Experiences of Student Coaches in Brazilians University Teams: a possibility for the coach education process
DOI:
https://doi.org/10.33448/rsd-v11i9.32001Keywords:
Coach education; Student-coach experience; University teams; Higher education; Coach development.Abstract
We aimed to explore the experiences of student coaches as coaching staff members in university teams. In consideration of exploring the experiences of student coaches as coaching staff members in university teams, we used an intrinsic case study to comprehend the specific conditions of five different students’ experiences. In this intrinsic case study, a total of ten interviews were conducted with student coaches (two female; three male) characterizing a variety of sports (soccer, volleyball, track and field, futsal, and handball). Participant ages ranged from 19 to 25 years. Interviews lasted from 50 min to 60 min and were transcribed verbatim. Inductive analyses of the transcripts revealed meaning units that were further grouped into general themes and subthemes. Findings showed that the experiences of student coaches as coaching staff members are represented by a gradual involvement, opportunities to plan and conduct training, people management, coaching adaptability and self-awareness, and the importance of constant supervisor support.
References
Abraham, A., Collins, D., & Martindale, R. (2006). The coaching schematic: validation through expert coach consensus. Journal of Sports Sciences, 24(6), 549–564. https://doi.org/10.1080/02640410500189173.
Barney, S., & Andersen, M. (2014). Mindful supervision in sport and performance psychology: building the quality of the supervisor-supervisee relationship. In Reflective Practice in the Sport and Exercise Sciences: Contemporary Issues. (p. 147–159). Knowles, Zoe et al.
Brazil. Lei n° 8.650, de 20 de abril de 1993, Diário Oficial da União (Official Journal of State) (1993). http://www.planalto.gov.br/ccivil_03/LEIS/1989_1994/L8650.htm
Brazil. Lei no 9.696, de 1o de setembro de 1998, Diário Oficial da União (Official Journal of State) (1998). http://www.planalto.gov.br/ccivil_03/leis/L9696.htm
Brazil. Resolução no 7, de 18 de dezembro de 2018, Diário Oficial da União (Official Journal of State) (2018). http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=104251-rces007-18&category_slug=dezembro-2018-pdf&Itemid=30192.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806.
Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Couns Psychother Res, 21, 37–47. https://doi.org/10.1002/capr.12360.
Ciampolini, V., Tozetto, A. V., Milan, F. J., Camiré, M., & Milistetd, M. (2020). Lifelong learning pathway of a coach developer operating in a national sport federation. International Journal of Sports Science & Coaching, 15(3), 428–438. https://doi.org/10.1177/1747954120912384.
Côté, J. (2006). The Development of Coaching Knowledge. International Journal of Sports Science & Coaching, 1(3), 217–222. https://doi.org/10.1260/174795406778604609.
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: choosing among five approaches (Vol. 3). SAGE Publications.
Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2.
De Martin-Silva, L., Fonseca, J., Jones, R. L., Morgan, K., & Mesquita, I. (2015). Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty. Teaching in Higher Education, 20(7), 669–683. https://doi.org/10.1080/13562517.2015.1072153.
Dieffenbach, K., Murray, M., & Zakrajsek, R. (2011). The Coach Education Internship Experience: an exploratory study. International Journal of Coaching Science, 5(1), 3–25.
Gaion, P., Milistetd, M., Santos, F., Contreira, A., Arantes, L., & Caruzzo, N. (2020). Coaching Positive Youth Development in Brazil: recommendations for coach education programs. International Sport Coaching Journal, 7(1), 82–88. https://doi.org/10.1123/iscj.2018-0106.
Galatti, L., Bettega, O. B., Brasil, V. Z., Sobrinho, A. E. P. de S., Bertram, R., Tozetto, A. V. B., Rodrigues, H. A., Collet, C., Nascimento, J. V., & Milistetd, M. (2016). Coaching in Brazil Sport Coaching as a Profession in Brazil: an analysis of the coaching literature in Brazil from 2000-2015. International Sport Coaching Journal, 3(3), 316–331. https://doi.org/10.1123/iscj.2015-0071
Gilbert, W., & Côté, J. (2013). Defining coaching effectiveness: focus on coache’s knowledge. In Routledge Handbook of Sports Coaching (p. 147–159). Paul Potrac, Wade Gilbert, Jim Denison.
Gomes, R. E. C., & Mesquita, I. (2015). As dinâmicas relacionais de treinadores estagiários numa comunidade de prática. In Formação de Treinadores no Contexto Académico: Aprendizagem em Comunidade de Prática no Decurso do Estágio (p. 265). Isabel Mesquita.
Gomes, R. E. C., Jones, R. L., Batista, P., & Mesquita, I. (2018). Latent learning in the workplace: the placement experiences of student-coaches. Sport, Education and Society, 23(1), 68–81. https://doi.org/10.1080/13573322.2016.1141287.
Griffiths, M., & Armour, K. (2012). Mentoring as a Formalized Learning Strategy with Community Sports Volunteers. Mentoring & Tutoring: Partnership in Learning, 20(1), 151–173. https://doi.org/10.1080/13611267.2012.645605.
International Council for Coaching Excellence. (2013). International Sport Coaching Framework. Human Kinetics.
Jarvis, P. (2011). Paradoxes of Learning: on becoming an individual in society. Routledge. https://doi.org/10.4324/9780203802700.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2018). Paradigmatic controversies, contradictions, and emerging confluences. In The SAGE Handbook of Qualitative Research (p. 108–150). Denzin, N. K. & Lincoln, Y. S.
Malagutti, J. P. M., Rojo, J. R., & Starepravo, F. A. (2020). O esporte universitário brasileiro: organizações oficiais e as associações atléticas acadêmicas. Research, Society and Development, 9(8), e32985325–e32985325. https://doi.org/10.33448/rsd-v9i8.5325.
Malagutti, J. P. M., Rojo, J. R., & Starepravo, F. A. (2021). Dynamics of Different Expressions of University Sport in a Brazilian University. International Scientific Journal of Kinesiology, 90–96.
Mertens, D. M. (2019). Research and Evaluation in Education and Psychology: integrating diversity with quantitative, qualitative, and mixed methods (5th ed). SAGE Publications.
Mesquita, I., Coutinho, P., De Martin-Silva, L., Parente, B., Faria, M., & Afonso, J. (2015). The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement. Journal of Sports Science & Medicine, 14(3), 657–668.
Milistetd, M., Brasil, V. Z., Salles, W. D. N., Tozetto, A. V. B., & Saad, M. A. (2018). Percepção de Estudantes Universitários de Educação Física sobre o Estágio Curricular Supervisionado em Treinamento Esportivo: estudo em uma universidade pública brasileira. Movimento (ESEFID/UFRGS), 24(3), 903. https://doi.org/10.22456/1982-8918.74366.
Milistetd, M., Ciampolini, V., Mendes, M. S., Cortela, C. C., & Nascimento, J. V. (2018). Student-coaches perceptions about their learning activities in the university context. Revista Brasileira de Ciências Do Esporte, 40, 281–287. https://doi.org/10.1016/j.rbce.2018.03.005.
Milistetd, M., Galatti, L. R., Collet, C., Tozetto, A. B., & Nascimento, J. V. (2017). Formação de treinadores esportivos: orientações para a organização das práticas pedagógicas como componente curricular. Journal of Physical Education, 28(1), e-2849.
Milistetd, M., Trudel, P., Mesquita, I., & Nascimento, J. V. (2014). Coaching and Coach Education in Brazil. International Sport Coaching Journal, 1(3), 165–172. https://doi.org/10.1123/iscj.2014-0103.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: theory and practice. Routledge. https://doi.org/10.4324/9780203416150.
Nash, C. (2003). Development of a Mentoring System within Coaching Practice. Journal of Hospitality, Leisure, Sport & Tourism, 2(2), 39–47.
Nelson, L. J., Cushion, C. J., & Potrac, P. (2006). Formal, Nonformal and Informal Coach Learning: a holistic conceptualisation. International Journal of Sports Science & Coaching, 1(3), 247–259. https://doi.org/10.1260/174795406778604627.
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. SAGE Publications.
Potter, P. (2017). Becoming a coach: transformative learning and hierarchical complexity of coaching students [Doctoral Dissertation]. Fielding Graduate University.
Rynne, S. B., Mallet, C. J., & Rabjohns, M. W. O. (2017). High performance coaching: demands and development. In The Psychology of Sports Coaching: Research and practice (p. 114–126). R. Thelwell, C. Harwood, & I. Greenlees.
Santos, A. L. P. (2018). Coaching as a Profession: the Brazilian scene. International Journal of Physical Education, Sport and Health, 5(2), 290–296.
Santos, F., Rathwell, S., Trindade, A., Lima, R., Gobbi, V., & Gaion, P. (2021). Brazilian coaches’ role in facilitating positive development through university sport. Retos, 40, 186–197. https://doi.org/10.47197/retos.v1i40.82353.
Smith, B., & McGannon, K. R. (2018). Developing rigor in qualitative research: problems and opportunities within sport and exercise psychology. International Review of Sport and Exercise Psychology, 11(1), 101–121. https://doi.org/10.1080/1750984X.2017.1317357.
Sparkes, A. C., & Smith, B. (2013). Qualitative Research Methods in Sport, Exercise and Health: from process to product. Routledge. https://doi.org/10.4324/9780203852187.
Stake, R. E. (2005). Qualitative Case Studies. In N. K. Denzin & Y. S. Lincoln, The SAGE Handbook of Qualitative Research (p. 443–466). SAGE Publications.
Trudel, P., Milistetd, M., & Culver, D. M. (2020). What the Empirical Studies on Sport Coach Education Programs in Higher Education Have to Reveal: a review. International Sport Coaching Journal, 7(1), 61–73. https://doi.org/10.1123/iscj.2019-0037.
Walker, L. F., Thomas, R., & Driska, A. P. (2018). Informal and nonformal learning for sport coaches: a systematic review. International Journal of Sports Science & Coaching, 13(5), 694–707. https://doi.org/10.1177/1747954118791522.
Webb, K., & Leeder, T. M. (2021). Dispositions and coaching theories: understanding the impact of coach education on novice coaches’ learning. Sport, Education and Society, 0(0), 1–14. https://doi.org/10.1080/13573322.2021.1887846.
Woodburn, A., Allison-Abaunza, A., Couture-Légaré, J., & Thompson, M. (2021). Mentor requirements in the student-coach practicum: an analysis using the critical incident technique. Sports Coaching Review, 0(0), 1952809. https://doi.org/10.1080/21640629.2021.1952809.
Yin, R. K. (2018). Case Study Research and Applications: design and methods (6th ed). SAGE Publications.
Zakrajsek, R., Thompson, M., & Dieffenbach, K. (2015). An exploration of the academic coaching education internship. Sports Coaching Review, 4(1), 24–40. https://doi.org/10.1080/21640629.2015.1121624.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Fabrício João Milan; Ana Flávia Backes; Alexandre Vinicius Bobato Tozetto; Lucas Machado de Oliveira; Carlos Ewerton Fernandes Palheta; Juarez Vieira do Nascimento; Michel Milistetd
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
