Formación de entrenadores/as en la universidad: el uso de tecnologías digitales para proporcionar una enseñanza centrada en el estudiante
DOI:
https://doi.org/10.47197/retos.v64.105673Palabras clave:
Desarrollo de entrenadores, Educación más alta, Educación física, AprendizajeResumen
Introducción: Existe una tendencia en los programas de formación de entrenadores (PFE) hacia el uso de enfoques centrados en el alumno, particularmente en la universidad. Además, el crecimiento de los PFE en línea se ha visto estimulado, en respuesta a la evolución tecnológica en el siglo XXI. Sin embargo, los estudios que discuten el uso de las tecnologías de la información y la comunicación digitales (TICD) para fomentar enfoques de formación de entrenadores centrados en el alumno son raros.
Objetivos: (a) presentar un marco para la enseñanza centrada en el alumno (ECA) y pautas para el uso de TICD en línea con este enfoque; (b) presentar y discutir propuestas para el uso de DICT que puedan permitir un enfoque centrado en el alumno en PFE, particularmente para el contexto universitario.
Desarrollo: Reflexionamos sobre las implicaciones del uso de TICD para proporcionar un PFE universitario centrado en el alumno, proponiendo siete principios prácticos: 1) empoderar a los docentes en términos de conocimiento de ECA y capacidad de uso de las TICD; 2) proporcionar un entorno de apoyo y rico en retroalimentación utilizando diferentes TICD; 3) brindar oportunidades para el control y la elección de las TICD por parte de los estudiantes-entrenadores; 4) considerar el conocimiento previo de los estudiantes-entrenadores sobre el contenido del curso y las TICD; 5) incluir diferentes opciones para las TICD en el proceso de enseñanza-aprendizaje; 6) usar las TICD para crear entornos de colaboración y discusión entre el profesor y los estudiantes-tutores; 7) evaluar la efectividad de la tecnología para satisfacer las diversas y emergentes necesidades de los estudiantes-entrenadores.
Conclusiones: Para que las TICD sean una parte integral de los cambios educativos, los profesores deben comprender los principios de la ECA que están integrados en las aplicaciones tecnológicas. Al usar las TICD, los profesores pueden entregar contenido de una manera más flexible, creando entornos en línea centrados en el alumno.
Citas
Abraham, A., Morgan, G., North, J., Muir, B., Duffy, P., Allison, W., Cale, A., & Hodgson, R. (2013, may 21-24th). Task analysis of coach developers: applications to the FA youth coach educator role [conference session]. International Conference on Naturalistic Decision Making. Available from: https://www.researchgate.net/publication/307980388_Task_Analysis_of_Coach_Developers_Applications_to_The_FA_Youth_Coach_Educator_Role.
Almeida, M. E. B. (2003). Educação a distância na internet: abordagens e contribuições dos ambientes digitais de aprendizagem. Educação e Pesquisa, 29(2), 327–340. https://www.scielo.br/j/ep/a/dSsTzcBQV95VGCf6GJbtpLy/abstract/?lang=pt
APA. (1997). Learner-Centered Psychological Principles: a framework for school reform and redesign. American Psychological Association.
Barr, R. B., & Tagg, J. (1995). From teaching to learning — a new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26. https://doi.org/10.1080/00091383.1995.10544672
Blumberg, P. (2009). Developing Learner-Centered Teaching. Jossey-Bass.
Carl, A., & Strydom, S. (2017). e-Portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables. South African Journal of Education, 37, 1-10. https://doi.org/10.15700/saje.v37n1a1250
Ciampolini, V., Milistetd, M., Brasil, V. Z., & Nascimento, J. V. do. (2019). Teaching strategies adopted in coach education programs: analysis of publications from 2009 to 2015. Journal of Physical Education, 30(1), 1–14. https://doi.org/10.4025/jphyseduc.v30i1.3006
Cifuentes, A. A. S., Ángeles, M. A. V., & Parrací, C. A. R. (2022). Formación académica permanente y experiencia de los entrenadores de rendimiento y alto rendimiento en Colombia. Retos, 46, 368–377. https://doi.org/10.47197/retos.v46.93256
Cullen, R., Harris, M., & Hill, R. (2012). The Learner-Centered Curriculum: Design and implementation. Jossey-Bass.
Culver, D. M., Werthner, P., & Trudel, P. (2019). Coach developers as ‘facilitators of learning’ in a large-scale coach education programme: one actor in a complex system. International Sport Coaching Journal, 6(3), 296–306. https://doi.org/10.1123/iscj.2018-0081
Cushion, C. J., & Townsend, R. C. (2018). Technology-enhanced learning in coaching: a review of literature. Educational Review, 71(5), 631–649. https://doi.org/10.1080/00131911.2018.1457010
Dohme, L., Rankin-Wright, A. J., & Lara-Bercial, S. (2019). Beyond knowledge transfer: the role of coach developers as motivators for lifelong learning. International Sport Coaching Journal, 6(3), 317–328. https://doi.org/10.1123/iscj.2019-0034
Dray, K., & Howells, K. (2019). Exploring the use of e-portfolios in higher education coaching programs. International Sport Coaching Journal, 6(3), 359–365. https://doi.org/10.1123/iscj.2018-0082
Driska, A. P., & Gould, D. R. (2014). Evaluating a problem-based group learning strategy for online, graduate-level coach education. Kinesiology Review, 3(4), 227–234. https://doi.org/10.1123/kr.2014-0061
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1339
Galatti, L., dos Santos, Y. Y. S., & Korsakas, P. (2019). A Coach developers’ narrative on scaffolding a learner-centred coaching course in Brazil. International Sport Coaching Journal, 6(3), 339–348. https://doi.org/10.1123/iscj.2018-0084
Hanewicz, C., Platt, A., & Arendt, A. (2017). Creating a learner-centered teaching environment using student choice in assignments. Distance Education, 38(3), 273–287. https://doi.org/10.1080/01587919.2017.1369349
ICCE. (2016). ICCE Standards for Higher Education Bachelor Coaching Degree Programmes. https://www.icce.ws/_assets/files/icds-draft-4-final-november-23.pdf
ICCE, ASOIF, & LMU. (2014). International Coach Developer Framework v1.1. International Council for Coaching Excellence.
Jarvis, P. (2009). The Routledge International Handbook of Lifelong Learning. Routledge. https://doi.org/10.4324/9781315638461
Jones, R., Fonseca, J., De Martin Silva, L., Davies, G., Morgan, K., & Mesquita, I. (2014). The promise and problems of video diaries: building on current research. Qualitative Research in Sport, Exercise and Health, 7(3), 395–410. https://doi.org/10.1080/2159676X.2014.938687
Jones, R. L. (2006). The Sports Coach as Educator. Routledge. https://doi.org/10.4324/9780203020074
Jones, R. L., & Turner, P. (2006). Teaching coaches to coach holistically: can problem-based learning (pbl) help? Physical Education & Sport Pedagogy, 11(2), 181–202. https://doi.org/10.1080/17408980600708429
Kennedy, G., Judd, T., Dalgarno, B., & Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, 26(5), 332–343. https://doi.org/10.1111/j.1365-2729.2010.00371.x
Kennedy, G., Judd, T. S., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122. https://doi.org/10.14742/ajet.1233
Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267–286. https://doi.org/10.1080/02602930500352816
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
López, M. G., Jaenes, S. J. C., Vázquez C. E., & López M. E. (2019). Formación permanente y necesidades de formación de los entrenadores de rugby en Andalucía. Retos, 36, 115–120. https://doi.org/10.47197/retos.v36i36.66815
Mallett, C. J., Rynne, S. B., & Dickens, S. (2013). Developing high performance coaching craft through work and study. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge Handbook of Sports Coaching (Vol.1, pp. 463–475). Routledge. https://doi.org/10.4324/9780203132623
Mccarthy, L., & Stoszkowski, J. (2018). A heutagogical approach to coach education : what worked for one particular learner, how and why ? Journal of Qualitative Research in Sports Studies, 12(1), 317–336.
Mccombs, B. L. (2015). Learner-centered online instruction. New Directions for Teaching and Learning, 2015(144), 57–71. https://doi.org/10.1002/tl.20163
McCombs, B. L. (1997). Self-assessment and reflection: ools for promoting teacher changes toward learner-centered practices. NASSPT Bulletin, 81(587), 1–14. https://doi.org/10.1177/019263659708158702
McCombs, & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582–1600. https://doi.org/10.1111/j.1467-9620.2005.00534.x
McQuade, S., & Nash, C. (2015). The role of the coach developer in supporting and guiding coach learning. International Sport Coaching Journal, 2(3), 339–346. https://doi.org/10.1123/iscj.2015-0059
Mead, S., Spencer, K., & Kidman, L. (2016). Video self-reflection and coach development in New Zealand. Asia-Pacific Journal of Health, Sport and Physical Education, 7(2), 139–156. https://doi.org/10.1080/18377122.2016.1196113
Meyer, K. A (2014). Student engagement in online learning: what works and why. ASHE Higher Education Report, 40(6), 1–114. https://doi.org/10.1002/aehe.20018
Milistetd, M., Salles, W. das N., Backes, A. F., Mesquita, I., & Nascimento, J. V. do. (2019a). Learner-centered teaching in a university-based coach education: first attempts through action research inquiry. International Journal of Sports Science & Coaching, 14(3), 294–309. https://doi.org/10.1177/1747954119842957
Milistetd, M., Salles, W. das N., Trudel, P., & Paquette, K. (2019b). Making Direct Teaching more Learner-Centered in University-Based Coach Education Courses. In B. Callary & B. Gearity (Eds.), Coach Education and Development in Sport (1st ed., pp. 7–19). Routledge. https://doi.org/10.4324/9780429351037-2
Milistetd, M., Trudel, P., Rynne, S., Mesquita, I. M. R., & do Nascimento, J. V. (2018). The learner-centred status of a Brazilian university coach education program. International Sport Coaching Journal, 5(2), 105–115. https://doi.org/10.1123/iscj.2017-0075
Moreira, D., & Barros, D. (2020). Orientações práticas para a comunicação síncrona e assíncrona em contextos educativos digitais. Repositório aberto da Universidade de Alberta, 10. http://hdl.handle.net/10400.2/9661
Morgan, K., Jones, R. L., Gilbourne, D., & Llewellyn, D. (2013). Changing the face of coach education: using ethno-drama to depict lived realities. Physical Education & Sport Pedagogy, 18(5), 520–533. https://doi.org/10.1080/17408989.2012.690863
Nelson, L., Cushion, C., & Potrac, P. (2013). Enhancing the provision of coach education: the recommendations of UK coaching practitioners. Physical Education & Sport Pedagogy, 18(2), 204–218. https://doi.org/10.1080/17408989.2011.649725
Paquette, K., Hussain, A., Trudel, P., & Camiré, M. (2014). A Sport federation’s attempt to restructure a coach education program using constructivist principles. International Sport Coaching Journal, 1(2), 75–85. https://doi.org/10.1123/iscj.2013-0006
Paquette, K., & Trudel, P. (2018a). The evolution and learner-centered status of a coach education program. International Sport Coaching Journal, 5(1), 24–36. https://doi.org/10.1123/iscj.2017-0038
Paquette, K., & Trudel, P. (2018b). Learner-centered coach education: practical recommendations for coach development administrators. International Sport Coaching Journal, 5(2), 169–175. https://doi.org/10.1123/iscj.2017-0084
Perea Rodríguez, R. L., & Abello Avila, C. M. (2022). Competencias digitales en estudiantes y docentes universitarios del área de la educación física y el deporte. Retos, 43, 1065–1072. https://doi.org/10.47197/retos.v43i0.86401
Roberts, S. J., & Ryrie, A. (2014). Socratic case-method teaching in sports coach education: reflections of students and course tutors. Sport, Education and Society, 19(1), 63–79. https://doi.org/10.1080/13573322.2011.632626
Santos, Y. Y. S., Palma, B. P, McCarthy, L., Casline, L. S., Cardoso, C., & Rafaela Galatti , L. (2023a). University-based coach education: the e-portfolio as a formative assessment tool of student-coaches’ learning. International Sport Coaching Journal, 11(3), 414-424. https://doi.org/10.22456/1982-8918.127202
Santos, Y. Y. S., Culver, D., & Rafaela Galatti, L. (2023b). Formação de treinadores(as) no contexto universitário: a complexidade da apropriação e do desenvolvimento do ensino centrado no(a) aprendiz. Movimento, 29, e29042. https://doi.org/10.22456/1982-8918.127202
Salles, W. das N. (2019). Desenvolvimento do ensino centrado no aprendiz: estratégias, percepções e implicações à formação inicial universitária em Educação Física [Doctoral dissertation, Universidade Federal de Santa Catarina]. https://repositorio.ufsc.br/handle/123456789/206422
Seifu, K. (2020). Determinants of information and communication technology integration in teaching-learning process at Aksum University. Cogent Education, 7(1), 1824577. https://doi.org/10.1080/2331186X.2020.1824577
Setiawan, I. (2024). Implementación de programas de desarrollo profesional docente en línea: perspectivas de los docentes de educación física. Retos, 57, 445–454. https://doi.org/10.47197/retos.v57.105406
Stoszkowski, J., & Collins, D. (2017). Nirvana or never-never land: does heutagogy have a place in coach development? International Sport Coaching Journal, 4(3), 353–358. https://doi.org/10.1123/iscj.2017-0001
Stoszkowski, J., & McCarthy, L. (2018). “Who wouldn’t want to take charge of their learning?” Student views on learner autonomy, self-determination and motivation. Journal of Perspectives in Applied Academic Practice, 6(2), 104–107. https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/330
Stoszkowski, J., McCarthy, L., & Fonseca, J. (2017). Online peer mentoring and collaborative reflection: a cross-institutional project in sports coaching. Journal of Perspectives in Applied Academic Practice, 5(3), 118–121. https://doi.org/10.14297/jpaap.v5i3.289
Trudel, P., Culver, D., & Richard, J.-P. (2016). Peter Jarvis: Lifelong Coach Learning. In L. Nelson, R. Groom, & P. Potrac (Eds.), Learning in Sport Coaching: Theory and Application (1st ed., pp. 202–214). Routledge.
Trudel, P., Culver, D., & Werthner, P. (2013). Looking at Coach Development from the Coach-Learner’s Perspective. In P. Potrac, W. Gilbert, & J. Denison (Eds.), Routledge Handbook of Sports Coaching (1 st ed., pp. 375–387). Routledge.
Trudel, P., Milistetd, M., & Culver, D. M. (2020). What the empirical studies on sport coach education programs in higher education have to reveal: a review. International Sport Coaching Journal, 7(1), 61–73. https://doi.org/10.1123/iscj.2019-0037
Turner, D., & Nelson, L. (2009). Graduate perceptions of a UK university-based coach education programme, and impacts on development and employability. International Journal of Coaching Science, 3(2), 3–28.
Weimer, M. (2013). Learner-Centered Teaching: Five Keys Changes to Practice. Jossey-Bass.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Yura Yuka Sato dos Santos, Heitor de Andrade Rodrigues, Andrea Woodburn, Diane M. Culver, Larissa Rafaela Galatti
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
