Background: The Long-Term Athlete Development (LTAD) model emphasizes developmentally appropriate training; however, its effectiveness depends on coaches` ability to apply scientific knowledge in practice. Biomechanics literacy represents a critical yet underexplored component of coaching competence. Purpose: This study aimed to assess biomechanics literacy among basketball coaches and examine its potential relevance to LTAD-oriented coaching environments. Methods: A cross-sectional design was used involving 42 certified basketball coaches in Jordan. The sample consisted of 34 male coaches and 8 female coaches. A 50-item LTAD-based cognitive assessment evaluated knowledge across developmental stages and biomechanical domains. Descriptive statistics, independent samples t-tests, and one-way ANOVA were conducted. Results: Overall biomechanics literacy was low (M = 24.52, SD = 9.44; 49.05% of the total score), with all LTAD stages below the predefined 60% threshold. Lower scores were observed in neuromuscular development (44.05%), movement mechanics (47.96%), and injury prevention (47.62%). No statistically significant differences were detected across sex or certification levels (p > .05). However, these findings should be interpreted cautiously due to the relatively small sample size and limited number of female participants. Conclusion: The findings indicate relatively modest levels of biomechanics literacy among basketball coaches across LTAD developmental stages. Strengthening the integration of applied biomechanics education within coach development programs may support evidence-informed coaching practice and LTAD-oriented athlete development.
© Copyright 2026 Frontiers in Sports and Active Living. Frontiers Media. Alle Rechte vorbehalten.