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Abstract(s)
A presente tese teve como propósito principal apresentar e discutir a integração sinérgica de um programa de formação de treinadores de futebol em contexto académico e a investigação empírica em contextos de prática e de intervenção no treino da modalidade. Este argumento sustentou-se no desenvolvimento (design e operacionalização) de um programa de formação para treinadores de futebol, na integração de dois estudos empíricos (assentes em intervenção em contexto real de treino do futebol) de tarefas/experiências de aprendizagem propostas no programa de formação. Através das vozes dos Treinadores Estudantes e da(s) significância(s) e impacto do programa no seu percurso formativo e profissional procurou-se compreender os construtos essenciais do seu pensamento enquanto evidência para as propostas formativas no treino do futebol. A estrutura da presente tese encontra-se organizada da seguinte forma: Um estudo de revisão bibliográfica sobre a atividade do treinador, a sua formação e especificidades da sua intervenção, e nela se inserem os objetivos do presente trabalho (capítulo 1); Uma proposta de programa pedagógico de formação de treinadores (PPFT), cujo assenta na integração do conhecimento sobre a atividade de treinador para a definição de uma prática sustentada na construção do seu modelo de jogo, e desenvolvimento de competências de autonomia na resolução das problemáticas relacionadas com o processo de treino em contexto de prática simulada (capítulo 2); Um estudo sobre a perceção dos estudantes em torno da(s) significância(s) e impacto do programa de formação (capítulo 3); Um estudo em torno do aprofundamento do conhecimento sobre a manipulação dos contextos em que o processo de treino é operacionalizado, nomeadamente as estruturas apresentadas pelas equipas em jogos reduzidos e suas implicações táticas e físicas (capítulo 4); Um estudo empírico com o objetivo de aprofundar o conhecimento sobre o modo de instrução no exercício de treino e suas implicações no comportamento tático e físico em jogos reduzidos no futebol (capítulo 5). Informados pela teoria relativa às abordagens educacionais e formativas contemporâneas situadas na formação de treinadores, na literatura sobre os processos de desenvolvimento e de construção de identidade profissional, bem como nos estudos empíricos sobre manipulação de contextos de treino, o conjunto dos resultados evidenciados nos diferentes estudos da presente tese sugere as seguintes possibilidades: (I) a construção de propostas formativas fundamentadas (educacionalmente e no conhecimento da modalidade do futebol) adequadas aos perfis profissionais e académicos e às expectativas dos treinadores; (II) a pertinência da informação gerada pela evidência científica dos estudos sobre a intervenção e manipulação dos contextos de treino na ligação com os programas de formação assentes em contextos de prática; (III) o reconhecimento da importância das narrativas dos treinadores (individuais e de grupo) em formação sobre seu processo de desenvolvimento, para a tomada de decisão e construção dos processos formativos pelas instituições (académicas, associativas, federativas e outras) capacitadas para os promover.
The present thesis aimed to present and discuss the synergetic integration of an educational program for football coaches in an academic context and the empirical research in contexts of training intervention. This argument was based on the development (design and operationalization) of a training program for football coaches, on the integration of two empirical studies (based on a real football training context) of learning tasks / experiences proposed in the education program. Through Student Coaches voices about the program significance (s) and impact in their educational and professional path, was possible to understand the essential constructs of their thinking and generate evidence for educational proposals in soccer training. The structure of this thesis is organized as follows: A bibliographic review study on the coaches activity, educational trends and the specificities of its intervention, and it includes the thesis general aims (chapter 1); A proposal of a pedagogical program for coaches (PPFT), based on knowledge integration on coaching activity – defining a sustained practice in the construction of its game model, and the development skills autonomy around solving problems in training process considering simulated practice contexts (chapter 2); A study on coach students' perception about significance (s) and impact of the educational program (chapter 3); A study about the deepening of knowledge about the contexts manipulation in which the training process is operationalized, namely the structures presented by the teams in reduced games and their tactical and physical implications (chapter 4); An empirical study centered in training exercises with instructional modes in and its implications on the tactical and physical behavior in reduced soccer games (chapter 5). Informed by the theory of contemporary educational and educational approaches in coaches education, in the processes of development and building of professional identity literature, as well as in the empirical studies on manipulation of training contexts, the present thesis set of results evidenced in the present studies suggests the following possibilities: (I) the construction of grounded educational proposals (education and professional development processes and in the soccer knowledge) and adapted to the professional and academic profiles and coaches expectations; (II) the information pertinence generated by the scientific evidence of the studies on the intervention and manipulation of the contexts of training in the connection with educational programs based on contexts of practice; (III) the recognition of the narratives of the coaches importance (individual and group) in the construction of their development process, for the decision making and construction of the educational processes by the institutions (academic, associative, federative and others) able to promote them.
The present thesis aimed to present and discuss the synergetic integration of an educational program for football coaches in an academic context and the empirical research in contexts of training intervention. This argument was based on the development (design and operationalization) of a training program for football coaches, on the integration of two empirical studies (based on a real football training context) of learning tasks / experiences proposed in the education program. Through Student Coaches voices about the program significance (s) and impact in their educational and professional path, was possible to understand the essential constructs of their thinking and generate evidence for educational proposals in soccer training. The structure of this thesis is organized as follows: A bibliographic review study on the coaches activity, educational trends and the specificities of its intervention, and it includes the thesis general aims (chapter 1); A proposal of a pedagogical program for coaches (PPFT), based on knowledge integration on coaching activity – defining a sustained practice in the construction of its game model, and the development skills autonomy around solving problems in training process considering simulated practice contexts (chapter 2); A study on coach students' perception about significance (s) and impact of the educational program (chapter 3); A study about the deepening of knowledge about the contexts manipulation in which the training process is operationalized, namely the structures presented by the teams in reduced games and their tactical and physical implications (chapter 4); An empirical study centered in training exercises with instructional modes in and its implications on the tactical and physical behavior in reduced soccer games (chapter 5). Informed by the theory of contemporary educational and educational approaches in coaches education, in the processes of development and building of professional identity literature, as well as in the empirical studies on manipulation of training contexts, the present thesis set of results evidenced in the present studies suggests the following possibilities: (I) the construction of grounded educational proposals (education and professional development processes and in the soccer knowledge) and adapted to the professional and academic profiles and coaches expectations; (II) the information pertinence generated by the scientific evidence of the studies on the intervention and manipulation of the contexts of training in the connection with educational programs based on contexts of practice; (III) the recognition of the narratives of the coaches importance (individual and group) in the construction of their development process, for the decision making and construction of the educational processes by the institutions (academic, associative, federative and others) able to promote them.
Description
Keywords
Formação de treinadores Identidade do treinador Conhecimento do treinador