Relação treinador-atleta e a experiência positiva de jovens no esporte extracurricular

Abstract

La calidad de la relación entrenador-atleta es reconocida como una experiencia positiva por jóvenes deportistas, que puede ser decisiva para la manutención en la práctica. El objetivo de esta investigación fue verificar si la calidad de la relación entrenador-atleta está relacionada con la percepción de la experiencia positiva de los jóvenes en el deporte. El estudio se realizó con 630 atletas (350 mas.; 280 fem.), en los deportes de equipo: balonmano (26%), voleibol (25%), fútbol sala (31%) y baloncesto (18%), todos participando en competencia de nivel estatal, clasificatoria para la etapa nacional. La edad de los atletas es de 16.06 ± 0.82 años y el tiempo medio de práctica en su deporte fue de 4.48 ± 2.54 años. El conjunto de datos se recopiló utilizando los cuestionarios de Relación Entrenador-Atleta (CART-Q Athlete) y Experiencia Juvenil en el Deporte (YES-Y), validados para el idioma portugués. Aunque la literatura reconoce la importancia de la relación entrenador-atleta, los resultados encontrados en el presente estudio sugieren que la calidad de la relación entrenador-atleta no influye en la experiencia positiva de los jóvenes en el deporte, en el contexto escolar extracurricular. The quality of the coach-athlete relationship is recognized as a positive experience by young people in sports, which can be decisive for a long-term sports practice. Our aim was to verify if the quality of the relationship coach-athlete is related to the perception of sport as a positive experience by young athletes. The participants are 630 young athletes (350 male; 280 female) in four different team sports: handball (26%), volleyball (25%), futsal (31%) and basketball (18%), participating in state competitions, which are qualifying for the national championship. The athletes' age was 16.06 ± 0.82 years with an average time of practice of 4.48 ± 2.54 years. The data was collected using the Coach-Athlete Relationship (CART-Q Athlete) and the Youth Experience in Sport (YES-Y) questionnaires, both validated for the Portuguese language. Although the literature recognizes the coach-athlete relationship as positive, the results found in this study suggest that the quality of the coach-athlete relationship, by itself, does not influences the perception of sports as a positive experience by young people in sports, in the extracurricular school context. A qualidade da construção do ambiente positivo para a prática esportiva estabelecida na relação treinador-atleta é reconhecida para uma experiência positiva dos jovens no esporte, podendo ser determinante para uma prática esportiva prolongada. O objetivo desta pesquisa foi verificar se a qualidade da relação treinador-atleta se relaciona com a percepção de experiência positiva dos jovens no esporte. Participam do estudo 630 atletas (350 masc.; 280 fem.), nas modalidades coletivas de handebol (26%), voleibol (25%), futsal (31%) e basquetebol (18%), em competição de nível estadual, classificatória para etapa nacional. A idade dos atletas é de 16.06±0.82 anos e o tempo médio de prática das respectivas modalidades foi de 4.48±2.54 anos. O conjunto de dados foi coletado por meio dos questionários Relacionamento Treinador-Atleta (CART-Q Atleta) e Experiência dos Jovens no Esporte (YES-Y), validados para a língua portuguesa. Apesar da literatura reconhecer a importância da relação treinador-atleta, os resultados encontrados no presente estudo sugerem que a qualidade da relação treinador-atleta não influência a experiência positiva dos jovens no esporte, no contexto escolar extracurricular.

Exploring the Networks of Relationships Between the 5Cs of Positive Youth Development Through Sport

“…Indeed Davis et al (2021) observed that athletes prospered when they realized that the relationship with their coaches was based on affection, confidence, support, and perceived positive expectations about the behavior of coaches and a positive self-image, unlike those athletes who perceived that the relationship with the coach was based on uncertainty and fear of rejection. In addition, the relationship with the coach helps to develop other quality relationships (e.g., family, athletes, opponents) (Holt et al, 2017;Tavares et al, 2021). So, this study corroborates the importance of this relationship in the positive, personal development of athletes.…”

“…Of these relationships, the athletes establish and sustain with their coach has an important role to play as it is responsible for facilitating the quality of athletes' interpersonal relations, specifically with other athletes, family, institutions, and opponents (Tavares et al, 2021). When these relationships are positive, the coach enables the athletes to experience positive emotions as well as incentivizing greater engagement, satisfaction with practicing the sport and promoting essential aspects for the development of the athlete (Compton, 2005;MacDonald et al, 2010;Tavares et al, 2021;Weiss & Stuntz, 2004).…”

“…Accordingly, our objective was to explore how the dimensions of the 5Cs theoretical model are related to one another within the context of sport. Based on the literature presented, our hypothesis was that Connection was likely to be the core relationship variable, interconnecting all the other Cs, seeing that the social relationships established in the environment are considered fundamental to the development of other social, emotional, and cognitive skills (Goldenberg et al, 2016;Reverdito et al, 2017b;Tavares et al, 2021).…”

Sources of Sport Satisfaction and Perceived Self-Efficacy Among Youth in a Competitive Environment

“…Finally, the contextual influence of school deserves consideration. In Brazil, the school context is the main space for access to sports practice, either in the Physical Education class (mandatory curriculum) or in extracurricular activities developed by professionals with a degree in Physical Education (Tavares et al, 2021). This school context represents an important contextual difference in this study compared to other studies in this research domain (Lima et al, 2020; MacDonald et al, 2011; Soares et al, 2020; Zanatta et al, 2018).…”

“…The games take place in four phases: a municipal phase – an event among schools in the municipality; a regional phase – an event among champion schools in the municipal phase; the state phase – a competition among regional phase winners at the state level; and a national phase – an event among state schools. In the state of Mato Grosso, located in the central-western region of Brazil, the school games are the main competition in the sporting calendar; they bring together more than 5,000 athletes (Tavares et al, 2021).…”