UNIVERSITY-BASED COACH EDUCATION: THE COMPLEXITY OF THE APPROPRIATION AND DEVELOPMENT OF LEARNER-CENTERED TEACHING

Santos, Yura Yuka Sato dos; Culver, Diane; Galatti, Larissa Rafaela

doi:10.22456/1982-8918.127202

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Original Articles • Movimento 29 • 2023 • https://doi.org/10.22456/1982-8918.127202 copy

UNIVERSITY-BASED COACH EDUCATION: THE COMPLEXITY OF THE APPROPRIATION AND DEVELOPMENT OF LEARNER-CENTERED TEACHING

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The aim of this study was to investigate the initial development of learner-centered teaching (LCT) in the “Sports Coach” course, from the Sports Science program at the University of Campinas. Following a qualitative approach and action research procedures, we present the planning, implementation, and evaluation of the LCT in the course by the program and institutional plan, lesson plans, and logbook; the professors’ perspective through critical-reflective conversations and logbook entries; the opinions of the student-coaches by questionnaires and focus group. We used the thematic analysis technique. The LCT was shown to be complex, especially due to the appropriation of principles and development as an approach. The student-coaches perceived an approximation of the course to the practical reality of the coach, contributing to motivation and significant learning. We emphasize the need to train professors in LCT and the approximation of the role of coach developers in coach education at the university.

Keywords:
Higher Education; Sport Sciences; Professional Education.

NAME	AGE	ATTENDED SEMESTER	EXPERIENCE IN TECHNICAL COMMITTEE
Cláudio	20 years	5th	No
Daniel	20 years	5th	Soccer High performance
Francisco	21 years	7th	Futsal; soccer Participation
João	20 years	5th	Beach volleyball; futsal Participation
Juliana	21 years	7th	No
Micael	26 years	7th	Volleyball; artistic gymnastics Participation
Rafael	20 years	5th	No
Roberta	21 years	7th	No

THE ROLE OF PROFESSORS AND ASSISTANTS
Facilitation of the teaching-learning process. The activities focused on active strategies such as problem-based learning, discussions, micro-coaching, and reflective activities. This does not mean that there was no expository class, but that it was used at specific times, as an explanation of concepts; The assistant professor and assistants were available at agreed times to answer questions, and provide feedback and support for guided activities.
THE FUNCTION OF CONTENT
To access the previous knowledge and experience of the student-coaches, seeking to make the content meaningful, we invited them to reflect and describe their expectations in relation to the course and sports experiences, through a “timeline,” together with an essay about their career both as athletes/practitioners and their experiences with internships in technical committees.
THE BALANCE OF POWER
We planned four workshops relating theory and practice whose topics were chosen in the first module by the student-coaches themselves, based on discussion and self-assessment in relation to the knowledge and competencies for the role of the coach that the student-coaches felt the need to improve; Student-coaches were invited to describe their perceptions about workshops, field observation, and courses in general, including teaching behavior.
THE RESPONSIBILITY FOR LEARNING
Of the four hours per week, two were reserved for independent activities, and these credits were under “Supervision”. The objective was to guarantee an hour in the weekly schedule and to facilitate the process of autonomous research and studies, considering that the course syllabus is generally dense (up to 34 hours/week).
THE PURPOSES AND PROCESSES OF EVALUATION
Development of an individual portfolio, containing: (a) sports modality, context, category, number of athletes and competitions of choice; (b) professional résumé; (c) what it means to be a coach and their role in the development of the practitioners/athletes; (d) philosophy as a coach (a); (e) three subsequent training sessions, pointing out the phase of the season and the interventions in each session; (f) descriptive letter of the expectations, policy, and rules of the sports program, to be signed by the athletes and their families, in cases involving children’s or teenagers’ sports, or a code of conduct letter, to be signed by the athletes, for adult sports; (g) a description of how they would like to be remembered by the athletes. The student-coaches received educational feedback throughout the process - from the professor and from an external evaluator, specialist in sports pedagogy, and/or sports coach. At the end of the semester, the student-coaches carried out a self-assessment, focusing on their knowledge and skills that were well-developed and those that needed improvement.

General objective: Understand the functions of the sports coach, highlighting skills and abilities in the management of people/athletes both in individual and collective modalities; identify leadership profiles based on the theories that discuss the topic and investigate successful coaches in the different sports modalities.
Module	Content	Evaluation
1. Developing a common knowledge basis 4 weeks: - 8 in-person hours + 8 hours of studies and extracurricular activities - Professor as responsible for conducting all classes	Coaches’ learning throughout life; Professional, interpersonal, and intrapersonal knowledge; Functions and competencies for the coach’s performance; Characteristics of the different contexts and the performance of the coach.	Institutional regulations: Minimum attendance of 75% Minimum grade equal to or greater than 5.0 Course regulations: Coach’s portfolio (grade 1) - grade given by the professor and external evaluator; Study seminars, classroom activities, independent study, practical study, participation, and involvement in the course (grade 2); The final grade is the average between grade 1 (x2) and grade 2.
2. Development of knowledge and skills 12 weeks: - 16 in-person hours + 8 hours of field observation + 20 hours of studies and extracurricular activities - Professor responsible for conducting 8 classes and assisting in 4 classes	Leadership profiles; Workshops based on the needs of the student-coaches: 1) communicate effectively and define success criteria for athletes and practitioners; 2) professional knowledge; 3) coach philosophy; 4) leadership. Portfolio development.

TOPICS: LCT DIMENSIONS	SUBTOPICS
The role of the professors and assistants	Use of active teaching strategies Importance of organizing and conducting classes
The balance of power	Opportunity to determine content and openness to suggestions
The function of content	Articulation of content with previous experiences and knowledge and with future perspectives Understanding the complexity of the coach’s role Content applied in practice
The responsibility for learning	Reflection on “my coaching self”: self-assessment as a skill for the present and future
The purposes and processes of the evaluation	Portfolio in association with learning

Universidade Federal do Rio Grande do Sul Rua Felizardo, 750 Jardim Botânico, CEP: 90690-200, RS - Porto Alegre, (51) 3308 5814 - Porto Alegre - RS - Brazil
E-mail: movimento@ufrgs.br

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[1] CONFLICT OF INTEREST

The authors declare that there is no conflict of interest in this study.