O treinador e a prática reflexiva
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Data
2021
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Os treinadores influenciam os resultados dos atletas e melhorar os seus comportamentos tem
impacto direto no desenvolvimento dos atletas. A prática reflexiva é fundamental para o
desenvolvimento do treinador, contudo nem todos os treinadores o conseguem fazer de forma
eficaz. As habilidades reflexivas não se desenvolvem apenas pela experiência de treino, o
avanço da capacidade de reflexão garante oportunidades mais significativas para a
aprendizagem na prática profissional. O objetivo geral desta tese foi analisar a influência de
um Programa de Desenvolvimento do Treinador (PDT), online e não formal, para desenvolver
a prática reflexiva. Neste âmbito, realizaram-se quatro estudos: 1) Uma revisão sistemática,
que revelou evidências da forma como a investigação promoveu a prática reflexiva através
dos PDT; 2) Um estudo para validar diversos instrumentos de medida para a aplicar no PDT;
3) O protocolo para o PDT, e 4) O estudo para avaliar se a participação dos treinadores no
Diário Reflexivo Online (DRO) promove o nível da reflexão num PDT de quatro semanas. Os
resultados permitiram encontrar 10 PDT para promover a prática reflexiva, caracterizados por
amostras pequenas, metodologias qualitativas e quantitativas, e com relatórios de estudo com
pontuações entre baixo e moderado relativamente às validades interna e externa. As
validações psicométricas obtiveram valores aceitáveis para os parâmetros em estudo. Os
resultados do PDT revelaram que a reflexão foi a única variável dependente que apresentou
diferenças significativas ao longo do tempo. A participação no DRO produziu um efeito na
reflexão em ambos os grupos, no entanto, apenas o grupo experimental foi estatisticamente
significativo. Considerando que a prática reflexiva pode permitir o desenvolvimento do
treinador, é fundamental desenhar estudos de intervenção de alta qualidade para aumentar a
validade interna e externa. Os resultados das validações sugerem que os questionários são
instrumentos de medida promissores. A sua utilização deve ser interpretada com parcimónia,
pois ainda são um trabalho em desenvolvimento. Os resultados do PDT permitiram realçar a
importância de nutrir a prática reflexiva, onde independentemente do grupo, a natureza
estruturada de todas as prompts pareceu aprimorar o processo de prática reflexiva. Este PDT
tem potencial para estimular a prática reflexiva, competência associada, na literatura, ao
sucesso desportivo.
Coaches influence athletes’ results, and improving their behaviours has a direct impact on athletes’ development. Reflective practice is essential for the coach’s development; however, not all coaches are able to do it effectively. Reflective skills are not only developed through training experience; the advancement of reflection capacity ensures more significant opportunities for learning in professional practice. The general goal of this thesis was to analyse the influence of a Coach Development Program (CDP), online and non-formal, to develop reflective practice. In this context, four studies were carried out: 1) A systematic review, which revealed evidence of how the investigation elicited reflective practice through CDP; 2) A study to validate several measurement instruments to apply in the CDP; 3) The protocol for the CDP, and 4) The study to assess whether the coaches’ participation in the Online Reflective Journal (ORJ) enhances the level of reflection in a four-week CDP. The results made it possible to find 10 CDP to enhance reflective practice, characterised by small samples, qualitative and quantitative methods, and study reports with scores between low and moderate concerning internal and external validity. The psychometric validations obtained acceptable values for the parameters under study. The results of the CDP revealed that reflection was the only dependent variable that showed significant differences over time. Participation in the ORJ produced an effect on reflection in both groups; however, only the experimental group was statistically significant. Considering that reflective practice can allow the coach’s development, it is essential to design high-quality intervention studies to increase internal and external validity. The validations’ results suggest that the questionnaires are promising measurement tools. Their use should be interpreted parsimoniously, as they are still a work in progress. The PDT’s results highlighted the importance of nurturing reflective practice, where regardless of the group, the structured nature of all the prompts seemed to improve the process of reflective practice. This PDT has the potential to stimulate reflective practice, a competence associated, in the literature, with sports success.
Coaches influence athletes’ results, and improving their behaviours has a direct impact on athletes’ development. Reflective practice is essential for the coach’s development; however, not all coaches are able to do it effectively. Reflective skills are not only developed through training experience; the advancement of reflection capacity ensures more significant opportunities for learning in professional practice. The general goal of this thesis was to analyse the influence of a Coach Development Program (CDP), online and non-formal, to develop reflective practice. In this context, four studies were carried out: 1) A systematic review, which revealed evidence of how the investigation elicited reflective practice through CDP; 2) A study to validate several measurement instruments to apply in the CDP; 3) The protocol for the CDP, and 4) The study to assess whether the coaches’ participation in the Online Reflective Journal (ORJ) enhances the level of reflection in a four-week CDP. The results made it possible to find 10 CDP to enhance reflective practice, characterised by small samples, qualitative and quantitative methods, and study reports with scores between low and moderate concerning internal and external validity. The psychometric validations obtained acceptable values for the parameters under study. The results of the CDP revealed that reflection was the only dependent variable that showed significant differences over time. Participation in the ORJ produced an effect on reflection in both groups; however, only the experimental group was statistically significant. Considering that reflective practice can allow the coach’s development, it is essential to design high-quality intervention studies to increase internal and external validity. The validations’ results suggest that the questionnaires are promising measurement tools. Their use should be interpreted parsimoniously, as they are still a work in progress. The PDT’s results highlighted the importance of nurturing reflective practice, where regardless of the group, the structured nature of all the prompts seemed to improve the process of reflective practice. This PDT has the potential to stimulate reflective practice, a competence associated, in the literature, with sports success.
Descrição
Orientação: António João Labisa da Silva Palmeira
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO FÍSICA E DESPORTO, EDUCAÇÃO FÍSICA, TREINADORES DESPORTIVOS, FORMAÇÃO CONTÍNUA, PSICOMETRIA, PHYSICAL EDUCATION, SPORTS COACHES, CONTINUING EDUCATION, PSYCHOMETRICS