The safe and successful performance of office procedures, surgical procedures, and emergency procedures as well as radiological imaging procedures demand a working and yet specific knowledge of anatomy. This study focuses on the competency to perform clinical procedures, especially the underlying anatomical knowledge base necessary to perform a safe and successful procedure. No study reports on the assessment of clinical anatomy as part of the competency of family physicians to perform clinical procedures. The aim of this study was to determine a) which clinical procedures are performed in hospital practices in South Africa; b) the frequency of performance; c) the importance rating of clinical procedures; d) the comfort of performance; e) difficulties and anatomically related complications encountered; f) the role of clinical anatomy competency in reducing difficulties and complications; g) the role of clinical anatomy in improving confidence of performance; h) a selection of 15 problem procedures; i) the relevant clinical anatomy necessary to perform these procedures and j) to develop a clinical anatomy training program for these procedures. A list of 57 procedures relevant to family practice in South Africa was compiled and a questionnaire completed by doctors at various hospitals, which were randomly selected in three provinces in South Africa. A total of 102 questionnaires were obtained and analyzed. The following procedures were selected which were performed often (>50%), ranked important, encountered most difficulties and complications, where more doctors were uncomfortable than comfortable and where the influence of clinical anatomy knowledge on the safe and successful performance of the procedure, was ranked highest: Central venous catheterization, cricothyroidotomy, pericardiocentesis, great saphenous vein cutdown, oro/naso tracheal intubation, lumbar puncture, appendectomy, cesarean section, reduction of uncomplicated forearm fractures, ectopic pregnancy surgery, epistaxis and nasal packing, rectal examination, proctoscopy and sigmoidoscopy, knee joint aspiration, wrist and digital nerve block and obstetric ultrasound. A referenced knowledge base was developed by an extensive literature search of the selected procedures under the following headings: Indications, contraindications/ precautions, step by step procedure, anatomical pitfalls and anatomically relevant complications. This was expanded to develop a Virtual Procedures Clinic, an interactive multimedia package. / Thesis (PhD)--University of Pretoria, 2009. / Anatomy / unrestricted

This thesis is the documentation of an investigation to explore the applicability and use of indigenous African instruments in the development of primary school music curriculum for Zimbabwe. Although music is regarded as one of the compulsory subjects of the Zimbabwean primary school curriculum, it is noted with concern that western musical arts ideas are prominent in the school syllabus hence, they underline the whole essence of music teaching in the post-independence Zimbabwean education system. This is done at the expense of indigenous African musical arts practices that learners can easily identify with in their respective local communities. The purpose of my study therefore, is to determine critical elements of a curriculum development framework for facilitating the inclusion of indigenous African instrumental performance practices as substantive music resource stuff in the westernised Zimbabwean primary school music curriculum provisions. Zimbabwe has a variety of indigenous African instruments that include mbira, mazambi, magagada, chipendani and chigufe. For the purpose of carrying out this research, three indigenous African instruments are identified as instruments of focus. These are marimba (African xylophone), ngoma (African drum) and hosho (African percussion shakers). Thus, the term indigenous African instruments is consistently used collectively to mean the identified instruments. The study also samples songs from a selected Ndau cultural arts functions such as zvipunha and zvimworoni that could be utilised as education activities for classroom music teaching and learning initiatives in Zimbabwe. The idea of including culture-inclined resource materials for music teaching in the westernised post-independence Zimbabwean primary school music education initiatives implies curriculum change and innovation. Thus, curriculum change in Zimbabwe could be viewed as a reputable way to fulfil complete socio-cultural, educational and political sovereignty towards diluting the impact of colonial repression and neo-colonialism in Zimbabwe. It is notable, however that, colonial repression in Africa has caused and is still causing a permanent dislocation between indigenous black Africans and their cultural arts practices and heritages. My study doesn’t aim to achieve piece-meal changes in the primary school curriculum. Neither does it aim to suggest a complete overhaul of the current westernised primary school music curriculum. With this study, I aim to achieve a reasonable inclusivity and fusion of divergent cultural arts opinions towards musical hybridism in the Zimbabwean musical arts education milieu. This, I believe, shall help to establish an alliance of traditional African and western arts elements to attract both domestic and international appreciation of contemporary musical arts education initiatives in the post-independence Zimbabwean society. Relevant information has been gathered through documentary analysis, interviews, participant observation and focussed discussions. The findings reveal that the majority of primary school teachers and learners need considerable cultural arts rehabilitation because colonial repression had conditioned their perceptions to see no sensible value in indigenous African instrumental performance practices as part of the school education curriculum. The study also reveals that even the training of primary school music educators in Zimbabwe is grossly inadequate. Hence, the majority of these primary school teachers are pedagogically restricted to facilitate the teaching of skills-based subjects like music at any level of the Zimbabwean education system. Therefore, it is sensible to conclude that generalist primary school teachers are unreliable education practitioners who need further education and training in order to acquire relevant competences to teach music effectively in schools. Finally, lack of human and physical resources such as music instruments and textbooks has also been viewed as another impediment factor crippling teacher performance in the teaching of music in the majority of primary schools in Zimbabwe. / Thesis (PhD)--University of Pretoria, 2017. / Humanities Education / PhD / Unrestricted

Syfte: Syftet med studien var att beskriva arbetsterapeuters erfarenheter av digitaliseringens betydelse för professionen med möjligheter och utmaningar inom olika verksamhetsområden. Metod: 9 semistrukturerade intervjuer genomfördes med arbetsterapeuter och insamlad data analyserades med en kvalitativ innehållsanalys. Resultat: Digitaliseringens inverkan på arbetsterapeuters dagliga arbete innebär många möjligheter men också utmaningar. Vardagsteknik påverkar och förändrar det administrativa arbetet, mötet med klienterna och det organisatoriska arbetet. En konsekvens är en påverkad arbetsmiljö. Ibland ses också risker med digitaliseringen. Förutsättningarna för att använda sig av vardagsteknik i professionen varierar hos arbetsterapeuterna. Det handlar om tillgång till eller brist på resurser i form av utrustning, tid och kompetens. Oftast finns tillgång till tekniskt stöd men arbetsterapeuterna ser ett behov av kompetensutveckling, också för att kunna vara uppdaterade i klientrelationen.Slutsats: Studien visar arbetsterapeuters erfarenheter av digitaliseringens betydelse för professionen med möjligheter och utmaningar inom olika verksamhetsområden. Studien visar att digital kompetens är och kommer att vara en förutsättning för arbetsterapeutens dagliga arbete. Vidare visar studien att en fungerande digitalisering ställer krav på resurser och också ett kritiskt förhållningssätt. Behov finns av ytterligare forskning inom ämnet då det i dagsläget finns få studier som åskådliggör digitaliseringens betydelse för arbetsterapeuter. / Aim: The aim of this study was to describe occupational therapists' experiences of the importance of digitalization for the profession with its opportunities and challenges in different areas of activity. Method: 9 semistructured interviews were conducted with occupational therapists and collected data were analyzed with a qualitative content analysis.Results: The impact of digitalization on occupational therapists’ day-to-day work presents many opportunities but also challenges. Everyday technology influences and changes the administrative work, client meetings and also the organizational work. A consequence is also an affected work environment. Sometimes risks are also seen in relation to digitalization. The conditions for using everyday technology in the profession vary among the occupational therapists. It comes to access to or lack of resources such as equipment, time and skills. There is usually access to technical support but the occupational therapists see an upcoming need for competence development, also in order to be updated along with the client. Conclusion: The study shows occupational therapists' experiences of the importance of digitalization for the profession with its opportunities and challenges in different areas of activity. The study shows that digital competence is and will be a prerequisite for the day-to-day work of the occupational therapist. Furthermore, the study shows that a good working digitalization requires resources and also critical thinking. There is a need for further research in the field as there are currently few studies that illustrate the importance of digitalization for occupational therapists.

Der Beruf der Staatlich anerkannten Erzieherin/des Staatlich anerkannten Erziehers hat in den vergangenen Jahrzehnten stark an gesellschaftlicher und bildungspolitischer Bedeutung gewonnen. Die angehenden ErzieherInnen sollen dementsprechend innerhalb der dreijährigen fachschulischen Ausbildung das Maximum an Kompetenzen aus verschiedenen Fachdisziplinen erwerben und im Berufsleben an wissenschaftlichen Erkenntnissen und Methoden ausgerichtet selbstständig handeln. Aktuelle Studien zeigen jedoch, dass die ErzieherInnen im Anschluss an die Ausbildung trotz umfangreicher ausbildungscurricularer Reformierungen und vielzähligen Qualitätsinitiativen seit Mitte der 1990er Jahre diesen Anforderungen zumeist nicht gerecht werden. Die Dissertation fokussiert die fachschulische Ausbildung und beleuchtet anhand von zwei Untersuchungen die Ausbildungssituation im Freistaat Sachsen. Dabei wird die mangelnde Kompetenzausrichtung von Lehre, Diagnostik und ministeriellen Vorgaben als Hauptursache identifiziert. Unter der Zielstellung ein Hilfsmittel für Dozenten als Lösungsansatz zu entwickeln, um die Lehre und Diagnostik kompetenzorientierter gestaltbar zu machen, wird ein innovatives umfassendes Kompetenzmodell entwickelt. Dieses Modell beschreibt berufsaufgabenbezogen präzise die erforderlichen Kompetenzen von ErzieherInnen in ihren Inhalts- und Verhaltensaspekten. Im Rahmen zweier empirischer Untersuchungen zeigt sich die Validität und Nützlichkeit des Kompetenzmodells der Erzieherausbildung.:1 Einleitung .....1 2 Kritische Betrachtung der Erzieherausbildung im Freistaat Sachsen unter Bezugnahme auf den aktuellen Forschungsstand .....6 2.1 Professionalität von Staatlich anerkannten Erziehern zwischen Anspruch und Wirklichkeit: Skizzierung der grundlegenden Anforderungen an die fachschulische Ausbildung .....6 2.2 Betrachtung der fachschulischen Rahmenbedingungen .....9 2.2.1 Kultusministerielle Vorgaben auf Landes- und Bundesebene .....9 2.2.1.1 Ausgewählte Inhalte der Fachschulordnung .....9 2.2.1.2 Inhaltliche Ausbildungsvorgaben .....14 2.2.2 Die Ausbildungssituation an sächsischen Fachschulen im Schuljahr 2011/2012 .....22 2.2.2.1 Schulleiterbefragung an sächsischen Fachschulen für Sozialwesen, Fachrichtung Sozialpädagogik .....22 2.2.2.2 Explorative Studie zur Kompetenzerfassung in fachschulischen Leistungsmessungen .....27 2.3 Fragestellungen der Dissertation .....44 3 Kompetenzmodelle als Ausgangspunkt für Prozesse der Kompetenzentwicklung und Kompetenzdiagnostik in der Ausbildung .....47 3.1 Konzeptuelle und begriffliche Grundlagen .....48 3.1.1 Zum Begriff „Kompetenz“ .....48 3.1.2 Berufliche Handlungskompetenz als spezifisches Kompetenzkonstrukt .....54 3.2 Constructive Alignment und Kompetenzmodelle .....58 3.2.1 Constructive Alignment zur Kompetenzausrichtung von Lehre und Diagnostik .....58 3.2.2 Kompetenzmodelle im Überblick .....60 3.2.2.1 Strukturmodelle .....63 3.2.2.1.1 Kompetenzdimensionen als Strukturierungsbasis .....63 3.2.2.1.2 Die Nutzung von Matrizen und Taxonomien zur Ausdifferenzierung der Dimensionen .....67 3.2.2.2 Entwicklungsmodelle .....71 3.2.2.3 Niveaumodelle .....74 3.2.3 Ausgewählte Strategien und Methoden zur Entwicklung von Kompetenzmodellen .....77 3.3 Zusammenfassung .....81 4 Entwicklung eines Kompetenzmodells für die Erzieherausbildung .....83 4.1 Explorative Untersuchung zur Bestimmung der Learning Outcomes der Erzieherausbildung .....84 4.1.1 Untersuchungsdesign .....84 4.1.2 Darstellung der Untersuchungsergebnisse .....92 4.1.3 Kritische Diskussion der Ergebnisse .....98 4.2 Aufbau und Beschreibung des Kompetenzmodells unter Beachtung einer aufgabenorientierten Systematik .....100 4.2.1 Anordnung der Berufsaufgaben und ihrer Teilaufgaben im Modell unter dem Gesichtspunkt der Kompetenzentwicklung innerhalb der Ausbildung .....101 4.2.2 Zuordnung der Inhalts- und Verhaltensaspekte zu den Berufsaufgaben und ihren Teilaufgaben .....120 4.2.3 Anwendung des AOLK-Formats zur Beschreibung der Kompetenzen .....122 4.3 Das Kompetenzmodell der Erzieherausbildung .....136 4.3.1 Aufgabenkomplex Betreuung .....136 4.3.2 Aufgabenkomplex Begleitung von Bildungs- und Entwicklungsprozessen .....149 4.3.3 Aufgabenkomplex Erziehung .....157 4.4 Zusammenfassung .....160 5 Validierung des entwickelten Kompetenzmodells .....161 5.1 Theoretische Grundlagen zur Ermittlung der Güte von Kompetenzmodellen .....161 5.2 Expertenbefragung zur Erfassung der Inhaltsvalidität und Nützlichkeit des erarbeiteten Kompetenzmodells .....164 5.2.1 Untersuchungsdesign der Online-Validierung .....165 5.2.2 Darstellung der Befragungsergebnisse .....173 5.2.2.1 Rücklaufqote .....173 5.2.2.2 Verteilungsanalysen .....173 5.2.2.2.1 Häufigkeitsverteilungen der Ratings zu den inhaltsbezogenen Aufgabenmengen .....175 5.2.2.2.2 Häufigkeitsverteilungen der Ratings zu den verhaltensbezogenen Aufgabenmengen .....180 5.2.2.2.3 Häufigkeitsverteilungen der Ratings zur Gesamtbewertung des Modellausschnitts .....186 5.2.2.2.4 Häufigkeitsverteilungen der Ratings zum Modellnutzen .....187 5.2.2.3 Mittelwertanalysen .....188 5.2.2.4 Zusammenhangsanalysen und Korrelationen .....189 5.2.3 Zusammenfassende Interpretation der Ergebnisse .....193 5.3 Ermittlung der Konstruktvalidität des Kompetenzmodells mit Hilfe des Lehrbuchs „Erzieherinnen + Erzieher“ .....195 5.3.1 Aufbau und methodisches Vorgehen der Inhaltsanalyse .....197 5.3.2 Darstellung der Untersuchungsergebnisse .....202 5.3.3 Interpretation des Analyseergebnisses .....203 5.4 Zusammenfassende Aussagen zur Validität des entwickelten Kompetenzmodells .....204 5.5 Überlegungen zu einer ganzheitlichen Evaluierung des Kompetenzmodells .....206 6 Die Bedeutung des Kompetenzmodells für die Weiterentwicklung der Ausbildungsqualität im Freistaat Sachsen .....208 6.1 Der Beitrag des Modells zur kompetenzorientierten und systematischen Lehre .....208 6.2 Das Kompetenzmodell als Basis einer handlungsorientierten und praxisnahen Kompetenzdiagnostik im Unterricht .....211 6.3 Die Schaffung vertikaler Durchlässigkeit der fachschulischen Erzieherausbildung zu hochschulischen Ausbildungsgängen .....215 7 Zusammenfassung und Ausblick .....217 8 Literaturverzeichnis .....219 9 Tabellenverzeichnis .....235 10 Abbildungsverzeichnis .....239 11 Danksagung .....240 12 Selbstständigkeitserklärung .....241 13 Anhangsverzeichnis .....242

Title: Physical fitness verification of the members of FRS Objective: The goal of the thesis was to compare the results of the members of FRS CR in Cooper test with the results of physical fitness verification. Partial goal was to separate the members of HZS ČR into two groups according to the type of verification they choose - running or swimming and to compare these groups with the norm based on the Cooper test. Methods: In the thesis there were used data of the physical tests, which are verifying the physical fitness of the members of the Fire Rescue Service of the Czech Republic and the statistics of rescue activities. Next the members of FRS CR were subjected to a Cooper test and the data were then standardised and evaluated. Results: Based on the analysis two hypothesis were verified. First hypothesis was confirmed, second declined (disproved). All tested members in the Cooper test achieved physical fitness above the population standard. Better results in the Cooper tests achieved the group, which chose for physical testing. Keywords: training, competence, firefighter, condition, testing

Wellbriety is a multifaceted concept utilized in Native American communities that demonstrates meanings of health in Native-based discourse. Conceptually, wellbriety symbolizes strength through resilience. During this ethnographic study, I spent two years working within an Urban Indian Health Service facility where I used community-based participatory research methods. I examined complex intersections between meanings of urban native identities, colonization, and tribal sovereignty. Through deconstructing structural violence, I seek to place current urban native health status in a socially-informed context. This research explores how Native peoples define wellbriety and wellness through the lens of healthworld, which addresses how Native communities attempt to heal from traumas inflicted by the U.S. Federal Government. Additionally, I analyze dimensions of food sovereignty among Native community members by exploring how the act of consuming food shapes social and identity meanings which impact community members’ health.

Considering the geographical setting of the Southern region of the U.S., which is mostly divided into two races, Black and White, this study is to examine human science-related major undergraduates’ cultural competence and attitude toward the intersectionality group, elderly immigrants. The data, a total of 444 human science related major undergraduates in Mississippi, were collected. Through the principal factor analysis, attitudes toward elderly immigrants were divided into three factors: discrimination, avoidance, and tolerance, and cultural competence was into attitude, awareness, and sensitivity factors. The further related data analysis is to be completed by spring 2020. Through the study, it is expected to increase awareness of the need for culturally competent programs to educate the students on diversity and help to prepare undergraduate students to meet societal demands related to the intersectional minority population in the future.

Magister Curationis - MCur / According to Benner (2001 ), an individual moves through five stages: novice, advanced beginner, competent, proficient and expert. Competence is the measure or degree of a person's ability to cope with all aspects of the environment. It is expected that when an individual achieves competence, they possess the necessary knowledge, skills, abilities, attitudes and professionalism required to perform a certain function. The purpose of the study was to compare the perceptions of the Community Service Practitioners (Degree versus Diploma) regarding their clinical competence in providing nursing care and to establish and compare the perceptions of Professional Nurses regarding the clinical competence of the Community Service Practitioners they supervise (Degree versus Diploma) in providing nursing care. The null-hypothesis stated that there is no difference in the clinical competence of Community Service Practitioners who completed a Degree nursing programme as compared to those who completed a Diploma nursing programme leading to registration as a Professional Nurse (R425). The research methodology was quantitative, using a comparative, descriptive, cross-sectional design. The target population of the study included a sample of all Community Service Practitioners who worked in Regional Hospitals in the Western Cape and the Professional Nurses who supervised them. Convenience sampling was used to select the sample for this research and data were collected by means of a five-point Likert-scale questionnaire for the Professional Nurses supervising the Community Service Practitioners and a three-point Likert-scale questionnaire for the Community Service Practitioners. Data was organized and analyzed by using Statistical Package for Social Sciences (SPSS), Version 21. Descriptive statistics were used and findings were illustrated by means of descriptive tables and figures. The Mann-Whitney U test was used to calculate the null-hypothesis, which was retained. The results of the study indicated that there is no difference in the clinical competence, which included knowledge, skills and attitude, of Community Service Practitioners who completed an undergraduate Degree compared to those who completed a Diploma in nursing.

Involvement in physical activity (PA) and exercise behaviour is multifaceted and depends on bidirectional correlations between multiple factors; one avenue to increase the understanding of sustainable exercise behaviours would be to employ a motivational perspective. In this thesis, this was done by placing the primary focus on Self-determination theory (SDT) as a person-centred approach to study the motivational mechanisms believed to impact exercise behaviour based on the SDT process model. Study 1, conducted in a cross-sectional design, included 1,091 members of a web-based exercise service. Based on sophisticated mediation analysis, the results support the hypothesized associations between latent constructs and exercise behaviour in the related steps of the SDT process model. Moreover, moderating effects were discovered, demonstrating that these associations could differ in different subgroups based on gender and age. The results of Study 1 thereby represent a first indication that exercise intervention design might benefit from slightly different approaches when addressing different demographical groups like gender and age. Study 2 was conducted in a two-wave RCT design to test an SDT-informed intervention on 64 voluntary participants. Components of Motivational interviewing (MI), the Relapse prevention model (RPM) and Cognitive behavioural therapy (CBT) were used as practical application guidelines to deliver the intervention content. Results showed intervention effects on exercise level, exercise intensity and motivation quality as well as mediating effects of the RAI (Relative Autonomy Index; an index of the degree of self-determination), and identified regulation in relation to exercise behaviour. The experimental group also demonstrated significantly lower levels of extrinsic motivation than the control group post-intervention. Besides strong support for applying the basic tenets of SDT in the exercise domain, there are some main findings in this thesis. First of all, self-determined motivation was found to act as a mediating variable in the relationship between psychological need satisfaction and exercise, and these patterns of indirect effects differed across age and gender. This indicates that mechanisms in the SDT process model could vary (qualitatively) depending on subgroup, which carries potential implications for practice. Second, the results of Study 2 also provide evidence that the mediating mechanisms of the process model could be manipulated in an intervention, e.g. by creating need-supportive environments facilitating internalization and subsequent exercise behaviour. Furthermore, both studies demonstrated that identified regulation plays a prominent role in the motivational processes, supporting the significance of promoting internalization in activities like exercise. Finally, this thesis represents prospective value for the utility of employing a polytheoretical approach in exercise intervention design, more specifically regarding the prosperous outlooks in combining SDT with other theories and methods. / Motion och fysisk aktivitet är multifacetterade beteenden som påverkas av komplexa samband mellan en mängd olika faktorer och ett sätt öka förståelsen för mekanismerna bakom hållbara motionsbeteenden är att studera motivationsrelaterade förhållanden och förutsättningar. Denna licentiatavhandling har därför en personcentrerad ansats som baseras på en deskriptiv processmodell som ingår i Självbestämmandeteorin (Self-determination theory; SDT). I Studie 1 genomfördes en tvärsnittsstudie på 1091 medlemmar i en web-baserad motionstjänst och avancerade medieringsanalyser genererade stöd för de hypotetiska relationerna mellan latenta variabler och motionsbeteende i processmodellen. Analyserna visade även modereringseffekter genom att dessa relationer skilde sig åt mellan grupper baserade på kön och ålder. Resultaten representerar därmed en första indikation på att utformandet av motionsinterventioner eventuellt kan gynnas av att anpassas till olika demografiska grupper, t ex baserat på kön och ålder. I Studie 2 genomfördes en intervention på 64 frivilliga deltagare i form av en RCT-design med två mätpunkter. Det SDT-baserade innehållet i interventionen förmedlades med hjälp av praktiska riktlinjer från metoderna Motiverande samtal (MI), Återfallsprevention (RPM) och Kognitiv beteendeterapi (CBT). Resultaten visade interventionseffekter på motionsbeteenden (mängd och intensitet), samt medieringseffekter av RAI (Relative Autonomy Index; ett index på graden av självbestämmande) och identifierad reglering i relation till motionsbeteende. Experimentgruppen uppvisade även lägre nivåer av yttre motivation än kontrollgruppen efter interventionen. Båda studierna är därmed i linje med det växande empiriska stödet för applicering av SDT inom motionsområdet och bidrar på flera sätt till kunskapsutvecklingen om motivationsrelaterade mekanismer. Det främsta bidraget är att självbestämmande motivation visade sig fungera som en medierande variabel i relationen mellan tillfredsställelse av psykologiska basbehov och motionsbeteende och att dessa latenta effekter skilde sig åt utifrån deltagarnas kön och ålder. Detta pekar på att mekanismerna i processmodellen kan variera i olika grupper, vilket skulle kunna påverka eventuella praktiska implikationer för framtida interventionsdesign. Vidare indikerar resultaten i Studie 2 att medieringsmekanismerna i processmodellen är möjliga att manipulera i en intervention, exempelvis genom att skapa stödjande miljöer som främjar internalisering och därigenom efterföljande motionsbeteenden. Båda studierna visar även att identifierad reglering har en viktig funktion i motivationsprocessen, vilket understryker betydelsen av att främja internalisering i aktiviteter som motion. Slutligen finns det argument för värdet av att anta en poly-teoretisk ansats i skapandet av motionsinterventioner, framförallt genom att kombinera SDT med andra teorier och metoder.

Title: The competency profile of a taekwondo coach. Objective: The main objective of this thesis is to create a competency profile of a taekwondo coach from the view of taekwondo trustees and to compare the importance of each competences between the categories children and adults, competitors and recreational taekwondists. Methods: The method used to create a competency profile of a taekwondo coach in this thesis is a quantitative research, specifically in the form of an electronic inquiry of the trustees and then a qualitative research through half-structured interviews with taekwondo club coaches and the president of the taekwondo union. Results: The created competency profile includes a total of 20 most important competences from three main areas: personality characteristics (honest, trustworthy, consistent, empathetic, friendly, mentally resilient, fair and responsible), skills and abilities (punctuality, communicativeness, organizational skills, critical situation solving skills, the ability to analyze mistakes, the ability to motivate, the ability to explain, the ability to create a training plan and feedback) and education and knowledge (the knowledge of taekwondo rules and hygienics). Concurrently a second competency profile was created, replacing some of the competences from the first...