Student-coaches perceptions about their learning activities in the university context
| Autor: | Michel Milistetd; Vitor Ciampolini; Matheus Santos Mendes; Caio Correa Cortela; Juarez Vieira do Nascimento |
|---|---|
| Sprache: | Englisch; Spanisch; Portugiesisch |
| Quelle: | Directory of Open Access Journals: DOAJ Articles |
| Online Zugang: |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-32892018000300281&lng=en&tlng=en https://doaj.org/toc/2179-3255 2179-3255 doi:10.1016/j.rbce.2018.03.005 https://doaj.org/article/56fdd157e03a4155ae9c660182bbc1bb https://doi.org/10.1016/j.rbce.2018.03.005 https://doaj.org/article/56fdd157e03a4155ae9c660182bbc1bb |
| Erfassungsnummer: | ftdoajarticles:oai:doaj.org/article:56fdd157e03a4155ae9c660182bbc1bb |
Zusammenfassung
Abstract The aim of this study was to analyze the student-coaches’ perceptions of their learning activities experienced during their formation on the bachelor program of Physical Education. Eight students with intentions to become sports coaches participated. Data were collected through semi-structured interviews. For analyzing data, we followed the six steps of inductive thematic analysis. The variety of perceptions about the different activities experienced emphasizes learning as an individual process based on prior knowledge and experience. Although student-coaches appreciated the theoretical-practical courses, experiential learning situations seem to be more significant because they have the chance to face real-world experiences, problems, and dilemmas.