Purpose: The purpose of this study is to conduct in-depth interviews with 14 sports majors who participated in a sports program for children with developmental disabilities, to deeply analyze their coaching experiences using grounded theory methods, and to develop a theoretical framework.
Method: The primary data for this study, which involved participants in a sports program for children with developmental disabilities, were collected through in-depth interviews conducted over approximately eight months, from April 1 to December 31, 2024, excluding the summer vacation period. Following the grounded theory analysis procedures of Strauss and Corbin (1990), domain and categorical analyses were conducted stepwise, focusing on the researcher’s diary-style notes, observational data, and in-depth interview transcripts.
Results: The causal conditions were found to be insufficient within this context, and the situational condition was identified as a qualitative challenge associated with program implementation. The central phenomenon emerged as the experiential process of growing pains in leadership development, while the mediating condition was characterized by the perception of change confronted by the barriers of reality. In response, the interaction strategy involved problem-solving through iterative trial-and-error processes, ultimately leading to self-establishment and identity formation as leaders.
Conclusion: Throughout the grounded theory process, although sports majors initially faced challenges due to a lack of background knowledge and experience, they gradually overcame these challenges, developed a deeper understanding of children with developmental disabilities, and established themselves as leaders.
Special education programs would be more effective if they integrated both theory and practice.