Experiencias de Estudiantes Entrenadores en Equipos Universitarios Brasileños: una posibilidad para el proceso de formación de entrenadores
DOI:
https://doi.org/10.33448/rsd-v11i9.32001Palabras clave:
Formación de entrenadores; Experiencia de los estudiantes entrenadores; Equipos universitarios; Educación superior; Desarrollo de entrenadores.Resumen
Nuestro objetivo era explorar las experiencias de los estudiantes entrenadores como miembros del cuerpo técnico de los equipos universitarios. Con el fin de explorar las experiencias de los estudiantes entrenadores como miembros del cuerpo técnico de los equipos universitarios, utilizamos un estudio de casos intrínseco para comprender las condiciones específicas de cinco experiencias estudiantiles diferentes. En este estudio de caso intrínseco, se realizaron diez entrevistas a estudiantes entrenadores (dos mujeres y tres hombres) de diversos deportes (fútbol, voleibol, atletismo, fútbol sala y balonmano). Las edades de los participantes oscilaban entre los 19 y los 25 años. Las entrevistas duraron entre 50 y 60 minutos y se transcribieron literalmente. El análisis inductivo de las transcripciones reveló unidades de significado que se agruparon em temas y subtemas generales. Los resultados mostraron que las experiencias de los estudiantes entrenadores como miembros del cuerpo técnico están representadas por la participación gradual, las oportunidades de planificar y dirigir la formación, la gestión de personas, la adaptabilidad y la autoconciencia del coaching, y la importancia del apoyo constante del supervisor.
Citas
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.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 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
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los autores que publican en esta revista concuerdan con los siguientes términos:
1) Los autores mantienen los derechos de autor y conceden a la revista el derecho de primera publicación, con el trabajo simultáneamente licenciado bajo la Licencia Creative Commons Attribution que permite el compartir el trabajo con reconocimiento de la autoría y publicación inicial en esta revista.
2) Los autores tienen autorización para asumir contratos adicionales por separado, para distribución no exclusiva de la versión del trabajo publicada en esta revista (por ejemplo, publicar en repositorio institucional o como capítulo de libro), con reconocimiento de autoría y publicación inicial en esta revista.
3) Los autores tienen permiso y son estimulados a publicar y distribuir su trabajo en línea (por ejemplo, en repositorios institucionales o en su página personal) a cualquier punto antes o durante el proceso editorial, ya que esto puede generar cambios productivos, así como aumentar el impacto y la cita del trabajo publicado.
