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A Formação do Treinador de Guarda-Redes
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Abstract(s)
O presente Estágio centrou-se na formação do Treinador em contexto laboral, através da
estratégia de formação Tutoria/Mentoring. A profissão visada foi a de Treinador de Guarda-Redes no
contexto do Futebol de formação. Sendo eu Treinador de Guarda-Redes há nove anos, a opção para
o meu Estágio foi formar Treinadores de Guarda-Redes numa fase inicial de aprendizagem. Assumi o
papel de Tutor de três Treinadores em formação específica na área do Treino de Guarda-Redes,
durante a época desportiva 2009-2010, num clube de futebol orientado para o futebol de formação.
Com este Estágio pretendi aumentar as minhas competências como Treinador explorando uma área
pouco familiar como era a formação de outros Treinadores através da Tutoria, desenvolver as
competências específicas dos Treinadores em formação acerca do Treino de Guarda-Redes para
jovens, e dar o primeiro passo para a elaboração de um perfil de competências do Treinador de
Guarda-Redes de futebol de formação. A estratégia de formação utilizada foi a Tutoria. Foram criadas
Etapas de Aprendizagem para o Treinador de Guarda-Redes jovens, bem como definidas estratégias
dentro dos Modelos de Intervenção de Tutoria, com o objectivo de ir de encontro as necessidades de
formação dos Treinadores. Estas etapas foram calendarizadas e aplicadas durante toda a época
desportiva, num total de 20 sessões semanais, 12 sessões individuais, 6 mesociclos, 23 microciclos e
90 sessões de treino. A observação directa e indirecta foi o método privilegiado de avaliação dos
Treinadores. As conclusões apontaram para a que este processo de formação em contexto laboral
seja extremamente proveitoso para quem recebe a formação como também para quem a fornece,
como resultado dois Treinadores formados ficaram vinculados ao clube. A produção e divulgação de
conhecimentos por parte do Treinador mais experiente é muito proveitosa para fortalecer e ampliar
esses conhecimentos. A Tutoria deve ser orientada de forma metódica aplicando Modelos de
Intervenção distintos conforme a fase de desenvolvimento dos Treinadores. A análise e o diagnóstico
constante das capacidades dos Treinadores são fundamentais para a escolha dos Modelos de
Intervenção a serem utilizados. A criação de Etapas de Aprendizagem relacionada com, o aumento
progressivo de complexidade, é essencial para o ganho de maturidade e competências por parte dos
Treinadores. A. As acções técnico-tácticas do Guarda-Redes são o conteúdo mais importante a ser
dominado pelo Treinador de Guarda-Redes. A capacidade de construção do exercício de treino para
Guarda-Redes do futebol de formação está muito dependente da criatividade. A selecção de um
Guarda-Redes foi o conteúdo mais difícil de ser assimilado, sendo caracterizado como muito
complexo para quem se está a iniciar como Treinador de Guarda-Redes no contexto do futebol de
formação.
This internship work focused on Coach training using the learning on the job experience, through coach Tutoring / Mentoring. The profession at hand was Goalkeeping Coach in youth football I’ve been Goalkeeper Coach for nine years, my option for my internship thesis was to train Goalkeeper Coaches in an early stage of learning. I assumed the role of Mentor of three Coaches in specific training of Goalkeeper coaching during the 2009-2010 sports season, in a football youth club. With this internship I meant to enhance my skills as a coach exploring an unfamiliar area as the training of other Coaches through Mentoring, also to develop the specific skills of Coaches youth Goalkeeper coaching, and to take the first step to the development of a skills profile for the youth Goalkeeper Coach. The training strategy used was Mentoring. Learning Steps were created for the youth Goalie Coach, and strategies defined within the Intervention Models of Mentoring, with the aim of meeting the Coaches learning needs. These steps were scheduled and applied during the whole season, in a total of 20 weekly sessions, 12 individual sessions, 6 mesocycles, microcycles 23 and 90 training sessions. The direct observation was the preferred method for evaluating coaches. The findings indicated that this process of education in the employment context is extremely helpful for those who have received training but also for anyone who provides it, as a result two trainers were linked to the club. The production and dissemination of knowledge by the most experienced Coach is very beneficial for strengthening and expanding that same knowledge. Mentoring must be guided methodically applying different models of intervention depending on the development phase of the Coaches. The constant analysis and diagnosis of Coaches skills are key to choose which Intervention Models to be used in the process. Creating Learning Steps related to the gradual increase of complexity is essential for Coaches to gain awareness and skills. The technical-tactical skills of the Goalkeeper are the most important content to be dominated by Goalie Coach. The planning of youth Goalkeeper exercises depends a lot on creativity. Knowing how to select a Goalkeeper was the most difficult teaching content to be assimilated, being characterized as too complex for anyone who is starting a career as Goalkeeper Coach in the context of youth football.
This internship work focused on Coach training using the learning on the job experience, through coach Tutoring / Mentoring. The profession at hand was Goalkeeping Coach in youth football I’ve been Goalkeeper Coach for nine years, my option for my internship thesis was to train Goalkeeper Coaches in an early stage of learning. I assumed the role of Mentor of three Coaches in specific training of Goalkeeper coaching during the 2009-2010 sports season, in a football youth club. With this internship I meant to enhance my skills as a coach exploring an unfamiliar area as the training of other Coaches through Mentoring, also to develop the specific skills of Coaches youth Goalkeeper coaching, and to take the first step to the development of a skills profile for the youth Goalkeeper Coach. The training strategy used was Mentoring. Learning Steps were created for the youth Goalie Coach, and strategies defined within the Intervention Models of Mentoring, with the aim of meeting the Coaches learning needs. These steps were scheduled and applied during the whole season, in a total of 20 weekly sessions, 12 individual sessions, 6 mesocycles, microcycles 23 and 90 training sessions. The direct observation was the preferred method for evaluating coaches. The findings indicated that this process of education in the employment context is extremely helpful for those who have received training but also for anyone who provides it, as a result two trainers were linked to the club. The production and dissemination of knowledge by the most experienced Coach is very beneficial for strengthening and expanding that same knowledge. Mentoring must be guided methodically applying different models of intervention depending on the development phase of the Coaches. The constant analysis and diagnosis of Coaches skills are key to choose which Intervention Models to be used in the process. Creating Learning Steps related to the gradual increase of complexity is essential for Coaches to gain awareness and skills. The technical-tactical skills of the Goalkeeper are the most important content to be dominated by Goalie Coach. The planning of youth Goalkeeper exercises depends a lot on creativity. Knowing how to select a Goalkeeper was the most difficult teaching content to be assimilated, being characterized as too complex for anyone who is starting a career as Goalkeeper Coach in the context of youth football.
Description
Relatório apresentado com vista à obtenção do grau de Mestre em Desporto, Especialização em Treino Desportivo. Orientador: Mestre João Paulo Azevedo da Costa
Keywords
Treinador Competência formação Guarda redes treino técnicas
Citation
Publisher
Escola Superior de Desporto de Rio Maior