Student-coaches perceptions about their learning activities in the university context
Abstract The aim of this study was to analyze the student-coaches’ perceptions of their learning activities experienced during their formation on the bachelor program of Physical Education. Eight students with intentions to become sports coaches participated. Data were collected through semi-structured interviews. For analyzing data, we followed the six steps of inductive thematic analysis. The variety of perceptions about the different activities experienced emphasizes learning as an individual process based on prior knowledge and experience. Although student-coaches appreciated the theoretical-practical courses, experiential learning situations seem to be more significant because they have the chance to face real-world experiences, problems, and dilemmas.
| Main Authors: | , , , , |
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| Format: | Digital revista |
| Language: | English |
| Published: |
Colégio Brasileiro de Ciências do Esporte
2018
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0101-32892018000300281 |
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| Summary: | Abstract The aim of this study was to analyze the student-coaches’ perceptions of their learning activities experienced during their formation on the bachelor program of Physical Education. Eight students with intentions to become sports coaches participated. Data were collected through semi-structured interviews. For analyzing data, we followed the six steps of inductive thematic analysis. The variety of perceptions about the different activities experienced emphasizes learning as an individual process based on prior knowledge and experience. Although student-coaches appreciated the theoretical-practical courses, experiential learning situations seem to be more significant because they have the chance to face real-world experiences, problems, and dilemmas. |
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