Por um refinamento dos saberes disponíveis: Dimensões para a articulação das Filosofias de Treinadores / For a refinement of available knowledge: Dimensions for an articulation of Coaching Philosophies / Para un refinamiento de los saberes disponibles: Dimensiones para la articulación de las Filosofías de Entrenadores

Em certa medida, está suficientemente claro na literatura que a articulação das filosofias de treinadores é uma tarefa a priori, que antecede e sustenta a prática. Da mesma forma, também está posto que articular filosofias claras e definitivas seria um elemento imprescindível na prática de treinadores. Neste texto, a partir de um outro olhar do termo experiência, mais precisamente a partir do filósofo e pedagogo espanhol Jorge Larrosa, pretende-se não apenas questionar os dois pressupostos como ultrapassá-los de alguma forma, apresentando sete dimensões práticas: abertura, coerência, incompletude, paixão, pluralidade, realismo, subjetividade, a partir das quais se podem articular as filosofias de treinadores, por um outro olhar da experiência. Dessa forma, talvez seja possível tornar o processo de articulação de filosofias não apenas mais palpável, como também mais humano (AU).

To some extent, it is clear enough in the literature that the articulation of Coaching Philosophies is an a priori task, which precedes and sustains practice. Likewise, it is also clear that articulating clear and definitive philosophies would be an essential element in coaches' practice. In this text, from another perspective of the term experience, more precisely from the Spanish philosopher and pedagogue Jorge Larrosa, it is intended not only to question the two assumptions but to overcome them in some way, presenting seven practical dimensions - openness, coherence, incompleteness, passion, plurality, realism, subjectivity: from which Coaching Philosophies can be articulated, from another perspective of experience. In this way, it may be possible to make the process of articulating philosophies not only more palpable, but also more human (AU)

Hasta cierto punto, está bastante claro en la literatura que la articulación de las filosofías de los entrenadores es una tarea a priori, que precede y sostiene la práctica. Asimismo, también está claro que articular filosofías claras y definitivas sería un elemento esencial en la práctica de los entrenadores. En este texto, desde otra perspectiva del término experiencia, más precisamente del filósofo y pedagogo español Jorge Larrosa, se pretende no solo cuestionar los dos supuestos sino superarlos de alguna manera, presentando siete dimensiones prácticas: apertura, coherencia, incompletitud, pasión, pluralidad, realismo, subjetividad, desde donde se pueden articular las filosofías de los entrenadores, desde otra perspectiva de la experiencia. De esta forma, puede ser posible hacer que el proceso de articulación de filosofías no solo sea más palpable, sino también más humano (AU).

COVID-19 and Brazilian handball coaches: impacts on training prescription and professional learning

Abstract Aims: This study aimed to analyze the influences of social isolation on the professional performance of Brazilian handball coaches and their expectations for the return of training sessions. Methods: Fifty-two handball coaches participated in this study (Mage=37.4 years; SDage=8.4), who coach U-8 to adult teams, and answered an online survey divided into two main sections: a) coaches' actions with athletes and/or teams throughout social isolation; b) professional learning during social isolation. Descriptive statistics were used for quantitative data analysis and Thematic Analysis for qualitative data analysis. Results: The coaches mentioned that the contact with the teams has been made mostly with WhatsApp (94.2%) and Google Meet or Zoom (75.0%), in which coaches mainly emphasize physical fitness (69.2%) and tactical knowledge (67.3%). For professional learning, coaches are participating in online lectures (96.2%), and virtual meetings (92.3%). Coaches also seek content mainly related to teaching approaches (82.7%), and specific handball exercises (75.0%). Regarding expectations after the social isolation, coaches reported concern about uncertainties for sports practice (restriction of physical contact, decreased incentives for teams, and competitions) and possible psychological benefits (motivation to practice, overcoming difficulties, and learning new resources). Conclusion: The coaches revealed the concern about maintaining the athletes' performance during the social isolation, the uncertainties for the future of the teams, and the difficulties to use different resources for training. We suggested that the courses for coaches emphasize aspects that enable the learning of new technologies (e.g. social networks, video edition, and research platforms).

Teaching strategies adopted in coach education programs: analysis of publications from 2009 to 2015 / Estratégias de ensino adotadas em programas de formação de treinadores: análise das publicações entre 2009 e 2015

ABSTRACT In order to overcome the limitations and negative perceptions often addressed to coach education programs, the sports coaching literature has offered important contributions for its improvement. Thus, through analyzing scientific articles published between 2009 and 2015, this study aimed to identify the teaching strategies adopted in small-scale, large-scale, and university-based programs. An automatic search for articles was conducted in the following databases: PUBMED, SCOPUS, Web of Science, PyscNET, and SPORTDiscus. Manual search was conducted in two non-indexed peer-reviewed journals. Afterwards, 731 articles were found and 16 were selected by applying the established criteria. The results indicated that most of the studies selected took place in a university-based context. In relation to the teaching strategies adopted, we verified a common intent to engage coaches in group discussions and reflection activities. Based on the articles analyzed, we suggest that the teaching strategies adopted in coach education programs indicate a trend towards learner-centered approaches (coach-centered), meeting the international guidelines for the improvement and effectiveness of these endeavors.

RESUMO De modo a superar as limitações e percepções negativas atribuídas por treinadores esportivos aos programas de formação, estudos recentes têm contribuído com importantes direcionamentos para seu aprimoramento. Assim, por meio da análise de artigos científicos publicados entre 2009 e 2015, este estudo buscou identificar as estratégias de ensino adotadas em programas de formação de treinadores de pequena escala, larga escala e universitários. A busca automática por artigos foi realizada nas bases de dados PUBMED, SCOPUS, Web of Science, PyscNET e SPORTDiscus, e a busca manual realizou-se em dois periódicos não indexados. Na busca inicial foram encontrados 731 estudos e, por meio da aplicação dos critérios de exclusão estabelecidos, 16 foram selecionados. Os resultados indicam que a maior parte dos estudos concentra-se nos programas universitários. Com relação às estratégias de ensino utilizadas, percebeu-se, de maneira geral, a utilização de estratégias que priorizam o engajamento dos treinadores esportivos em atividades que envolvem discussões em grupo e a reflexão. Com base nos artigos analisados verificou-se que as estratégias de ensino adotadas nos programas de formação de treinadores apontam pela tendência da adoção de abordagens centradas no aprendiz (treinadores), indo ao encontro das orientações internacionais para o aperfeiçoamento e a efetividade destas iniciativas.

Player turnover and team performance in FIFA Women's World Cup

Aims: The specific aims of this study were to characterize player turnover on FIFA Women's World Cup (1991-2015), and to explore the relationship between the turnover rate and team performance. Methods: We analyzed the seven national teams that participated in all of the seasons of the women's World Cup: Brazil, Germany, Japan, Nigeria, Norway, Sweden, and the USA. The full name of the players was used to analyze which athlete was maintained or substituted from a season to another. The names of the players were retrieved from the official FIFA website. Player turnover was measured by the percentage of players that were on a team in one season and were not on the roster on the following edition. The performance was measured by the final classification of the teams. Results: The results showed that most players participated only in one season of the championship. An average rate of 53% of player turnover per team was found by edition, which represents, approximately, 13 substituted athletes. Medalist teams showed lower player turnover (48%) compared to the non-medalist teams (57%) (p-value=0.0305; ES=0.69). Furthermore, teams that were classified for the quarterfinals decreased player turnover in the next season (p-value=0.0408, ES=0.89), maintaining a good performance (χ²=4.114, p-value=0.042). We could not find any influence of higher turnover rates on team performance (χ²=0.535, p-value=0.464). Conclusion: The present study found that lower rates of player turnover may be beneficial for team performance in the FIFA Women's World Cup. When successful teams decrease their turnover rate, sports performance seems to be maintained.(AU)

Elite coaches' opinion about the additional court player and the strategic-tactical structures in handball

Aim: To investigate the speeches of elite handball coaches about the current strategic-tactical configuration after the rule change that allows the use of the seventh court player in the attack. Methods: Four elite handball coaches were interviewed (semi-structured) with specific questions about the main theme of this study. Coaches' speeches were analyzed using the Qualitative Content Analysis. Results: Three categories of analysis emerged from coaches' discourses: 1) a general overview of the current tactical application of the seventh court player: coaches report that there is no significant change in strategic-tactical structures previously established in handball; 2) main tactical strategies from the use of the rule change: the seventh court player used, mainly, like additional player in exclusion situations to maintain the numerical equality in the offensive phase, and to numerical superiority of the attack in the final minutes by the teams that are losing; and 3) main perspectives of change in the offensive, defensive and transitions systems, in which there is a concern with the restriction of the use of defensive system with open formation. Conclusion: there were no significant strategic changes in handball in attack or defense, and the use of the additional court player was used to maintain the numerical equality in the attack in situations of exclusion and, in some specific cases, aiming at numerical superiority in final and decisive moments of matches.(AU)

Student-coaches perceptions about their learning activities in the university context

Abstract The aim of this study was to analyze the student-coaches' perceptions of their learning activities experienced during their formation on the bachelor program of Physical Education. Eight students with intentions to become sports coaches participated. Data were collected through semi-structured interviews. For analyzing data, we followed the six steps of inductive thematic analysis. The variety of perceptions about the different activities experienced emphasizes learning as an individual process based on prior knowledge and experience. Although student-coaches appreciated the theoretical-practical courses, experiential learning situations seem to be more significant because they have the chance to face real-world experiences, problems, and dilemmas.

Resumo O objetivo do presente estudo foi analisar a percepção de estudantes-treinadores a respeito da contribuição das atividades de aprendizagem durante sua formação em um curso de bacharelado em educação física. Participaram do estudo oito estudantes. A coleta de dados ocorreu por meio de entrevistas semiestruturadas e, na análise dos dados, seguiram-se as seis etapas da análise temática indutiva. A variedade de percepções sobre as atividades experienciadas enfatiza a aprendizagem como um processo individual baseado no conhecimento e na experiência prévia. Apesar de os estudantes apreciarem as situações de aprendizagem proporcionadas pelas disciplinas teórico-práticas, situações de aprendizagem experiencial parecem ser mais significativas devido à possibilidade de enfrentar problemas reais.

El objetivo de este estudio fue analizar las percepciones de estudiantes-entrenadores sobre la contribución de las actividades de aprendizaje durante la carrera de educación física. Ocho estudiantes que se formaban para ser entrenadores participaron en el estudio. Se recopilaron datos en entrevistas semiestructuradas y el análisis de los datos siguió las seis etapas del análisis temático inductivo. La variedad de percepciones sobre las actividades experimentadas hace hincapié en el aprendizaje como un proceso individual basado en el conocimiento y la experiencia previos. Aunque los estudiantes apreciaron las clases teórico-prácticas, al parecer las situaciones de aprendizaje basadas en la experiencia son más relevantes debido a la posibilidad de enfrentarse a problemas reales.

Teaching handball to U-16 and U-18 women's teams: coaches' perspective on the long-term

To identify the teaching approaches preferred by Brazilian coaches in the U-16 and U-18 women's teams and whether it is possible to apply long-term goals for handball training. Methods: Six experienced coaches were interviewed individually in a semi-structured format. Data were transcribed and analyzed according to the Collective Subject Discourse (CSD) method. Results: Coaches revealed a choice for the situational approach and global-functional approach in U-16 teams. In U-18 teams, coaches' choices were for the technique and situational approaches. The change of coaches' choice might be based on players' specialization, suggested to U-18 teams when coaches highlighted the increased demand for performance. On players' transition from U-16 to U-18 teams, the coaches showed less preference for the global-functional approach and increasing evidence of the technique approach. Conclusion: Global-functional and situational approaches should be given a prominent position in these teams, especially due to the development of technical-tactical aspects. However, the technical approach was recognized as a central position in U-18 teams, probably related to players' specialization and technical improvement, although it does not offer a rich environment for the development of players' decision making.(AU)

The importance of history, language, change and challenge: What Vygotsky can teach sports coaches

AIMS: In recent years, recognition of the pedagogical nature of coaching has gained increasing traction. However, within this line of inquiry, only limited attention has been given to the work of Lev Vygotsky. The aim of this article is to construct a more comprehensive case about how Vygotsky's principal ideas can aid our understanding of both the act and process of sports coaching. METHODS: The method involves constructing a case from Vygotsky's original work, and how it has been interpreted by others, related to the applicability of using some of his concepts to further our understanding of sports coaching practice. The case presented represents an interpretive and considered approach to the question and task at hand. DISCUSSION: The discussion is centred on the utility of Vygotsky's theorising to sports coaching practice. In particular his advocacy of (1) the cultural-historical perspective; (2) the claim of language as the greatest mediator in learning; (3) how perezhivane contributes to such knowledge generation; (4) the zone of proximal development and the role of the 'more capable other' within it; and (5) the dialectical approach, focussing on the dynamic relationship between everyday and scientific concepts, are given primacy. CONCLUSION: Finally, a reflective conclusion summarises the main points made and suggests possible future courses of action.(AU)

Teaching handball to players under-12: the perspective of Brazilian coaches

AIMS: To reveal the pedagogical principles adopted by Brazilian coaches in teaching handball to the under-12 teams (U-12). METHODS: The sample included six coaches with extensive coaching experience, whose reports were collected through semi-structured interviews. The data were treated and analyzed according to the Collective Subject Discourse (CSD) method. RESULTS: The results indicated a preference for game-centered approaches (CSD1), as they offer a complex environment in which distinct game skills can be developed (such as perception, attention, anticipation and decision making). To a lesser extent, coaches indicated their preference for teaching coordination exercises (justified by the maturation changes that take place during this period), and even less for the technique approach. CONCLUSION: Based on the coaches' perspective, games must be a central element to teaching U-12 teams, which permits the development of different aspects involved in decision-making during handball.(AU)

Ginástica artística competitiva e a filosofia dos técnicos / Competitive artistic gymnastics and coaches' philosophy

O presente estudo é um recorte do projeto original intitulado "Diagnóstico do Processo de Formação Esportiva da Ginástica Artística no Brasil". Um dos temas de análise foi a filosofia de trabalho dos técnicos que atuam nas categorias de base e preparam os potenciais ginastas para as seleções nacionais. Entrevistamos 46 técnicos de 29 instituições esportivas do Brasil. Para a coleta dos dados utilizamos a entrevista semiestruturada e, para o tratamento dos dados, a análise de conteúdo proposta por Bardin (2010). Constatamos que a base filosófica ainda é inconsistente e que, em muitas instituições, esta se confunde com os próprios objetivos do programa de treinamento ou simplesmente inexiste. O fato merece considerações e criticas, mas sabemos que a filosofia não é desenvolvida durante os cursos de formação dos técnicos.

The current study is a piece from the original project entitled "Diagnosis of the Artistic Gymnastics Development Program in Brazil". Among others issues, the coaching philosophy of coaches who are developing gymnasts that may be representative of the national team was a matter of analysis. We interviewed 46 coaches from 29 sports institutions in Brazil. As data collection we used a semi-structured interview and for data treatment we adopted the content analysis method of Bardin (2010). We have found out that there is an inconsistent philosophical basis, and in many institutions this has been mixed up with the objectives of the training program or just doesn't exist. This fact needs consideration and criticism, but we know that the coaching philosophy is not developed during the coaching education courses.