conclusion: the idea that experience is the best development; (4) mental conclusion: the most important factor in sports is happiness in the sport itself; and (5) lifestyle conclusion: the factor of education is the most influential for athletes and parents who have influence on the athletes.


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How to Cite
Wiriyaprakob, P., & Kusolwong, P. (2020). Guidelines for Swimming Coaches according to the Long-term Development of Athletes for International Achievement. An Online Journal of Education, 15(2), OJED1502007 (11 pages). Retrieved from