A reflexão na formação inicial de treinadores esportivos
considerações para contextos de estágios
DOI:
https://doi.org/10.22456/1982-8918.126404Palavras-chave:
Aprendizagem, Estágio, Educação Física, EnsinoResumo
Treinadores esportivos eficazes são àqueles que refletem. Assim, a aprendizagem da reflexão apresenta-se enquanto necessária e, igualmente, desafiadora a quem aprende e ensina, em especial no contexto de ensino superior brasileiro, caracterizado pela lógica do acúmulo de conhecimentos, tendo como padrão o ensino prescritivo. Entretanto, o estágio pode ser concebido enquanto ambiente potencial à aprendizagem, tendo em vista o componente da experiência, necessário aos processos reflexivos. Este ensaio teórico objetivou, com isso, apresentar dois guias conceituais à compreensão e organização de processos de ensino da reflexão na aprendizagem de estudantes-treinadores nos contextos de estágios. Entendemos que os guias apresentados trazem subsídios necessários para docentes que visam fomentar o desenvolvimento de treinadores reflexivos em seus ambientes de formação.
Downloads
Referências
BANDURA, Albert. A evolução da teoria social cognitiva. In: BANDURA, Albert; AZZI, Roberta Gurgel; POLYDORO, Soely Aparecida J. (ed.) . Teoria social cognitiva: conceitos básicos. Porto Alegre: Artmed, 2009. p. 15–41.
BANDURA, Albert. Social cognitive theory: an agentic perspective. Annual Review of Psychology, v. 52, p. 1–26, 2001. DOI: https://doi.org/10.1146/annurev.psych.52.1.1
BERTRAM, Rachel; CULVER, Diane; GILBERT, Wade. Creating value in a sport coach community of practice: a collaborative inquiry. International Sport Coaching Journal, v. 3, n. 1, p. 2–16, 2016. DOI: https://doi.org/10.1123/iscj.2014-0122
BLOOM, Gordon A. Mentoring for sport coaches. In: POTRAC, Paul; GILBERT, Wade; DENSION, Jim (ed.). Routledge Handbook of Sports Coaching. London: Routledge, 2013. p. 476–485.
BOUD, David; KEOGH, Rosemary; WALKER, David. Reflection: turning experience into learning. London: Kogan Page, 1985.
BRASIL. Lei 9696, de 1 de setembro de 1988. Regulamentação do Profissional da Educação Física. Brasília, Presidência da República; Casa Civil, 1998. Disponível em: https://www.planalto.gov.br/ccivil_03/leis/l9696.htm. Acesso em: 10 abr. 2023.
BRASIL, Vinicius Zeilmann et al. Aprendizagem do treinador esportivo como um processo de participação social: uma perspectiva à pesquisa científica. Movimento, v. 27, p. e27027, 2021. DOI: https://doi.org/10.22456/1982-8918.105388
BROOKFIELD, Stephen D. Becoming a critically reflective teacher. San Francisco: Jossey-Bass, 1995.
CAÑAS, Alberto J.; NOVAK, Joseph D.; REISKA, Priit. Concept maps: Theory, Methodology, Technology Proceedings. In: INTERNATIONAL CONFERENCE ON CONCEPT MAPPING, 5th, 2012. Proceedings ...Valleta: 2012. Disponível em: https://www.researchgate.net/publication/248392782_Freedom_vs_Restriction_of_Content_and_Structure_during_Concept_Mapping_-_Possibilities_and_Limitations_for_Construction_and_Assessment. Acesso em: 10 abr. 2023.
CHAN, Cecilia K. Y.; LEE, Khaterine K. W. Reflection literacy: a multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, v. 32, p. 100376, 2021. DOI: https://doi.org/10.1016/j.edurev.2020.100376
CIAMPOLINI, Vitor et al. Research review on coaches’ perceptions regarding the teaching strategies experienced in coach education programs. International Journal of Sports Science and Coaching, v. 14, n. 2, p. 216–228, 2019. DOI: https://doi.org/10.1177/1747954119833597
CÔTÉ, Jean; GILBERT, Wade. An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, v. 4, n. 3, p. 307–323, 2009. DOI: https://doi.org/10.1260/174795409789623892
COULSON, Debra; HARVEY, Marina. Scaffolding student reflection for experience-based learning: a framework. Teaching in Higher Education, v. 18, n. 4, p. 401–413, 2013. DOI: https://doi.org/10.1080/13562517.2012.752726
CRONIN, Colum J.; LOWES, Jonathan. Embedding experiential learning in HE sport coaching courses: an action research study. Journal of Hospitality, Leisure, Sport & Tourism Education, v. 18, p. 1–8, 2016. DOI: https://doi.org/10.1016/j.jhlste.2016.02.001
CUSHION, Christopher J. Reflection and reflective practice discourses in coaching: a critical analysis. Sport, Education and Society, v. 23, n. 1, p. 82–94, 2016. DOI: https://doi.org/10.1080/13573322.2016.1142961
DEWEY, John. Democracy and Education: an introduction to the philosophy of education. New York: Macmillan, 1916.
DEWEY, John. How we think. Boston: MA: DC Heath & Co, 1933.
DRISKA, Andrew P.; GOULD, Daniel R. Evaluating a problem-based group learning strategy for online, graduate-level coach education. Kinesiology Review, v. 3, n. 4, p. 227–234, 2014. DOI: https://doi.org/10.1123/kr.2014-0061
DUARTE, Tiago; CULVER, Diane; PAQUETTE, Kyle. Assessing the value created in a social learning space intervention: four vignettes of parasport coaches. International Sport Coaching Journal, v. 8, n. 3, p. 348–361, 2021. DOI: https://doi.org/10.1123/iscj.2020-0006
DYKE, Martin. The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity. International Journal of Lifelong Education, v. 25, n. 2, p. 105–123, 2006. DOI: http://dx.doi.org/10.1080/02601370500510728
ERICKSON, Karl et al. Gaining insight into actual and preferred sources of coaching knowledge. International Journal of Sports Science & Coaching, v. 3, n. 4, 2008. DOI: https://doi.org/10.1260/174795408787186468
GALATTI, Larissa Rafaela. et al. 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, v. 3, n. 3, p. 316–331, 2016. DOI: https://doi.org/10.1123/iscj.2015-0071
GALATTI, Larissa Rafaela; SANTOS, Yura Yuka Sato dos; KORSAKAS, Paula. A coach developers’ narrative on scaffolding a learner-centred coaching course in Brazil. International Sport Coaching Journal, v. 6, n. 3, p. 339–348, 2019. DOI: https://doi.org/10.1123/iscj.2018-0084
GASQUE, Kelly Cristine Gonçalves Dias; CUNHA, Marcos Vinícius da. A epistemologia de John Dewey e o letramento informacional. TransInformação, v. 22, n. 2, p. 139–146, 2010. Disponível em: https://www.scielo.br/j/tinf/a/tNb3H8HWyYmCMTKRj8pvcmQ/?format=pdf&lang=pt. Acesso em: 10 abr. 2023.
GIBBS, Graham. Learning by doing. Wheatley: Oxford Brookes University, 2013.
GILBERT, Wade. Connected Cycles of Reflection: The experiential learning process used by Youth Team Sport Coaches to develop coaching strategies. Ottawa: University of Ottawa, 1999.
GILBERT, Wade; CÔTÉ, Jean. Defining coaching effectiveness: a focus on coaches’ knowledge. In: GILBERT, Wade. (ed.). Handbook of sports coaching. London: Routledge, 2013. p. 147–159.
GILBERT, Wade; TRUDEL, Pierre. Analysis of coaching science research published from 1970– 2001. Research Quarterly for Exercise and Sport, v. 75, n. 4, p. 388–399, 2004a. DOI: https://doi.org/10.1080/02701367.2004.10609172
GILBERT, Wade; TRUDEL, Pierre. Concept mapping: Its use for High-Performance sport coach development. In: DAVIS, Paul A. (ed.). The psychology of effective coaching and management. Hauppauge: Nova Publishers, 2016. p. 71–90.
GILBERT, Wade; TRUDEL, Pierre. Learning to coach through experience: conditions that influence the reflective process. The Physical Educator, v. 62, n. 1, p. 32–43, 2005. Disponível em: https://js.sagamorepub.com/index.php/pe/article/view/2201. Acesso em: 10 abr. 2023.
GILBERT, Wade; TRUDEL, Pierre. Learning to coach through experience: reflection in model youth sport coaches. Journal of Teaching in Physical Education, v. 21, n. 1, p. 16–34, 2001. DOI: https://doi.org/10.1123/jtpe.21.1.16
GILBERT, Wade; TRUDEL, Pierre. Role of the coach: how model youth team sport coaches frame their roles. The Sport Psychologist, v. 18, n. 1, p. 21–43, 2004b. DOI: https://doi.org/10.1123/tsp.18.1.21
GILBERT, Wade; TRUDEL, Pierre. The coach as a reflective practitioner. In: JONES, Robyn (ed.). The sports coach as educator: reconceptualising sports coaching. London: Routledge, 2006. p. 114–127.
GUERREIRO-CASANOVA, Daniela Couto; POLYDORO, Soely Aparecida Jorge. Autoeficácia na formação superior: percepções durante o primeiro ano de graduação. Psicologia: Ciência e Profissão, v. 31, n. 1, p. 50–65, 2011. DOI: https://doi.org/10.1590/S1414-98932011000100006
ILLERIS, Knud. Teorias contemporâneas da aprendizagem. Porto Alegre: Penso, 2013.
JARVIS, Peter. Democracy, lifelong learning and the learning society : active citizenship in a late modern age. New York:] Routledge, 2008.
JARVIS, Peter. Learning to be a person in society. New York: Routledge, 2009.
JARVIS, Peter. Towards a comprehensive theory of human learning : lifelong learning and the learning society. New York: Routledge, 2006.
JONES, Robin. The sports coach as educator: re-conceptualising sports coaching. London: Routledge, 2006.
JONES, Robin; TURNER, Poppy. Teaching coaches to coach holistically: can Problem-Based Learning (PBL) help? Physical Education and Sport Pedagogy, v. 11, n. 2, p. 181–202, 2007. DOI: http://dx.doi.org/10.1080/17408980600708429
KNOWLES, Zoe et al. Developing the reflective sports coach: a study exploring the processes of reflective practice within a higher education coaching programme. Reflective Practice, v. 2, n. 2, p. 185–207, 2010. DOI: https://doi.org/10.1080/14623940123820
KNOWLES, Zoe et al. Reflecting on reflection: exploring the practice of sports coaching graduates. Reflective Practice, v. 7, n. 2, p. 163–179, 2007. DOI: http://dx.doi.org/10.1080/14623940600688423
KOLB, David A. Experiential learning: experience as the source of learning and development. Upper Saddle River: Prentice Hall, 2014.
KUKLICK; Clayton R.; GEARITY, Brian T.; THOMPSON, Melissa. Reflective practice in a university-based coach education program. International Sport Coaching Journal, v. 2, p. 248–260, 2015a. Disponível em: https://www.researchgate.net/publication/279226562_Reflective_Practice_in_a_University-Based_Coach_Education_Program. Acesso em: 10 abr. 2023.
KUKLICK, Clayton R.; GEARITY, Brian T.; THOMPSON, Melissa. The efficacy of reflective practice and coach education on intrapersonal knowledge in the higher education setting. International Journal of Coaching Science, v. 9, n. 2, p. 23–42, 2015b. Disponível em: https://www.researchgate.net/publication/282778025_The_Efficacy_of_Reflective_Practice_and_Coach_Education_on_Intrapersonal_Knowledge_in_the_Higher_Education_Setting. Acesso em: 10 abr. 2023.
LEWIN, Gertrude Weiss; LEWIN, Kurt. Resolving social conflicts: selected papers on group dynamics. New York: Harper, 1984.
MALLETT, Clifford J. et al. Formal vs. informal coach education. International Journal of Sports Science & Coaching, v. 4, n. 3, p. 325–364, 2009. DOI: https://doi.org/10.1260/174795409789623883
MESQUITA, Isabel et al. The value of indirect teaching strategies in enhancing student-coaches’ learning engagement. Journal of Sports Science & Medicine, v. 14, n. 3, p. 657, 2015. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4541132/pdf/jssm-14-657.pdf. Acesso em: 10 abr. 2023.
MEZIROW, Jack. Fostering critical reflection in adulthood. San Frascisco: Jossey-Bass, 1990.
MILISTETD, Michel et al. A aprendizagem profissional de treinadores esportivos: desafios da formação inicial universitária em Educação Física. Pensar a Prática, v. 18, n. 4, 2015. Disponível em: https://revistas.ufg.br/fef/article/view/34988. Acesso em: 10 abr. 2023.
MILISTETD, Michel et al. Coaching and coach education in Brazil. International Sport Coaching Journal, v. 1, n. 3, p. 165–172, 2014. DOI: https://doi.org/10.1123/iscj.2014-0103
MILISTETD, Michel et al. Formação de treinadores esportivos: orientações para a organização das práticas pedagógicas como componente curricular. Journal of Physical Education, v. 28, n. 1, p. e-2849, 2017. Disponível em: https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/33533?articlesBySameAuthorPage=3. Acesso em: 10 abr. 2023.
MILISTETD, Michel et al. Learner-centered teaching in a university-based coach education: First attempts through action research inquiry. International Journal of Sports Science & Coaching, v. 14, n. 3, p. 294–309, 2019. DOI: https://doi.org/10.1177/1747954119842957
MILISTETD, Michel et al. Percepção de estudantes universitários de Educação Física sobre o estágio curricular supervisionado em treinamento esportivo: estudo em uma universidade pública brasileira. Movimento, v. 24, n. 3, p. 903, 2018c. DOI: https://doi.org/10.22456/1982-8918.74366
MILISTETD, Michel et al. Student-coaches perceptions about their learning activities in the university context. Revista Brasileira de Ciências do Esporte, v. 40, n. 3, p. 281–287, 2018a. DOI: https://doi.org/10.1016/j.rbce.2018.03.005
MILISTETD, Michel et al. The learner-centred status of a Brazilian university coach education program. International Sport Coaching Journal, v. 5, n. 2, p. 105–115, 2018b. DOI: https://doi.org/10.1123/iscj.2017-0075
MOON, Jennifer. A handbook of reflective and experiential learning : theory and practice. New York: RoutledgeFalmer, 2004.
REDDAN, Gregory; MCNALLY, Brenton; CHIPPERFIELD, Janine. Flipping the classroom in an undergraduate sports coaching course. International Journal of Sports Science & Coaching, v. 11, n. 2, p. 270–278, 2016. DOI: http://dx.doi.org/10.1177/1747954116637497
REVERDITO, Riller Silva; CARVALHO, Humberto Jorge G. M.; GONÇALVES, Carlos Eduardo B. Youth sports coaches in social programmes: the ecology of human development. Sports Coaching Review, v. 5, n. 2, p. 208–210, 2016. DOI: https://doi.org/10.1080/21640629.2016.1201363
RODRIGUE, Frank; TRUDEL, Pierre. Reflective practice: a case study of a university football coach using reflective cards. LASE Journal of Sport Science, v. 9, n. 1, p. 39–59, 2018. Disponível em: https://journal.lspa.lv/files/2018/1/LASE_Journal_2018_9_1_40-60.pdf. Acesso em: 10 abr. 2023.
RODRIGUE, Frank; TRUDEL, Pierre; BOYD, Jennifer. Learning from practice: the value of a personal learning coach for high-performance coaches. International Sport Coaching Journal, v. 6, n. 3, p. 285–295, 2019. DOI: https://doi.org/10.1123/iscj.2018-0078
RODRIGUES, Heitor de Andrade et al. Mentoring as a professional development strategy for a high-performance basketball coach. Journal of Physical Education, v. 31, p. 3153, 2020. DOI: https://doi.org/10.4025/jphyseduc.v31i1.3153
SCHÖN, Donald Alan. The reflective practitioner : how professionals think in action. London: Routledge, 1992. DOI: https://doi.org/10.4324/9781315237473
SCHÖN, Donald Alan. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, 1987.
SILVA, Eduardo Jorge et al. A systematic review of intrapersonal coach development programs: examining the development and evaluation of programs to elicit coach reflection. International Journal of Sports Science & Coaching, v. 15, n. 5–6, p. 818–837, 2020. DOI: https://doi.org/10.1177/1747954120943508
SIMON, Shirley; JOHNSON, Susan. Professional learning portfolios for argumentation in school science. International Journal of Science Education, v. 30, n. 5, p. 669–688, 2008. DOI: http://dx.doi.org/10.1080/09500690701854873
STODTER, Anna; COPE, Ed; TOWNSEND, Robert C. Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners, Professional Development in Education, 2021. DOI: https://doi.org/10.1080/19415257.2021.1902836
STOSZKOWSKI, John; COLLINS, Dave. Using shared online blogs to structure and support informal coach learning - part 1: a tool to promote reflection and communities of practice. Sport, Education and Society, v. 22, n. 2, p. 247–270, 2015. https://doi.org/10.1080/13573322.2015.1019447
STOSZKOWSKI, John; COLLINS, Dave; OLSSON, Cliff. Using shared online blogs to structure and support informal coach learning. Part 2: the participants’ view and implications for coach education. Sport, Education and Society, v. 22, n. 3, p. 407–425, 2015. DOI: http://dx.doi.org/10.1080/13573322.2015.1030382
STOSZKOWSKI, John; MCCARTHY, Liam; FONSECA, Joana. Online peer mentoring and collaborative reflection: a cross-institutional project in sports coaching. Journal of Perspectives in Applied Academic Practice, v. 5, n. 3, 2017. DOI: https://doi.org/10.14297/jpaap.v5i3.289.
TOZETTO, Alexandre Vinicius Babato; GALATTI, Larissa Rafaela; MILISTETD, Michel. Desenvolvimento profissional de treinadores esportivos no Brasil: perspectiva de aprendizagem ao longo da vida. Pensar a Prática, v. 21, n. 1, 2018. Disponivel em: https://revistas.ufg.br/fef/article/view/45153/pdf. Acesso em: 10 abr. 2023.
TRUDEL, Pierre; CULVER, Diane; WERTHNER, Penny. Looking at coach development from the coach learner’s perspective: considerations for coach development administrators. In: POTRAC, Paul.; GILBERT, Wade; DENISON, Jim. (ed.). Routledge handbook of sports coaching. London: Routledge, 2013. p. 375–387.
TRUDEL, Pierre; GILBERT, Wade; RODRIGUE, Frank. The journey from competent to innovator: using appreciative inquiry to enhance high performance coaching - ai practitioner. AI Practitioner, v. 18, n. 2, p. 40–46, 2016. DOI: https://doi.org/10.12781/978-1-907549-27-4-5
TRUDEL, Pierre; MILESTETD, Michel; CULVER, Diane. What the empirical studies on sport coach education programs in higher education have to reveal: a review. International Sport Coaching Journal, v. 7, n. 1, p. 61–73, 2020. DOI: https://doi.org/10.1123/iscj.2019-0037
TRUDEL, Pierre; PAQUETTE, Kyle; LEWIS, Dan. The process of “becoming” a certified high-performance coach: a tailored learning journey for one high-performance athlete. International Sport Coaching Journal, v. 9, n. 1, p. 133-142, 2021. DOI: https://doi.org/10.1123/iscj.2020-0091
USHER, Robin; BRYANT, Ian; JOHNSTON, Rennie. Adult education and the postmodern challenge: learning beyond the limits. London: Routledge, 1997.
WERTHNER, Penny; TRUDEL, Pierre. Investigating the idiosyncratic learning paths of elite canadian coaches. International Journal of Sports Science & Coaching, v. 4, n. 3, p. 433–449, 2009. DOI: https://doi.org/10.1260/174795409789623946
WOODBURN, Andrea. Experiential learning for undergraduate student-coach. In: CALLARY, Betina; GEARITY, Brian. (ed.). Coach education and development in sport. London, New York: Routledge, 2020. p. 21–32.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Movimento
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
A revista Movimento adota a licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0) para os trabalhos aprovados e publicados. Isso significa que os/as autores/as:
- mantêm os direitos autorais e concedem à revista o direito de primeira publicação; e
- têm o direito de compartilhar (copiar e redistribuir o material em qualquer suporte ou formato) e adaptar (remixar, transformar, e criar a partir do material para qualquer fim, mesmo que comercial).
Mais informações em: https://creativecommons.org/licenses/by/4.0
