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Michel Milistetd, Pierre Trudel, Isabel Mesquita, and Juarez Vieira do Nascimento

In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have acquired the same knowledge and developed the same competencies. Therefore, a broad inquiry of what is provided by different universities was needed to create a picture of the curriculum that future sport coaches will experience. In an effort to situate the Brazilian coaching and coach education system within a worldwide perspective, the data collected are interpreted using the International Sport Coaching Framework (ISCF).

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Vitor Ciampolini, Martin Camiré, William das Neves Salles, Juarez Vieira do Nascimento, and Michel Milistetd

In the sports coaching field, learner-centered teaching (LCT) has been advocated as a viable approach to increasing learners’ involvement in the learning process. However, implementing LCT is not a simple undertaking as coach developers, and coaches have encountered dilemmas when it comes to shifting to LCT in coach education. This study aimed to investigate how LCT principles were implemented in a rugby coach education program through the perspectives of the researcher, the coach developer, and coaches. Participants included the researcher (i.e., first author), a coach developer, and 10 rugby coaches. The researcher observed three coach education courses, gathered descriptive and reflective field notes, and conducted individual semistructured interviews with both the coach developer and the 10 coaches. Findings shed light on the strategies adopted by the coach developer and the extent to which these strategies aligned with LCT principles. Coaches discussed how they enjoyed their active role in the courses and the approaches used by the coach developer to leverage learning. The discussion highlights the importance of coach developers in facilitating a learning process that is challenging, motivating, and supports coaches throughout the courses.

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Michel Milistetd, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita, and Juarez Vieira do Nascimento

Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.