Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Know and execute the strategic and operational planning process of sports coaches; Develop skills of objective analysis of sports modalities; Acquire knowledge and develop skills that make technical-pedagogical intervention effective, promoting discussion on the variables that imply pedagogical and professional success. Develop a sense of analysis and self-criticism in sport in general, and in particular in its specific contexts of sports, in Sports Training; Competences To execute the strategic and operational planning process of sports coaches, in a training cycle, in a simulated context, realizing the decisions made and their consequences; Perform, in a simulated training environment, the process of pedagogical intervention in sport; Perform the analysis of the coach's pedagogical competence, using self-analysis and pedagogical supervision strategies; Carry out systematic observation procedures ensuring the diagnosis of the coach's pedagogical intervention, in a conditioned context
Syllabus
These themes will be addressed, debated and explored in specific theoretical and theoretical-practical sessions, with the support of audiovisual and / or computer material: The pedagogical relationship in Sports Training; The professional skills of the sports trainer; The teaching and learning process in training young people in sports; Planning in Sports Training: Definition and operationalization of objectives; The planning of training cycles (meso and micro cycles); The training plan; The competition plan; The temporal management of training in sports: analysis of session time; The main pedagogical functions: path to success; Instruction and pedagogical feedback: its importance in learning and motivation; Discipline and relational climate in sports training in sports; The pedagogical implications of leadership and communication styles; The satisfaction, motivation and adhesion of athletes to sports training;
Demonstration of the syllabus coherence with the curricular unit's learning objectives
There are contents of themes related to the objectives of developing knowledge and attitudes regarding the pedagogical act in sports training. Other themes deal with knowledge and skills aimed at the pedagogical intervention of the trainer, aiming at the development of pedagogical techniques and decisions in training and competition. Ans one theme develops knowledge and skills within the training of the coach, seeking to provide tools for behavioral observation. The development of attitudes covers all themes and will be a constant approach to students.
Teaching methodologies (including evaluation)
Use of the debate forum (online and / or face-to-face) of the Curricular Unit to deepen specific themes on the contents; Encouraging students to create new topics for debate; Use of videos to analyze "in loco" certain contents; Application of observation systems;
The continuous evaluation of the students is carried out during the semester through the elaboration of four evaluation forms (individual), practical intervention (individual), report (individual), presentation of the report (individual).
The final classification is obtained by applying the following formula:
Final Grade = (0.30 * 4 Evaluation Sheets) + (0.20 * Microcycle and Training Plan) + (0.20 * Intervention) + (0.30 * Report and Presentation). The final exam comprises a written test and an oral evalutaion.
Special regime students should contact the teacher
in order to formalize a personalized assessment model and adjusted to their
specific conditions
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Knowledge will be developed through methods of exposure and group discussion in theoretical and theoretical-practical classes. Some knowledge and skills will be developed in applied classes, theoretical-practical and field work, promoting the discussion of scenarios and simulations of the coach's intervention. The debate forum methodology will also be used, as well as the video viewing of real and simulated situations. Some pedagogical intervention skills will be developed through practice in a simulated context of the coach's intervention. Observation and self-analysis skills will be developed through the student's autonomous work and fieldwork classes.
Bibliography (Mandatory resources)
Armour, K. (2011). Sport Pedagogy. An introduction for teaching and coaching. Pearson Education Limited.
Coelho, O. (2004). Sport Pedagogy. Contributions to an understanding of sport. Horizonte Books.
Lyle, J. (2002). Sports Coaching Concepts: A Framework for Coaches¿ Behavior. Routledge.
Rodrigues, J. (2020). Sport, Innovation and Coach Training. CIEQV editions.
Rodrigues, J. & Sequeira, P. (2017). Contributions to the formation of successful coaches. Ed. Vision and Contexts.
Rosado, A., Mesquita, I. (2009). Sport Pedagogy. FMH editions.
Sarmento, P., Rosado, A, Rodrigues, J. (2000), The Training of Sports Coaches. ESDRM editions.
Salmela, J. (1996). Great Job Coach! (Getting the edge from proven winners). Potentium.
Siedentop, D. & Mars, H. (2011). Introduction to Physical Education, Fitness and Sport. McGraw-Hill Education.
