Learning situations of handball coaches from state of São Paulo: study from “Jogos Abertos do Interior”
DOI:
https://doi.org/10.11606/issn.1981-4690.v35i1p81-94Keywords:
Professional learning, Sports coaching, Learning contexts, Knowledge, HandballAbstract
The aim of this study was to identify how the different learning situations (mediated, direct and internal) infl uenced the professional learning of handball coaches in the State of São Paulo. Six coaches (top-three of the State of Sao Paulo in the “Jogos Abertos do Interior”) were interviewed by one researcher (semi-structured interviews), whose statements were analyzed using the collective subject discourse method. The results showed that coaches use different learning situations for their professional formation. The coaches mentioned that undergraduate, postgraduate courses (lato sensu) and the handball courses were not enough to learn the specifi c knowledge of handball, mainly referring to their context of training. On the other hand, coaches seem to value unmediated learning situations (talk to other coaches, watch games and training sessions, previous experiences as a player and search for teaching materials). In a very discreet way the internal learning situation is pointed out, relating to the refl ection on the training of the own team. Coaches also reported problems in graduation (technocratic and decontextualized teaching), which led them to search for other learning situations. Therefore, it is concluded that the professional learning of handball coaches is disconnected with its practical context, which justifi es the appreciation for situations that favor the discussion and the troubleshooting of the daily life. This study showed gaps in the professional learning of coaches that lead to refl ection for the elaboration of strategies for the process of professional learning.
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Fundação de Amparo à Pesquisa do Estado de São Paulo
Grant numbers 2013/05854-8
