Student-coaches perceptions about their learning activities in the university context

Milistetd, Michel; Ciampolini, Vitor; Mendes, Matheus Santos; Cortela, Caio Corrêa; Nascimento, Juarez Vieira do

doi:10.1016/j.rbce.2018.03.005

Cited by 15 publications

(22 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Mille shared how he believed his bachelor’s degree in physical education was not relevant and how the directive strategies experienced in school were demotivating, and how positive his experiences were in organizing and delivering a course in the military. This negative sentiment has been raised by other coaches in previous research, where formal education has been labelled as disconnected from the reality of coaches’ real life interventions, 17,30 which hinders the process of transferring acquired knowledge to the ground. 31 A recent review of the teaching strategies adopted in coach education courses 32 has highlighted how (a) the use of prescriptive teaching strategies and (b) the lack of opportunities for coaches to interact with peers/instructors were deemed two critical factors contributing to coaches’ negative perceptions of such courses.…”

Section: Resultsmentioning

confidence: 92%

“…From a coaching perspective, nor does it guarantee quality of coaching practice. 36 That is why the ICCE 1 and previous studies 30,33 have indicated the importance of combining experiences in sports (e.g. as an athlete, watching other coaches, talking to peers) with coach education to provide support for the development of important competencies for quality coaching practice.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Lifelong learning pathway of a coach developer operating in a national sport federation

Ciampolini

Tozetto

Milan

et al. 2020

International Journal of Sports Science & Coaching

Self Cite

View full text Add to dashboard Cite

Coach developers play essential roles in “coaching the coaches,” and investigating their lifelong learning pathway is key for better understanding the mechanisms that lead certain coaches to become coach developers. Thus, the purpose of the paper was to conduct a case study to investigate the lifelong learning pathway of a coach developer operating in a national sport federation. The case investigated is Mille, a certified coach developer in charge of the Brazilian Rugby Federation’s coach education program. Data were collected through the Rappaport Time Line and two semi-structured interviews. An interpretative phenomenological analysis was adopted to explore the lived experiences reported by the participant. The results highlighted that Mille is an individual driven by challenges provided either by external factors (i.e. school, university, work) or by his own choices (i.e. becoming a coach, becoming a coach developer, starting a PhD) for personal and professional development. Specific life events led him to make decisions for evolving in his roles, from athlete, to coach, to coach developer, and to “master trainer,” which is the highest level of certification provided by World Rugby. Practical implications are suggested to contribute to the organization of education initiatives for coach developers through a lifelong learning perspective.

show abstract

Section: Resultsmentioning

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Lifelong learning pathway of a coach developer operating in a national sport federation

Ciampolini

Tozetto

Milan

et al. 2020

International Journal of Sports Science & Coaching

Self Cite

View full text Add to dashboard Cite

show abstract

“…Esse panorama se estende aos programas de formação de treinadores, onde oportunidades de aprendizagem decorrentes de situações internas e reflexão são pouco comuns (Lefebvre, Evans, Turnnidge, Gainforth, & Côté, 2016;Milistetd, Ciampolini, Mendes, Cortela & Nascimento, 2018b). De acordo com esse ponto requer maior atenção dos responsáveis pela elaboração/condução dos programas, os quais deveriam encorajar e explorar de forma sistemática essa situação ao longo do processo.…”

Section: Constructos/dimensõesunclassified

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

Cortela

Milistetd

Both

et al. 2020

Retos

Self Cite

View full text Add to dashboard Cite

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.

show abstract

“…In other words, they consider mentorship as an educational process [14,15]. In terms of the essence of the defi nition, this position is too narrow to comprehend mentorship as it synonymizes the essence of related and interrelated concepts such as "coaching", "mentorship" and "on-the-job training", while mentorship primarily involves assistance to a new or young employee of an organization in their adaptation and is aimed at developing a wide range of competences [16,17]. Another group of scientists consider mentorship as the process of adjusting a new employee and developing them as an effective performer [18,19,20].…”

Section: Literature Reviewmentioning

confidence: 99%

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Guryanova¹,

Burilkina²,

Martynova³

et al. 2018

J Appl Eng Science

View full text Add to dashboard Cite

New Federal State Higher Educational Standard introduces signifi cant changes in the sense of purpose of education and overburdens professional adaptation of a starting teacher. In this regard, introduction of effective methods for developing a mentoring mechanism in the higher education system is updated. The goal of the research was to develop an approach to the defi nition and development of the mentoring potential in higher education institutions through the example of the Ural Region of the Russian Federation. Interviewing helped to analyze the need for mentorship and the level of its potential in universities of the Ural Region. A system of criteria for assessing the potential of a mentor in higher school was substantiated and structured. Using Harrington's scale, qualitative levels of the potential of a young professional's mentor in higher education institutions were determined based on quantitative scores. A mentor identifi cation model was proposed, taking into account qualitative and quantitative criteria of the mentoring potential. A system of optimization measures for developing the mentoring mechanism in the higher education system of the Ural Region was substantiated. Practical implementation of the fi ndings would facilitate effective adaptation of young professionals to teaching activities and develop their pedagogical potential.

show abstract

Student-coaches perceptions about their learning activities in the university context

Cited by 15 publications

References 16 publications

Lifelong learning pathway of a coach developer operating in a national sport federation

Lifelong learning pathway of a coach developer operating in a national sport federation

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

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Contact Info

Product

Resources

About