Made in Brazil: Futsal coaching education at a large-scale perspective

Abstract

Coaching education programs can be perceived as a fundamental cornerstone to certify and further develop sports coaches across domestic and continental territories. Particularly in Brazil, futsal coaches have been benefiting from a large-scale perspective that allows the sport to keep evolving nationwide. To better understand its educational structure and benefits, this study explored a futsal coaching education program that provides state-level certification in the Brazilian territory. Our mixed-methods research design included a qualitative analysis of official documents, a questionnaire collecting data from 67 futsal coaches, semi-structured interviews with the program's coordinator, five coach developers and five coaches, in addition to a participant's observation performed by the lead researcher. Our findings highlight five themes: (1) program's definition, (2) educational model, (3) program's identity and coaching awareness, (4) pedagogical approach, as well as (5) evaluation and impact. More intriguingly, however, this Brazilian futsal coach education program revealed low levels of interaction and practical reflection among its participants, while futsal coaches also reported a lack of feedback on most of the activities they performed. Overall, the present study suggests a switch from the program's traditional assessment into a rather procedural and contextualized evaluation to enhance learning and development in futsal coaching practice.

Keywords

Early specialization hybrid teaching pedagogy reflective practice

Introduction

Futsal represents a sport discipline that is widely spread across the Brazilian territory, and whose participants reach exponential numbers from grassroots to high-performance.¹ As part of Brazil's futsal landscape, coaches get access to domestic initiatives ranging from regular seminars and workshops to specialized educational courses. Among these initiatives, large-scale coaching education programs also tend to be organized by sports institutions or governing bodies such as state federations, as well as national and continental confederations.

Fundamentally, a large-scale coaching education program secures that different levels of certification are implemented as a prerequisite for professional coaching employment.^2,3 These large-scale programs have been developed worldwide and typically attract scholarship attention given their relevance to the sports coaching community.^2,4 Nevertheless, the availability of studies that duly examine professional coaching activity in Brazil are not only limited for mainstream sports such as Olympic disciplines and football,^5,6 but also for less commercialized sports such as futsal.⁷

In a literature review by Marques Filho et al.,⁸ it is noted that only 26 articles have been published about futsal coaches in Brazil. Among them, only one specifically addresses coach training. The study by Portugal and Nazário⁹ indicates that the knowledge required for futsal coach training has received little academic research attention, with most studies being original articles (field data), and data collection instruments predominantly focusing on subjects’ narratives. In a book chapter on futsal coach learning contexts, informal environments stand out compared to physical education degrees and futsal-specific courses.¹⁰

Considering the importance of large-scale coaching education programs for sports development, as well as the research gap around futsal coach education in the sports literature,¹¹ this study intends to offer its academic contribution while exploring the context of Brazilian futsal coaches. More specifically, we ask the following research question: How are futsal coaches formally educated in Brazil?

The present study is based on a thorough evaluation of a notorious large-scale futsal coaching education program that has been implemented since 2018 by one state federation in Brazil. Not only does this state federation build up an annual schedule of events for different competitive levels, but it has also exceeded eight thousand registered futsal players across all age groups, including male and female participants. Furthermore, approximately 500 licensed coaches remain involved with this state federation each year. Therefore, the program is intended for coaches who work only in this state of Brazil, and the responsibility for its creation and implementation lies with the respective state federation

Materials and methods

Research design

This research was designed as a descriptive and exploratory case study following the recommendations of existing studies around coaching education programs which have reinforced the need for interrelated and concomitant sources of data.^3,4,12,13 Hence, we opted to perform our data collection and analysis using official documents, semi-structured interviews, a questionnaire, as well as a participant's observation. The present study was approved by the Brazilian Government's Research Ethics Committee (CAE 20466519.7.0000.5404).

Data collection

The first step of our data collection was to assemble official documents framing the futsal coaching education program organized by the most relevant state federation in the Brazilian futsal landscape. These documents included those available to the public: three pages from the program's electronic portal containing information about the program's structure, syllabi for all courses, teaching staff lists, target groups, study durations and registration fees. There were also documents provided by C1: four PDF documents with more information about the content of each subject and the number of licensed coaches, and four Microsoft Office PowerPoint documents with information about course evaluations. The next steps involved a convenient sampling with the intention of capturing the perceptions of both educators and students.¹⁴ Within our sample, we combine the program's coordinator (C1), five coach developers (CD1-CD5), and 67 futsal coaches who attended and graduated from the program.

C1 was the only course coordinator at the time of data collection. All coach developers were invited to participate in the study, with five accepting the invitation. All had at least one year of experience in the role. Of the 67 coaches in the sample, 63 were men and 4 were women. The average coaching experience for this group was 10 years.

An initial semi-structured interview was conducted with C1, which contributed to better comprehending the goals and theoretical foundation of this futsal coach education program. The interview also provided background information about the official documents assembled in our database. Additionally, five interviews were carried out with CD1-CD5. The interviews were conducted online. The interview script included 10 broad questions that could be broken down into more specific questions as needed. The inquiries focused on three main points: the interviewees’ perspective on the program as a formative process, the guidelines received for their roles, and the dynamics of conducting their courses.

Following these six interviews, a questionnaire was applied with the 67 licensed futsal coaches, who were able to address our questions regarding the evaluation of large-scale coaching education programs.¹⁵ Out of the 67 respondents, we selected the first five coaches to proceed with subsequent semi-structured interviews. These five additional interviews (FC1-FC5) followed the same format as the previous ones (conducted online and using an interview script with 10 initial questions). This process aimed to delve deeper in qualitative terms, offering us their perceptions of the coaching education process, the planning and organization of the program, as well as the impact on their coaching practice.

The last step taken as part of our data collection was fully experiential. A participant's observation was experienced by the lead researcher, who attended a hybrid version (i.e., classes held in presence and online) of this futsal coach education program to effectively learn about its functioning and dynamics. To collect the data with a systematic procedure, the lead researcher documented a field diary recording the observations and impressions along the program.¹⁴ In practice, the lead researcher signed up for the program and participated in all activities without any distinction. Consequently, the lead researcher became a licensed futsal coach upon concluding the program.

Data analysis

Our mixed-methods research design allowed us to combine and integrate different methodological steps to generate more interactive analytical possibilities.¹⁶ Initially, we utilized descriptive statistics to capture an overview of the dataset derived from our questionnaire. The statistical treatment of quantitative data allowed us to understand the general characteristics of the coaches’ perspectives on the program. Elements such as content distribution, types of evaluation, and active or passive participation during classes were addressed. This process enabled a comprehensive mapping of the program, which supported the interviews and served as a basis for the qualitative data analysis. However, to synthesize the main findings and emphasize the qualitative aspects, the descriptive statistical results are not directly presented in the results section.

Afterwards, we performed a thematic analysis on the content originated from the transcriptions of our interviews and field diary. The analysis was conducted deductively, based on three main angles for investigating sports coaching education programs, grounded in the specific literature on this subject: (a) planning and organization; (b) development of the educational process; (c) the program's impact on coaching practice.^17,18

The thematic analysis process was based on the stages indicated by Braun and Clarke,¹⁶ as follows: 1) Familiarization: Deep immersion in the dataset, involving the reading of all items and highlighting of main points; 2) Coding: Assignment of summary codes to text passages that have potential relevance to the research question, i.e., creating concise labels for data segments that capture their content. Theme Development: Themes are broader and group a set of codes, providing a coherent and standardized meaning to the dataset (codes), informing key elements for the research question. Begin the theme development process first with just the codes. This process involves grouping the codes around a larger concept that they share; Refinement: Review of coded data and then of the entire dataset. The process consists of a re-evaluation of the results obtained, seeking to ensure the reliability of the analyses in terms of code assignment and grouping into themes.

This thematic analysis process involved familiarizing with the texts, coding, developing and refining the themes along with a selection of supporting quotes in the text.¹³ Most importantly, our data analysis took into consideration three key angles for the investigation of sports coaching education programs. That is, we focused on (a) the planning and organization, (b) the development of the educational process, as well as (c) the impact of the program on coaching practice.^14,15

Findings and discussion

Program's definition

Originally launched in 2018, this state-level futsal coaching education program was framed to meet the demands of three competitive age groups. As part of the licenses (i.e., A, B, C), the single criterion to allocate the students refers to which competitive age group each individual intends to work with, or already works. Thus, its license C refers to grassroots, while the license B is aimed at youth levels, and its license A incorporates higher and older competitive levels (e.g., adults playing futsal). Notwithstanding, licenses C and B were also offered together as a combined unit, which signaled how the educational program did not establish a reflexive foundation to comprehend the contextual needs of futsal coaches. According to the licensed futsal coaches who participated in the program, their professional knowledge and experiences were not a relevant factor to guide or adapt interventions neither before starting the course nor during the activities. Overall, the program is open to four target groups: registered futsal coaches, students and/or graduates of physical education, as well as high school graduates. Table 1 shows the organization of the program's Licenses and the distribution of workload.

Table 1.

Program structure.

Organization of program: 3 licenses
License A	License B	License C
Refers to grassroots	Aimed at youth levels	Incorporates higher and older competitive levels (e.g., adults playing futsal)

Workload: 120 h
70 h	50 h
Composed of theoretical work through video lessons, meetings held online and in presence	Internship observing trainings and games, with requests for writing reports and coursework

With such heterogeneity among the participants allocated across all three possible licenses, we identified that the program was unable to describe its own role within the system of futsal coaching development. Without a well-defined role, the program has not formulated a clear curriculum that can provide a solid and coherent foundation to meet the goals of its students.¹⁸ As it stands, the program frames its contents and coursework based on a fragmented approach instead of elaborating a contextual matrix that could address the needs of their heterogeneous futsal coaches more adequately.¹⁹

As Trudel et al. (2016). suggested, coaching education initiatives should consider diagnosing the coaches’ individual identities as a means to better comprehend and properly allocate different levels of competences and experiences within a cohort of participants. Especially when it comes to educational initiatives involving adults, their previous practices and learning experiences have shaped their conducts and conceptual thinking. Hence, their background should be valued by the organizers of large-scale coaching education programs.^21,22

Educational model

“We created the structure and the coursework. We chose the fundamental topics that should be taught according to the age groups. Then I looked for the best people I could find to further develop these topics. All of our experts work within our state federation.” – C1

The program coordinator's statement highlights how the content was prioritized over the development of the participants’ competencies. This more rigid and directive structure was implemented throughout the program. After defining and developing the content, the next steps involved selecting specialists who could impart their knowledge to the participants. Such a pre-established pathway has been standardized by rudimentary programs which are still trying to consolidate themselves in the market.²³ Nevertheless, a coaching education program tends to offer richer and meaningful approaches whenever it is framed around competences 12. By moving beyond the contents that are directly linked to a specific sport discipline (e.g., futsal), a large-scale coach education program can provide access to learnings and exchanges that shape an environment where coaches are able to develop their behaviors, interventions, communication, and their intellectual performance.^21,22,24,25

Based on our analysis, however, we perceived neither a conceptual nor an educational guidance that could clearly equip the instructors or coach developers with pedagogical conducts and methodological directions. Overall, the guidelines within the program had more to do with the infrastructure and the resources available for those running the coursework. One coach developer summarized the preparation that usually occurs:

“We just talk and define the main contents for each session. The way I will conduct the session is up to me, as long as I respect the number of hours for my coursework.” – CD1

As it stands, this state-level futsal coaching education program does not seem to move away from standard techniques that limit the potential of futsal coaching development. Even if the autonomy of instructors could be preserved, these coach developers would be expected to redirect the focus of their taught process towards the development of their students’ competences.²⁶ By doing so, the students would embrace with incentives to foster their critical thinking and develop their capacity to reflect on coaching activities.²⁵ The contents and information absorbed by the students would consequently associate with functional and applied elements in their respective coaching practice.²⁴

Program's identity and coaching awareness

Although the program falls short of the expectations as futsal coaches assumed they would strengthen the relationship between their own identities and profiles, there were macro connections highlighted through the interviews and the lead researcher's observation as a participant. Based on the participants’ insights, this state-level coaching education program both reflects and influences how the state federation even organizes its own youth tournaments. Upon combining grassroots and youth stages of futsal practice, the organizers also exacerbate the effects of early specialization and the focus on competitive results instead of laying the foundation for a realistic and gradual process of coaching development.

“The youth tournaments are run exactly the same way as the adult competitions, which causes an enormous damage to the development of children. At the adult stage the focus is always on the result, on winning. So, when you apply the same principle in the youth, their growth and development become secondary.” – C1

“A lot of coaches see the boys as a miniature of adults, so they exaggerate on their demands and they are not even comprehensible about mistakes. That's why I try to show how short-term results can be detrimental to long-term development. It's a complex task to convince them.” – CD1

Coaching awareness represents a key influential component to challenge the status quo of early specialization. However, it is deemed necessary that the educational perspective switches from a technical-tactical attention to focus on the social, cultural and pedagogical aspects that involve coaching practice.^18,27 Consequently, coaches might get closer to generating a positive impact on their players and their sports environment.²⁷

“Some of our games are unbelievable. The fans are aggressive, they curse, they put pressure. Their behaviors are not even acceptable for games at the adult stage, so imagine how the kids feel. Then you look at the opposition's coach and ask if he seems to be against that sort of behavior? No, he acts the same way with his boys.” – FC1

Early specialization is manifested in the initial stages of training and youth formation with a clear focus on obtaining the maximum performance outcome as soon (or early) as possible, including the behaviors of players in competition. It is important to reflect how this phenomenon belongs to a wider sports culture that exposes children and youngsters to a competitive context that emphasizes extreme pressure, disrespect and violence (both physical and psychological).²⁸ Such a counterproductive environment tends to influence kids to drop out of sports at a young age, as children and teenagers have reported they needed to stop playing futsal due to excessive demands from their parents, club officials and coaches.^28,29

As argued by Côté and Gilbert (2009), coaching education should evolve to address a triad of knowledge that includes the specific elements of a sport (i.e., professional knowledge), the relationships built among the sports stakeholders (i.e., interpersonal knowledge), as well as the capacity for introspection and reflection (i.e., intrapersonal knowledge). According to the futsal coaches, nonetheless, the program delivers most of its contents with an emphasis on the professional knowledge of coaches, whereas the interpersonal and intrapersonal areas receive less attention. Though this reality seems to be a norm among similar large-scale programs in the Brazilian territory,⁵ a more mature coach education initiative tends to add value through a transition towards interpersonal and intrapersonal learnings.^4,23,31

Pedagogical approach

Upon analyzing the pedagogical approach among the instructors during the coursework, it was possible to identify how they follow a similar process that puts higher emphasis on the contents and on improving the professional knowledge of students. From a traditional standpoint, the instructors (or coach developers) are positioned in the center of the process as someone who withholds the knowledge that needs to be taught.³² On the other end, the students are passive receivers of the knowledge offered by their instructors. Contrary to the critical arguments shared by scholars in recent studies,^4,20,30 the program neither allocates its students as active developers for self-improvement, nor stimulates its instructors to act as mediators or facilitators of change.^19,33

“I have a long trajectory in futsal. I spent a long time playing, coaching, and studying. Therefore, I want to transmit as much as possible from what I have learned to the new coaches.” – CD2

“I try to pass on my knowledge and my experiences to the students. That way they will be able to expand their own knowledge.” – CD3

Considering the inevitable distance originated from a hybrid teaching format, the traditional approach implemented by the instructors becomes explicit when looking at how the coursework was carried out online. With 50 h dedicated to video-lessons, the students passively watch the contents brought forward by the instructors. As depicted by Vohle (2009), online meetings may provide a collaborative forum for learning and exchange as long as the attendees are able to share their practical experiences while being guided by instructors who facilitate collective reflections. Despite the advancement of technological trends since the Covid-19 pandemic,³⁴ as well as the potential constructivist approach that can be generated through digital platforms,¹³ the educational and pedagogical process will nevertheless still suffer from a lack of human interactivity when activities are held online.

Evaluation and impact

The last theme elaborated as part of our findings refers to how this large-scale futsal coaching education program evaluates its students. A common practice in educational initiatives includes the application of grading instruments that classify students up to a decision that will approve them as graduates, though missing out on further opportunities to promote reflexive outcomes.^22,35 Within the state federation where the program was held, the students are typically asked to write a text that summarizes the contents and expresses their opinion about one of the topics taught during the coursework. However, from the moment they deliver their summary, no feedback is provided by the instructors or organizers. One futsal coach exemplified how the program contributed to changing his mindset:

“When I was younger I didn’t pay attention to pedagogy and formation phases. I thought I had to line up the best team and that's how I would help the kids. Nowadays, with this level of knowledge, I cannot repeat the same steps. It's a change of mentality. It might be easier for me because I work at a club with a social project, but at bigger clubs it's different because results matter more.” – FC3

Furthermore, even though the students are also required to attend a mandatory internship whereby their observations will help them build an individual report about the training sessions and games they experienced, there is not a follow-up reflection or evaluation on this activity either. Such absence of a proper assessment demonstrates how the program misses out on the opportunity of exploring its educational potential.² Hence, the futsal coaches who participated in the program did not actually benefit from a reflection that could bridge their learning experiences with their coaching practice.³⁵

On the other hand, the participants duly acknowledged a high level of applicability when reviewing the contents absorbed in the program, which highlights a positive outcome regarding the practical expectations in futsal coaching.²⁶ By recognizing a pattern of connections between their theoretical takeaways and practical demands, the participants assigned meaning to their level of qualification upon finishing the coursework.^15,33 Yet, one futsal coach portrayed how their reality still poses a bigger challenge:

“When we finished the license we all agreed that it cannot continue the same way of winning at all costs. We talked a lot about prioritizing athletic development and everybody agreed. But when the competition starts, everyone is out there playing a World Cup final with 10-12-year-old kids. And these are coaches I know who already did their licenses, who are intelligent and competent. They know what they’re doing and they just ignore it for the sake of winning.” – FC4

FC4's speech reinforces that the program lacks a clear identity and fails to address the varied needs of its diverse participants. It prioritizes content over developing competencies, offering a fragmented curriculum without sufficient reflection on the coaches’ prior knowledge and experiences. The program's rigid structure and emphasis on theoretical knowledge limit its potential to foster critical thinking and reflective practices among coaches. While some participants reported positive applicability of the content to their coaching, the lack of follow-up evaluations and feedback hinders deeper learning. Additionally, the program's focus on early specialization in competitions conflicts with long-term player development, reflecting a broader issue in sports culture.

Conclusion

The present research was implemented as a descriptive and exploratory case study aiming to analyze a state-level futsal coaching education program in Brazil. Characterized by its large-scale perspective, this educational initiative is based on the provision of three coaching licenses which consequently certify that its graduates are allowed to work across the Brazilian territory. By focusing on its planning and organization, the development of its educational process, as well as the impact of its program on coaching practice, our research generates a better comprehension of how futsal coaches are formally educated.

Overall, our findings demonstrate elements that hardly connect the program's theoretical layout with the practical demands and expectations of futsal coaches. More specifically, this large-scale coach education initiative lacks a clearly defined role to identify itself in the futsal coaching landscape, frames its educational structure on contents instead of competences, positions its instructors (and not its students) in the center of the educational process, undermines the development of intrapersonal knowledge, as well as downgrades opportunities for reflexive and collaborative exchanges throughout the program.

Considering the potential impact of transformation that can be achieved in coaching education at such a large-scale perspective, our research suggests that this state-level program would be better suited through a few adjustments in its current layout. That is, switching its conceptual methods to value coaches’ competences and experiences, allocating the students in the center of the educational process, stimulating the instructors to act as facilitators for learning and exchange opportunities, as well as implementing assessment tools that allow the participants to contextualize their self-development and collaboration for coaching practice.

Footnotes

Declaration of conflicting interests

The authors declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: We, the authors of the article entitled “Made in Brazil: Futsal coaching education at a large-scale perspective,” hereby declare that there is no conflict of interest regarding the research, authorship, and/or publication of this article.

All aspects of the work, including conception, data collection, analysis, interpretation, and writing, were carried out independently and without influence from any organization, entity, or individual that could represent a potential conflict of interest.

We reaffirm our commitment to transparency and scientific integrity and are available for any further clarification.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Cesar Vieira Marques Filho

Matheus Galdino

Rafael dos Santos Cruz

References

Andrade Junior

Caregnato

Cavichiolli

. Futsal, um sonho olímpico: o jogo de poder FIFA X COI. Pensar a Prática 2016; 19: 409–442.

McCarthy

Vangrunderbeek

Piggott

. Principles of good assessment practice in coach education: an initial proposal. Int Sport Coach J 2021; 9: 252–262.

Trudel

Gilbert

Werthner

. Coach education effectiveness. In: Lyle

and C Cushion (eds) Sport coaching: professionalisation and practice. Amsterdam: Churchill Livingstone Elsevier, 2010, pp.135–152.

Paquette

Hussain

Trudel

, et al. A sport federation’s attempt to restructure a coach education program using constructivist principles. Int Sport Coach J 2014; 1: 75–85.

Milistetd

Ciampolini

Salles

WDN

, et al. Coaches’ development in Brazil: structure of sports organizational programmes. Sport Coach Rev 2016; 5: 138–152.

Galdino

Lesch

Wicker

. Reality check for high-performance football: a study of coaching competences based on the international sport coaching framework. Int Sport Coach J 2023; 10: 217–229.

Galatti

Bettega

Brasil

, et al. Coaching in Brazil sport coaching as a profession in Brazil: an analysis of the coaching literature in Brazil from 2000-2015. Int Sport Coach J 2016; 3: 316–331.

Marques Filho

Folhas

Galatti

, et al. A produção científica sobre treinadores de futsal no Brasil. Pensar a Prática 2021; 24: e64620.

Portugal

Nazario

MES

. O estado do conhecimento sobre os saberes na formação do treinador de futebol e futsal. Revista Brasileira de Futsal e Futebol 2017; 9: 298–307.

10.

Brasil

Ramos

Barros

, et al. A aprendizagem profissional de treinadores de futsal. In: Lobato

(eds) Presente e futuro nos jogos desportivos coletivos: formação e investigação. Florianópolis: Tribo da Ilha, 2013, pp.971–913.

11.

Deek

Werthner

Paquette

, et al. Impact of a large-scale coach education program from a lifelong-learning perspective. J Coach Educ 2013; 6: 23–42.

12.

Vohle

. Cognitive tools 2.0 in trainer education. Int J Sports Sci Coach 2009; 4: 583–594.

13.

Lakatos

Marconi M de

. Fundamentos de metodologia científica. Rio de Janeiro: Atlas, 2017, https://ria.ufrn.br/jspui/handle/123456789/1239 .

14.

Marques Filho

. A Formação do treinador de futsal no Brasil: Contextos e processos. Campinas: Universidade Estadual de Campinas, Programa de Pós-Graduação em Educação Física, 2022.

15.

Braun

Clarke

Weate

. Using thematic analysis in sport and exercise research. In: Smith

and AC Sparkes (eds) Routledge handbook of qualitative research in sport and exercise. London: Routledge, 2016, pp.213–227.

16.

Gilbert

Trudel

. An evaluation strategy for coach education programs. J Sport Behav 1999; 22: 234–250.

17.

Griffiths

Armour

Cushion

. Trying to get our message across’: successes and challenges in an evidence-based professional development programme for sport coaches. Sport Educ Soc 2018; 23: 283–295.

18.

Nelson

Cushion

Potrac

, et al. Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching. Sport Educ Soc 2012; 19: 513–531.

19.

Trudel

Gilbert

Rodrigue

. The journey from competent to innovator: using appreciative inquiry to enhance high performance coaching. AI Pract 2016; 18: 40–46.

20.

Callary

Gearity

. Coach developer special issue: global perspectives in coach education for the coach developer. Int Sport Coach J 2019; 6: 261–262.

21.

Santos

YYS

Culver

Galatti

. Formação de treinadores (as) no contexto universitário: a complexidade da apropriação e do desenvolvimento do ensino centrado no (a) aprendiz. Movimento 2023; 29: e29041.

22.

Mesquita

Ribeiro

Santos

, et al. Coach learning and coach education: Portuguese expert Coaches’ perspective. Sport Psychol 2014; 28: 124–136.

23.

Sacristán

Gómez

ÁIP

Rodríguez

JBM

, et al. Educar por Competências: O que há de novo? Porto Alegre: Artmed, 2011.

24.

Ciampolini

Milistetd

Nascimento

JV do

. Desenvolvimento de um programa federativo de formação de treinadores baseado em competências: o caso da CBRU. Pensar a Prática 2019; 22: e55675.

25.

Chapman

Richardson

Cope

, et al. Learning from the past; a freirean analysis of FA coach education since 1967. Sport Educ Soc 2019; 25: 681–697.

26.

Penney

. Points of tension and possibility: boundaries in and of physical education. Sport Educ Soc 2013; 18: 6–20.

27.

Barbieri

Benites

Machado

. Especialização precoce: algumas implicações relacionadas ao futebol e futsal. In: Especialização Esportiva Precoce: Perspectivas atuais da Psicologia do Esporte. São Paulo: Fontoura Editora, 2007, pp.207–226.

28.

Bertoldi

Bandeira

PFR

Barbosa

MLL

, et al. Fatores preditores dos sinais e sintomas do Burnout em atletas brasileiros profissionais de futsal. Rev Bras Psicol do Esporte 2019; 9: 131–144.

29.

Côté

Gilbert

. An integrative definition of coaching effectiveness and expertise. Int J Sports Sci Coach 2009; 4: 307–323.

30.

Rodrigues

HDA

Paes

Neto

SDS

. A socialização profissional do treinador esportivo como um processo formativo de aquisição de saberes. Movimento 2016; 22: 09.

31.

Silva

LFN

Leonardo

Scaglia

. Epistemologia da prática pedagógica no esporte. Lect Educ Física y Deport 2021; 25: 145–163.

32.

Galatti

Reverdito

Scaglia

, et al. Pedagogia do Esporte: tensão na ciência e o ensino dos Jogos Esportivos Coletivos. Rev da Educ Física/UEM 2014; 25: 53.

33.

Dosea

Santos do Rosário

Andrade Silva

, et al. Métodos ativos de aprendizagem no ensino online: a opinião de universitários durante a pandemia de Covid-19. Interfaces Científicas - Educ 2020; 10: 137–148.

34.

McCarthy

Hounsell

. Exploring the use of technology in coaching education: digital coach development or disaster? Olympic Paralympic Coach 2019; 30: 17–24.

35.

Allison

Abraham

Cale

. Advances in coach education and development: from research to practice. Oxfordshire: Routledge, 2016.