COVID-19 and Brazilian handball coaches: impacts on training prescription and professional learning

Musa, Vinicius da Silva; Santos, Walmir Romário dos; Menezes, Rodolfo Pombo; Costa, Valter; Aquino, Rodrigo; Menezes, Rafael ̈Pombo

doi:10.1590/s1980-65742020000400127

Cited by 10 publications

(12 citation statements)

References 30 publications

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“…Even a high number of participants presents limitations regarding representativeness for the population studied. However, it is important to note that there is no unified information on the number of existing coaches in Brazil, thus making a sample calculation impracticable 27 . In addition, the low return of state federations regarding the availability of contacts made it difficult for a more significant number of participants from each of the states to access.…”

Section: Discussionmentioning

confidence: 99%

Planning and execution of handball goalkeepers training: a descriptive study in youth categories teams in Brazil

Cruz

Silva

Motta

et al. 2022

Motriz: rev. educ. fis.

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This study aimed to describe how specific training for goalkeepers of youth handball teams is planned and executed in Brazil. Methods: This cross-sectional descriptive and quantitative study was based on information from 134 coaches responsible for specific training of handball goalkeepers for youth (under 12 -U12; U14; U16; and U18) teams. The selection of participants was non-randomly for convenience, using the virtual snowball method. The information was obtained through an online self-completion questionnaire carried out by the Google Forms platform. The questionnaire data were tabulated and assessed using the SPSS statistical program, and the information was presented using descriptive statistics. Results: The results show that specific training of goalkeepers occurs in 71.1% of youth handball teams. About the structure of the specific training session, most of it is performed 1 or 2 times a week (70.9%), lasting from 25 to 60 min (73.9%) and given by the team's leading coaches (77.6%). More than half of the participants stated that the training session occurs with the goalkeepers and the person in charge (55.2%). Most participants (69.4%) stated that the teams analyze and assess the goalkeepers' performance, and the training planning takes place weekly (39.6%). Conclusion: This data provides essential information that partially fills gaps in the literature and allows researchers and coaches to reflect on their practices, considering the importance of planning specific training for goalkeepers.

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Section: Discussionmentioning

confidence: 99%

Planning and execution of handball goalkeepers training: a descriptive study in youth categories teams in Brazil

Cruz

Silva

Motta

et al. 2022

Motriz: rev. educ. fis.

Self Cite

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“…As aulas online de GA constituíram uma nova estratégia de ensino que foi aplicada durante a pandemia. No contexto da COVID-19 e na perspectiva de treinadores de handebol, foram ressaltadas preocupações com relação à perda de desempenho dos atletas durante o período de isolamento social, enquanto a motivação para a prática foi apontada como um possível benefício psicológico após o isolamento social (Musa et al, 2020). Contudo, não foram encontrados estudos que investigaram os fatores motivacionais e avaliaram a satisfação com as aulas online de GA, o que reforça o pioneirismo do presente estudo.…”

Section: T (%)unclassified

Fatores motivacionais dos alunos e avaliação da qualidade de aulas online de ginástica artística

Goulart

Fortunato

Dias

et al. 2022

Rev. Bras. Ciênc. Esporte

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RESUMO O objetivo deste estudo foi analisar fatores motivacionais para a participação em aulas online de ginástica artística (GA) e a satisfação dos alunos quanto à qualidade dessas aulas. Uma amostra de 39 alunos respondeu ao Inventário de Motivação para Prática Desportiva e a um questionário estruturado para avaliação da qualidade das aulas online. Um total de 67%, 53% e 30% dos alunos consideraram “muito importante” os motivos relacionados à “competência esportiva”, “saúde” e “amizade/lazer”, respectivamente. Todas as dimensões avaliadas no questionário sobre a qualidade das aulas apresentaram satisfação superior a 75%. Portanto, a “Competência esportiva” é o principal fator motivacional para a prática de aulas online de GA. De maneira geral, os alunos se mostraram satisfeitos com a qualidade dessas aulas.

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“…Most recently, Harvey et al (2020) found that sports coaches perceive the social network Twitter to be a highly valuable platform through which to collaborate, access information and share ideas and resources with other coaches. Similarly, Musa et al (2020) found that, especially during the worldwide pandemic lockdowns, coaches were utilising online sources such as webinars and virtual meetings for the majority of their professional learning. Despite this increase in focus, however, there remains a lack of empirical evidence demonstrating the impact of these technologies and tools on improving coach learning, and our understanding of the learning processes involved is still evolving (Tsiotakis & Jimoyiannis, 2016).…”

Section: Introductionmentioning

confidence: 99%

A realist evaluation of the use of Flipgrid to facilitate collaborative online learning and reflection in sport coaching

Stoszkowski

Collins

2021

Sport, Education and Society

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Sport coaching researchers have stressed the need for reflection in practitioners whilst the increased growth and impact of online applications has offered new ways to pursue this important goal. Recently, Stoszkowski, Hodgkinson and Collins (2021) showed that Flipgrid, an online communication tool that enables short video-based interactions, was a useful tool for facilitating and promoting analytical interaction between student-coaches on a bachelor's degree programme. The present study used realist evaluation to examine this successful use of Flipgrid. A range of methods including surveys, participant observation, content analysis of video transcripts and a semi-structured focus group interview were used to develop preliminary theories regarding how, when and why Flipgrid facilitated and promoted more analytical interaction than earlier studies using online written blogs. Individual realist interviews were then conducted to refine these theories, resulting in three main components: convenience, connection and criticality. This research provides a coherent and plausible explanatory account of the causal processes through which the use of Flipgrid in this specific circumstance produced its outcomes, which may be useful to those implementing reflective practice interventions in similar educational settings.

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COVID-19 and Brazilian handball coaches: impacts on training prescription and professional learning

Cited by 10 publications

References 30 publications

Planning and execution of handball goalkeepers training: a descriptive study in youth categories teams in Brazil

Planning and execution of handball goalkeepers training: a descriptive study in youth categories teams in Brazil

Fatores motivacionais dos alunos e avaliação da qualidade de aulas online de ginástica artística

A realist evaluation of the use of Flipgrid to facilitate collaborative online learning and reflection in sport coaching

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