Recreational and developmental youth coach learning

Rocchi, Meredith; Couture, Amanda

doi:10.1080/17408989.2017.1406464

Cited by 7 publications

(10 citation statements)

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“…Corroborando com a literatura, a avaliação geral dos resultados demonstra que os treinadores reconhecem o caráter multifatorial do processo de aprendizagem (Barros et al, 2017;Brasil, Ramos, Barros, Godtsfriedt & Nascimento, 2015;He et al, 2018;Mallet et al, 2009;Rocchi & Couture, 2017;Rodrigues et al, 2017;Tozetto et al, 2017), atribuindo elevada importância às diferentes fontes. Nesse sentido, Mallet et al (2009) reforçam que os programas de educação deveriam…”

Section: Discussionunclassified

“…Apesar das similaridades observadas no processo de desenvolvimento de treinadores esportivos, a literatura aponta que as especificidades do ambiente no qual esse profissional se encontra inserido e/ou atua, demanda que a análise seja realizada de forma contextualizada (He, Trudel & Culver, 2018;Rocchi & Couture, 2017). Nesse cenário, a valorização atribuída pelos treinadores às diferentes situações e contextos de aprendizagem tem refletido as particularidades inerentes a cada modalidade esportiva (Ramos, Brasil & Goda, 2012).…”

Section: Introductionunclassified

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Desenvolvimento profissional de treinadores de tênis: situações e contextos de aprendizagem (Tennis coaches’ professional development: situations and contexts of learning) (Desarrollo profesional de entrenadores de tenis: situaciones y contextos de apre

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Resumo: O estudo teve como objetivo identificar as situações e contextos de aprendizagem mais valorizados por treinadores de tênis, bem como a presença de diferentes perfis em função dos constructos avaliados. Participaram da amostra 104 treinadores que atuavam em clubes e academias filiados à Federação Paranaense de Tênis. Os participantes responderam uma ficha contendo as variáveis sociodemográficas e as Escalas de Situações e Contextos de Aprendizagem de Treinadores. Os dados foram analisados por meio de cálculos de frequência, estatísticas descritivas e inferenciais. O estabelecimento dos subgrupos decorreu da análise de Clusters, utilizando-se os testes de Friedman e o post-hoc de Dunn para as comparações gerais e intragrupos. O nível de significância foi pré-estabelecido em 95% (p≤0.05). Os resultados indicaram elevada atribuição de importância para todas as oportunidades de aprendizagem, observando-se uma menor valorização das situações Internas (p<.001) e ao contexto Formal (p<.001). A análise de Clusters evidenciou a presença de três subgrupos, com o grupo composto por treinadores mais experientes (C2) sendo o único a atribuir valorização distinta para as situações e contextos de aprendizagem. A existência de perfis distintos alerta para a necessidade de se conhecer os profissionais (aprendiz), quando se almeja proporcionar ambientes mais favoráveis à aprendizagem.Abstract: The aim of this study was to identify the situations and contexts of learning most valued by tennis coaches, as well as to identify the presence of different profiles according to the assessed constructs. A total of 104 coaches affiliated to the Parana Tennis Federation participated in the study. The coaches answered forms containing the sociodemographic variables and the Coaches Learning Situations and Contexts Scales. Data were analyzed using descriptive and inferential statistics. The establishment of subgroups resulted from the Clusters analysis, using Friedman's tests and Dunn's post-hoc for the general and intragroup comparisons. The significance level was 95% (p≤.05). The results indicated a high importance attributed to all learning opportunities, with a lower appreciation to the Internal situations (p<.001) and the Formal context (p<.001). Clusters analysis showed the presence of three subgroups, with the group composed of more experienced coaches (C2) being the only one to attribute distinct appreciation to learning situations and contexts. The existence of distinct profiles warns of the need to know the professionals (learner), when it aims to provide learning environments.Resumen: El presente estudio tuvo como objetivo identificar las situaciones y contextos de aprendizaje más valorados por los entrenadores de tenis, así como identificar la presencia de diferentes perfiles de acuerdo con los constructos evaluados. Conformaron la muestra un total de 104 entrenadores que trabajaban en clubes y academias afiliados a la Federación Paranaense de Tenis. Los participantes respondieron a un formulario que contenía variables sociodemográficas y Escalas de Situaciones y Contextos de Aprendizaje para Entrenadores. Los datos se analizaron mediante cálculos de frecuencia, estadística descriptiva e inferencial. El establecimiento de los subgrupos resultó del análisis de Clusters, empleando las pruebas de Friedman y el post-hoc de Dunn para comparaciones generales e intragrupales. El nivel de significancia fue preestablecido en 95% (p≤.05). Los resultados indicaron una gran importancia atribuida a todas las oportunidades de aprendizaje, observando una menor valoración con respecto a las situaciones internas (p<.001) y el contexto formal (p<.001). El análisis de Clusters mostró la presencia de tres subgrupos, siendo el grupo compuesto por entrenadores más experimentados (C2) el único que atribuye una apreciación distinta con relación a las situaciones y contextos de aprendizaje. La existencia de perfiles distintos advierte la necesidad de conocer a los profesionales (aprendices), cuando su objetivo es proporcionar entornos más favorables para el aprendizaje.

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Section: Discussionunclassified

Section: Introductionunclassified

Desenvolvimento profissional de treinadores de tênis: situações e contextos de aprendizagem (Tennis coaches’ professional development: situations and contexts of learning) (Desarrollo profesional de entrenadores de tenis: situaciones y contextos de apre

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“…Foi identificada interação dos treinadores com outros protagonistas do esporte: jogadores, familiares e pares (outros treinadores). As fontes de conhecimento experienciais de outros profissionais são agregadoras na construção da base formativa de um treinador esportivo e possibilitam uma diversidade de reflexões fundamental para o exercício da profissão (MALLETT et al, 2016;HE;CULVER, 2018;RIVAS-BORBÓN et al, 2018;ROCCHI;COUTURE, 2018;HERTTING, 2019;LÓPEZ MUÑIZ et al, 2019;GREENBERG;CULVER, 2020).…”

Section: Resultsunclassified

“…Outra interação apontada pelos treinadores como importante se refere à relação treinador/atleta (RIVAS-BORBÓN et al, 2018;ROCCHI;COUTURE, 2018;DEHGHANSAI et al, 2019). Um bom relacionamento entre ambos favorece a troca de experiências e feedback para o desenvolvimento do modelo de jogo da equipe e da compreensão das especificidades das modalidades esportivas (FEU MOLINA; IBÁÑEZ GODOY; GONZALO DELGADO, 2010).…”

Section: Resultsunclassified

“…A partir dos resultados foi possível identificar que a atuação prévia enquanto jogador não é um pré-requisito para ser treinador de handebol. Entretanto, os profissionais que foram jogadores da modalidade podem ser favorecidos, pois algumas escolhas que são inerentes do contexto do jogo, já foram vivenciadas em algum momento de suas trajetórias (RIVAS-BORBÓN et al, 2018;ROCCHI;COUTURE, 2018;HERTTING, 2019;LÓPEZ MUÑIZ et al, 2019;GREENBERG;CULVER, 2020).…”

Section: Tema 2 -Situação Diretaunclassified

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Análise das situações de aprendizagem de treinadores de handebol de equipes de formação no Estado de São Paulo

Santos¹

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The aim of this research was to analyze the sources of professional knowledge of handball coaches. The present study was based on the Learning Situations theory (WERTHNER; , has a qualitative approach and is characterized as a descriptive and exploratory research. Two complementary studies (theoretical and empirical) were part of this dissertation. Study I is a literature review on the sources of learning of sports coaches, where it was possible to verify through 33 scientific articles which are the sources of knowledge and how this process of professional development of coaches occurs. Study II started from a cross-sectional approach, through semi-structured interviews with 19 handball coaches from two of the largest leagues in the State of São Paulo (13 men and 6 women -with a minimum experience of 1 year and a maximum of 24 years). The research instrument used was developed by the researcher responsible for the study. The objective of these interviews was to understand and discuss the sources of knowledge of these professionals and the academic disciplines considered to be the most relevant. The classification of learning was organized according to the theory of learning situations (mediated, direct and internal). The collected information was analyzed through thematic analysis after categorizing the data using the Nvivo software. The results showed seven themes: "role of higher education", "courses outside the university context", "previous experiences", "specific materials for improvement", "games and training", "attitudes and decisions of the coach" and "reflections". It was identified that among the situations of mediated, direct and internal learning, most of the identified contents are direct situations. The mediated situations received criticism from the professionals, mainly for being out of context of the professional practices of the coaches. On the other hand, internal situations were present in all speeches, being crucial for the profession. Therefore, based on the information obtained in the two studies that guided this research, it is suggested that the current education system needs further reflection, mainly about a theoretical-practical approach. In this context, future investigations must be carried out in order to investigate other teaching strategies for the professional development of sports coaches.

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Coaching on the Talent Pathway: Understanding the Influence of Developmental Experiences on Coaching Philosophy

Williams

MacNamara

2021

International Sport Coaching Journal

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There is compelling evidence supporting the critical role of high-quality coaching practice in supporting talented youth athletes through and beyond the talent pathway. The purpose of this study was to explore the coaching philosophies of ex-talent pathway athletes and how the meaning and purpose of their coaching in a talent pathway was influenced by their previous pathway experience. Nine participants were purposefully sampled based on their prior involvement as a youth athlete in a talent pathway and current involvement coaching in a talent pathway. The participants identified how their pathway experience influenced their coaching philosophy and applied coaching practice. Specifically, the participants described how their own youth sport experience influenced their current coaching practice through the formation of a developmental coaching philosophy, through their applied coaching practice orientated towards supporting individual development, and by using their previous pathway experience to support coaching success. These findings suggest that the philosophy underpinning talent pathway coaches’ practice was influenced by their own pathway experience, and the purpose of their practice was orientated to positively impact youth development for and beyond sport. Thus, talent pathways in sport have the capability to be recognised as positively influencing the developmental experiences of future coaching practitioners.

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Recreational and developmental youth coach learning

Cited by 7 publications

References 29 publications

Desenvolvimento profissional de treinadores de tênis: situações e contextos de aprendizagem (Tennis coaches’ professional development: situations and contexts of learning) (Desarrollo profesional de entrenadores de tenis: situaciones y contextos de apre

Desenvolvimento profissional de treinadores de tênis: situações e contextos de aprendizagem (Tennis coaches’ professional development: situations and contexts of learning) (Desarrollo profesional de entrenadores de tenis: situaciones y contextos de apre

Análise das situações de aprendizagem de treinadores de handebol de equipes de formação no Estado de São Paulo

Coaching on the Talent Pathway: Understanding the Influence of Developmental Experiences on Coaching Philosophy

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