The learning pathways of Brazilian surf coach developers

Abstract

The purpose of this study was to explore the learning pathways of five Brazilian surf coach developers, in order to understand how they became coach developers. A case study was conducted with five surf coach developers working in the sport participation context, and linked to a legally organized Brazilian surf federation. Three main research topics guided the semi-structured interviews: participants' experiences as a surfer, as a surf coach, and as a coach developer. Data were analyzed using thematic analysis to explore the participants' perceptions of the experiences around becoming a surf coach developer. The study revealed a pattern of formative experiences for the participants, across their lives and careers. Their experiences as a surfer and as a surf coach, as well as their exposure to the surfing environment and their contact with significant others, influenced in their engagement in surfing and in the surf coach context; leading them eventually to the desire to share knowledge with others. Becoming a surf coach developer in this study corresponded to a mutual socialization process across a lifetime. This process was marked by situated socio-cultural aspects of different life phases, strongly influenced by the social relations established in immediate contexts (family) and with other specific groups (surfers, coaches, and developers).

A trajetória de vida do treinador de canoagem havaiana: desafios inerentes ao estabelecimento e desenvolvimento do campo de atuação profissional

“…A partir desse episódio e ainda pertencente à identidade e cultura da canoagem havaiana, o investigado buscou trilhar por novos caminhos e optou por se tornar treinador. Essa transição praticante-treinador no início da fase adulta parece ser comum à trajetória de treinadores (Brasil et al, 2018;Duarte & Culver, 2014), uma vez que há aproximação da necessidade (atuação profissional) e da identidade (praticante de uma modalidade de aventura). Com a inserção na carreira de treinador surgiu a necessidade de obtenção de conhecimentos para atuar com o coaching.…”

“…Considerando o crescimento recente na área dos esportes de aventura no Brasil, o campo profissional também parece estar se estabelecendo. Conteúdos em cursos de formação inicial e continuada ainda são incipientes, atendendo apenas modalidades específicas como o surfe (Brasil, Ramos, Milistetd, Culver, & Nascimento, 2018;Milistetd, 2015). A criação das federações e associações esportivas também parece estar em um momento embrionário, a exemplo da modalidade de canoagem havaiana que se estabeleceu a partir da demonstração nos Jogos Pan-americanos de 2007 (Confederação Brasileira de Canoagem [CBCa], 2019) e ainda não possui entidade representativa que ofereça cursos ou programas de formação de treinadores.…”

Becoming a sport coach - review

“…Většina analyzovaných výzkumů vychází z kvalitativních rozhovorů, a to konkrétně strukturovaných -28,6 % (Lynch & Mallett, 2006), polo-strukturovaných -50 % (Brasil, Ramos, Milistetd, Culver, & Nascimento, 2018) a narativních -14,3 % (Duarte & Culver, 2014; Lorimer & Holland-Smith, 2012) nebo kariérních map -7,1 % (Duarte & Culver, 2014). Důležitým faktorem pro rozhodnutí stát se sportovním trenérem jsou základní pohybové dovednosti a schopnosti (Duarte & Culver, 2014;Lynch & Mallet, 2006;Sage, 1988;Satterfield, 2007) a osobní zkušenost se sportem (Duarte & Culver, 2014;Sage, 1988), zejména v dětství (Lorimer & Holland-Smith, 2012;Lynch & Mallet, 2006;Nash & Sproule, 2009).…”

“…Důležitým faktorem pro rozhodnutí stát se sportovním trenérem jsou základní pohybové dovednosti a schopnosti (Duarte & Culver, 2014;Lynch & Mallet, 2006;Sage, 1988;Satterfield, 2007) a osobní zkušenost se sportem (Duarte & Culver, 2014;Sage, 1988), zejména v dětství (Lorimer & Holland-Smith, 2012;Lynch & Mallet, 2006;Nash & Sproule, 2009). Nejedná se pouze o sport na závodní úrovni, ale také o sport jako volnočasovou aktivitu (Brasil, Ramos, Milistetd, Culver, & Nascimento, 2018;Lorimer & Holland--Smith, 2012) nebo organizování sportovních událostí či dobrovolnictví (Duarte & Culver, 2014). Mnoho začínajících mladých trenérů mělo osobní zkušenost s aktivní účastí na soutěžích nebo turnajích jako žáci nebo dorost (Duarte & Culver, 2014;Lynch & Mallet, 2006).…”

“Learning the Hard Way”: Understanding the Workplace Learning of Sports Coach Mentors

“…Developing coaches is fundamental to a mentor's role, therefore how this is interpreted and understood will subsequently influence a mentor's practices and behaviours which in turn, might impact upon mentee learning. The learning pathways of coach educators has recently been examined within the coaching domain (see Brasil, Ramos, Milistetd, Culver, & Nascimento, 2018), yet despite enacting a similar role in facilitating coach development, less attention has been paid to investigating the learning of coach mentors (Koh, Ho, & Koh, 2017).…”