Ensino e treinamento do basquetebol: caracterização dos métodos e crenças de treinadores de jovens atletas

Abstract

The objective of the research was to characterize the methodological choices of basketball coaches from the youth categories of the city of Goiânia, in reference to the peculiarities of the teaching-training method and the coaches' beliefs. In turn, the specific objectives were: to identify the coaches' conception of the objectives and contents of the base categories; identify and classify learning tasks used by coaches; analyze the coach's pedagogical intervention; analyze the athlete's role in the teaching-training and learning process; and identify and analyze coaches' beliefs about the basketball teaching-training methodology. As for the methodological procedures, it is a qualitative study, of a descriptive-exploratory type, having as a method the multiple cases study. The participants were three coaches with experience in training young basketball athletes and who work in the under-15 category. For data collection, semi-structured interview techniques, systematic observation and memory stimulation procedures were used. For data analysis, thematic analysis was used. The results revealed that the coaches' goals are linked to the technical-tactical and socio-educational references. However, with regard to the contents, those belonging to the technical-tactical framework were identified almost exclusively, with the contents of the socio-educational framework remaining in the hidden curriculum or absent from the discourse and intervention. About the learning tasks, the coach T1 presented a predominance of tasks of the functional global principle, the T2 presented a certain balance between the two principles and T3 presented a total predominance of tasks of the analytic-synthetic principle. Regarding the intervention, we identified in the three cases the absence of organization of the pedagogical work, the presence of instruction with an absence of inquiry and motivation based on positive and negative reinforcement. Regarding the athlete's role, depending on the choice of tasks, the time allocated to them and the characteristics of the interventions, it was possible to show the balance between active and passive role in the case of T1 and the predominantly passive role in the cases of T2 and T3. In summary, the results allow us to conclude that the coaches' methodological choices characterize two methodological profiles: the first in line with the traditional perspective of teaching sports and the second that is not innovative, but advances in relation to a strictly traditional perspective, towards than has been recommended in the contemporary perspectives of teaching-training in sport, namely in relation to learning tasks.