Treinadores(as) em formação universitária: percepções sobre conhecimentos e competências
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Resumen
O objetivo deste estudo de caso foi analisar as percepções de alunos(as) de um curso de Ciências do Esporte no Brasil quanto à importância atribuída e o domínio percebido sobre os conhecimentos e competências do(a) treinador(a) esportivo(a). Utilizamos o questionário de Quinaud et al. (2018), com 192 alunos(as) do primeiro ao quinto ano do curso. Fizemos o uso da estatística descritiva e, após constatarmos a distribuição não normal, recorremos ao teste Kruskal-Wallis para a comparação da importância atribuída e do domínio percebido dentro dos grupos. Nos casos com diferenças significativas utilizamos o teste U de Mann-Whitney, correção de Dun-Bonferroni (p≤0,05) e tamanho de efeito pelo Eta² parcial (Cohen, 1973). Não constatamos diferenças significativas acerca da importância atribuída aos conhecimentos e observamos diferenças em duas competências. Sobre o domínio percebido, constatamos diferenças significativas acerca de todos os conhecimentos e competências, principalmente entre alunos(as) dos primeiros anos comparados aos de 3º, 4º e 5º. Diferentes vivências ao longo do curso parecem auxiliar no desenvolvimento do domínio de conhecimentos e competências dos(as) alunos(as). Considerando que no Brasil há a obrigatoriedade do diploma de graduação para atuar como treinador(a), torna-se importante que os cursos de Educação Física e Esporte prezem pelo desenvolvimento de conhecimentos e competências específicos desta profissão.
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