Sport coaches in Brazil have been recognized as professionals since the implementation of law 9696 in 1998. However, little is known about the impact of this law on the production of coaching science in this country. In an attempt to situate the sports coaching research produced in Brazil since then, the aim of the current study was to show an overview of Brazilian publications from 2000 to 2015. Eight journals were selected and a review was performed in 425 issues of the journals from 2000 to 2015. As a result, 82 published articles were analyzed. On average, five articles were published each year, with 81.7% of the articles published from 2009 to 2015. The findings illustrate that 37.7% of the articles were focused on coaches’ thinking and 29.5% on coaches’ behaviors, 48.7% used qualitative methods, while 40.3% used quantitative methods and 20.9% used mixed methods. Only two articles attempted to explore the impact of the 1998 legislation on the development of sport coaches in Brazil. In general, research on sport coaching in Brazil seems to be emerging on an international level, as there has been an increase in publications over the past seven years, especially in the lead-up to the Rio2016 Summer Olympic Games.

O estudo tem por objetivo fortalecer conceitos relacionados ao ensino estratégico-tático-técnico dos Jogos Esportivos Coletivos (JEC) e sinalizar propostas de diferentes contextos culturais, a fim de estabelecer os avanços nos processos de organização e sistematização do seu ensino.  A metodologia caracteriza-se como um estudo bibliográfico de caráter descritivo-reflexivo. As novas tendências em pedagogia do esporte sinalizam que os métodos de iniciação esportiva devem proporcionar o novo e o desafiador, centrando o ensino no aluno e desencadeando o processo educacional a partir do escopo ontológico do jogo.

Methods: Variables from 305 matches from 2019/2020 Bundesliga season were analyzed. Normality, mean comparisons, analysis of variance and effect sizes were performed. Results: After SD, lower values were observed for goals attempt and distance covered, while higher values were found for passes accuracy and fouls committed (p < 0.05). Home teams before SD presented higher number of goals scored at 2 nd half and less fouls committed than visiting opponents, after SD away teams had higher number of goals scored at the same half (p = 0.043) and a similar number of fouls (p = 0.035). Home teams performed more sprints than visiting opponents before SD, but after SD no difference was observed between home and away teams (p = 0.042). Total distance covered for both home and away teams were lower after SD (p = 0.041). Home teams presented higher values of goal attempts to the target, but changing from small to trivial effects sizes (ES) after SD. However, home advantage was 50.32 ± 19.06% before SD, after SD comeback the home advantage was 40.37 ± 26.08% (ES = 0.45). Conclusions:The return to football pitch without stadium supporters, affected some game and physical variables, as well as home advantage.

Resumo: A constituição de uma proposta pedagógica para o ensino e treino do futebol deve considerar os diferentes fatores contextuais, priorizando demandas necessárias para o andamento do processo. O estudo configura-se como descritivo-propositivo e objetiva caracterizar princípios e pressupostos, apontando princípios balizadores e particulares para elaboração de uma proposta pedagógica para o processo formativo no futebol. Os princípios balizadores e particulares correspondem à teoria constituída objetivamente para atuação no jogo em diferentes etapas da formação. Os pressupostos referenciam as soluções frente aos problemas confrontados eventualmente. Portanto, a formação esportiva, além de somente fabricar respostas, deve capacitar os jogadores para os problemas inesperados. Abstract:The organization of a pedagogical proposal for teaching and coaching football should consider different contextual factors and focus on demands necessary for progress. This is a descriptive-purposeful study intended to characterize principles and assumptions, pointing guiding and specific principles for a proposed curriculum for the educational process in football. Those guiding and specific principles correspond to the theory objectively constituted to act in that game, in different stages of training. Assumptions are solutions to problems occasionally faced. Therefore, sports training should not only provide responses to its participants, but also enable players to solve unexpected problems.Resumen: La estructuración de una propuesta pedagógica para la enseñanza y entrenamiento del fútbol debe considerar los diferentes factores contextuales, priorizando las demandas necesarias para el avance de este proceso. Esta investigación es descriptivo/propositiva y objetiva caracterizar principios y supuestos, señalando principios rectores y particulares para la elaboración de una propuesta pedagógica para el proceso formativo en el fútbol. Los principios rectores y particulares corresponden a la teoría constituida objetivamente para actuar en el juego en diferentes etapas de la formación. Los supuestos se refieren a las soluciones frente a los problemas eventuales.Por lo tanto, la formación deportiva debe, además de solamente fabricar respuestas, capacitar a los jugadores para enfrentar problemas inesperados.