Formação de treinadores e sua influência nos processos de ensino-aprendizagem-treinamento: uma análise longitudinal das variáveis pedagógicas e de carga no basquetebol formativo

Abstract

Basketball, as an invasion and opposition team sport, is characterized by highly unpredictable and complex dynamics in a shared space. In this context, the TeachingLearning-Training (T-L-T) process gains prominence as a field of investigation in sport pedagogy, requiring constant adaptation and decision-making from practitioners. Contemporary pedagogical theories and models propose that teaching should move away from mechanistic repetition, placing the coach as the central mediator in structuring an environment based on the logic of the game. Therefore, the objective of this dissertation was to understand how the educational background and the sources of knowledge interfere with the methodological choices, pedagogical variables, and training load management of basketball coaches. The research was structured through three complementary studies. The first study (cross-sectional) mapped the profile of 98 Brazilian coaches using the Coach Training Profile Questionnaire (QPFT). The subsequent studies (longitudinal) monitored 1,310 tasks of an U14 team over two consecutive seasons, using the SIATE tool to analyze pedagogical, external load, and organizational variables. Following the analysis of the first study, the results point to the structuring of a hybrid coach education model in Brazil, supported concomitantly by Academic Education and Professional Experience, overcoming the historical dependence on prior experience as an athlete. Subsequently, based on the observation of training sessions, the longitudinal results revealed that the coach's high valuation of academic background distanced him from traditional mechanistic models. A predominance of tasks aimed at tactical development was observed, with emphasis on numerical equality, constant opposition, and intense use of small-sided games. Furthermore, the comparison between seasons evidenced an expressive reflective maturation: while in the first year there were methodological instabilities and the imposition of excessive volumes in the post-competitive phase, the second season revealed a linear progression towards the specificity of the formal game, optimizing useful time, maximizing simultaneous participants, and adapting physiological demands to the correct competitive moments. Therefore, a strong relationship was observed between theoretical academic foundation and the qualification of on-court intervention, confirming that systematized monitoring is essential for correcting periodization flaws. Finally, fulfilling the main objective, it can be defined that methodological choices and pedagogical intention in youth basketball are directly influenced by the coach's educational background, with their reflective capacity being the main foundation to promote athlete-centered teaching adapted to the physical and tactical demands of the real game.