It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education
IntroductionThe study aims to investigate the development of a learner-centered teaching (LCT), a constructivist-based proposal focused on the learner and the learning process, in a university-based coach education program (CEP) through an action research (AR) approach.MethodsParticipants were six s...
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| Format: | Article |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Sports and Active Living |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fspor.2025.1534372/full |
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| author | William das Neves Salles Lincoln Cruz Martins Juarez Vieira do Nascimento Michel Milistetd |
| author_facet | William das Neves Salles Lincoln Cruz Martins Juarez Vieira do Nascimento Michel Milistetd |
| author_sort | William das Neves Salles |
| collection | DOAJ |
| description | IntroductionThe study aims to investigate the development of a learner-centered teaching (LCT), a constructivist-based proposal focused on the learner and the learning process, in a university-based coach education program (CEP) through an action research (AR) approach.MethodsParticipants were six students, the researcher and the professor of a Sport Pedagogy course of a public Brazilian university. The classes were taught in a collaborative way between the professor and the researcher, and rubrics were used to guide the LCT development process.Results and discussionThe proposal was developed gradually and progressively in the course, through diversified teaching strategies that prioritized student interaction and reflection. Facilitators were constantly concerned to ensure that students' perspectives and knowledge were valued during the construction of new teaching content, contributing to align the course with the LCT perspective. While at the beginning of the course the dimensions function of content and role of the teacher were emphasized, in subsequent classes greater attention was devoted to increasing students' responsibility for learning, balance the power between facilitators and students, and promote integrated, authentic assessment processes. To advance the investigated CEP, we recommend the LCT development in other courses of the program, enabling the consolidation of a curricular culture aligned to the constructivist perspective. |
| format | Article |
| id | doaj-art-66fb4b12ff3048ae8d6de5f6b8756765 |
| institution | Kabale University |
| issn | 2624-9367 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Sports and Active Living |
| spelling | doaj-art-66fb4b12ff3048ae8d6de5f6b87567652025-01-28T06:41:08ZengFrontiers Media S.A.Frontiers in Sports and Active Living2624-93672025-01-01710.3389/fspor.2025.15343721534372It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach educationWilliam das Neves SallesLincoln Cruz MartinsJuarez Vieira do NascimentoMichel MilistetdIntroductionThe study aims to investigate the development of a learner-centered teaching (LCT), a constructivist-based proposal focused on the learner and the learning process, in a university-based coach education program (CEP) through an action research (AR) approach.MethodsParticipants were six students, the researcher and the professor of a Sport Pedagogy course of a public Brazilian university. The classes were taught in a collaborative way between the professor and the researcher, and rubrics were used to guide the LCT development process.Results and discussionThe proposal was developed gradually and progressively in the course, through diversified teaching strategies that prioritized student interaction and reflection. Facilitators were constantly concerned to ensure that students' perspectives and knowledge were valued during the construction of new teaching content, contributing to align the course with the LCT perspective. While at the beginning of the course the dimensions function of content and role of the teacher were emphasized, in subsequent classes greater attention was devoted to increasing students' responsibility for learning, balance the power between facilitators and students, and promote integrated, authentic assessment processes. To advance the investigated CEP, we recommend the LCT development in other courses of the program, enabling the consolidation of a curricular culture aligned to the constructivist perspective.https://www.frontiersin.org/articles/10.3389/fspor.2025.1534372/fulllearner-centerednessconstructivismlearningcoach educationsport coaching |
| spellingShingle | William das Neves Salles Lincoln Cruz Martins Juarez Vieira do Nascimento Michel Milistetd It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education Frontiers in Sports and Active Living learner-centeredness constructivism learning coach education sport coaching |
| title | It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education |
| title_full | It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education |
| title_fullStr | It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education |
| title_full_unstemmed | It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education |
| title_short | It's not always easy to buy the idea: strategies, perceptions, and implications of learner-centered teaching in coach education |
| title_sort | it s not always easy to buy the idea strategies perceptions and implications of learner centered teaching in coach education |
| topic | learner-centeredness constructivism learning coach education sport coaching |
| url | https://www.frontiersin.org/articles/10.3389/fspor.2025.1534372/full |
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