SCHOOL HANDBALL COACHES’ LEARNING CONTEXTS AND SITUATIONS
This work analyzes school handball coaches’ academic background and identifies their preferred learning contexts and situations. Eleven school coaches from a city in the Brazilian State of São Paulo were interviewed. The semi-structured interview included two main questions: one related to college e...
| Autores: | , , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Movimento (Porto Alegre. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/71699 |
| Acesso em linha: | https://seer.ufrgs.br/index.php/Movimento/article/view/71699 |
| Access Level: | acceso abierto |
| Palavra-chave: | Treinador. Esportes. Aprendizagem. Conhecimento. Pedagogia do Esporte Coaching. Sports. Learning. Knowledge. Sport Pedagogy Entrenador. Deportes. Aprendizaje. Conocimiento. Pedagogía del Deporte |
| Resumo: | This work analyzes school handball coaches’ academic background and identifies their preferred learning contexts and situations. Eleven school coaches from a city in the Brazilian State of São Paulo were interviewed. The semi-structured interview included two main questions: one related to college education (undergraduate and graduate studies) and another one related to different learning contexts. Interviewees reported that undergraduate students play an important role in their training, but were not enough to master the specific knowledge related to their work context. Considering the learning contexts, coaches preferred sources coming from informal contexts – such as their experiences as athletes, conversations with other coaches, and material available online. Coaches also pointed that non-formal contexts were not very relevant to their work. |
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