A Coach Developers’ Narrative on Scaffolding a Learner-Centred Coaching Course in Brazil

Abstract

Sport coaching in Brazil is a regulated profession that requires higher education qualifications. A degree in physical education (PE) is mandatory since 1998 for those who aspire to work as coaches in the country, which has led universities and professors to play a key role in developing coaches through formal education. Through a personal narrative approach, we—a professor and a PhD candidate—wrote this paper with the purpose of sharing our pathways and reflections in implementing a learner-centred teaching (LCT) approach in an undergraduate coaching course in Brazil, both acting as coach developers (CDs). From a personal and professional growth perspective, as CDs, we acknowledge the relevance of offering such practical experiences along with reflection and peer sharing as crucial steps for practitioners to improve CD expertise in the higher education setting. By reflecting on the potential of a LCT approach in higher education, we demonstrate how LCT strategies can enhance opportunities for student-coaches to gain exposure to meaningful practical coaching situations as a way to better develop their coaching skills within the university environment.

Knowledge and Competences of Racket Sports Coaches: What do They Think and Know?

“…As most studies on the knowledge and competences of tennis coaches are focused on the professional area Corrêa Cortela, Milistetd, et al, 2016, gaps concerning the interpersonal and intrapersonal knowledge of racket sports coaches become evident, since in order to achieve excellence as a coach these three kinds of knowledge are required (Côté & Gilbert, 2009). One possibility for improving the domain of coaches regarding the professional development of coaches would be a bigger investment on actions to incite relations between coaches in non-formal contexts (such as workshops and minicourses) (Galatti, Santos & Korsakas, 2019) and informal contexts ( such as coaching place, talking to other coaches or even having one coach as a mentor for another) for their learning, especially since those are learning contexts that are broadly used by coaches (Corrêa Cortela, Milistetd, Both, Fuentes, Balbinotti, 2020;Walker, Thomas & Driska, 2018). Among all competences, the lowest perceived domain value (3.5) was the competence related to developing a coaching philosophy.…”

The “Face” of Coach Development: A Systematic Review of the Role of the Coach Developer

“…However, the studies included in the review offer little detail that would indicate this idealized pathway. Instead, CDs appear to be drawn from those individuals with experiences as athletes and coaches, and/or in higher education (e.g., Cushion, Griffiths, & Armour, 2019;Galatti, dos Santos, & Korsakas, 2019). Athletic and coaching experience and qualifications were reported inconsistently and only in 26 studies (49.06%).…”

“…Athletic and coaching experience and qualifications were reported inconsistently and only in 26 studies (49.06%). The detail of any requisite (perceived or actual) professional qualifications and experience (as an athlete and/or coach) is sparse and often linked to the requirements of being a coach in that sport (e.g., Brasil et al, 2018;Galatti et al, 2019). Indeed, though qualifications may increase the external and internal credibility of some CDs (e.g., Redgate et al, 2020), their skills and competencies do not derive solely from educational experiences (for example promoting meaningful development via reflective practice; Galatti et al, 2019).…”

Treinadores(as) em formação universitária: percepções sobre conhecimentos e competências

“…24, n° 2, e220. ISSN 2314-2561 (Callary et al, 2014), incluindo cursos oferecidos em contextos de pequena escala (Gilbert, Gallimore, & Trudel 2009;Jacobs et al, 2015), de larga escala (Mccullick, Belcher, & Schempp, 2005;Paquette et al, 2014) e universitário (Galatti, dos Santos, & Korsakas, 2019;Milistetd et al, 2019;Turner & Nelson, 2009). Particularmente, o número de programas de formação oferecidos no contexto universitário tem crescido (ICCE, 2016).…”