Como nos tornamos treinadores(as)? Análise das trajetórias de treinadores(as) de ginásticas de competição

Abstract

This investigation is part of the context of professional training for intervention in sport, with a focus on the professional trajectory of coaches, who are recognized as protagonists in offering a systematized sporting experience. The main objective of this research was to analyze the trajectory of competitive gymnastics coaches in the State of Rio Grande do Sul. The specific objectives were: (1) to describe the significant events in the personal and professional life trajectory of the coaches ; (2) analyze pre- and post-professional training experiences; (3) verify the sources of knowledge necessary for teaching competitive gymnastics. It was adopted by following the descriptive, cross-sectional method, with a qualitative approach, based on the technique of multiple case studies, involving four competitive gymnastics coaches with at least four years of professional experience and who are part of the technical committee of the Gymnastics Federation of Rio Grande do Sul. Data collection was carried out through virtual meetings, via the Skype platform with audio and video recording, where in the first meeting was completed by completing the timeline (Rappaport Time Line) and in the second meeting an interview guide composed of two parts (structured and semi-structured) was applied. The information collected was categorized and analyzed using the content analysis technique. The credibility of the researcher's descriptions and interpretations was obtained through confirmation by the coaches after analyzing the interview transcripts. It was found that the professional trajectory of these coaches began with a strong influence from the family to enter sports practice. The relationship with their coaches was cited by all subjects as a reason for staying in the sport. The results they have been obtaining through their performances are the fuel that makes them remain as coaches. It can also be seen that experience in sports played a fundamental role in professional choice, as well as in remaining there. Professional experiences occurred for the vast majority during the pre-training period at the invitation of their own coaches, assuming the roles of technical assistant, monitor or instructor of the sport. Regarding the sources of knowledge, the coaches indicated a variety of learning situations, the main ones in the informal context being sports practice experiences, information sharing and training exchange, while in the non-formal context everyone was unanimous in mentioning the specific courses of the modality. The path to becoming a coach is through the personal construction and reconstruction of your experiences, beliefs and values throughout your life. We hope that these results can contribute to the qualification and initial training of future coaches.