Abstract
Objectives: This study describes and compares the value attributed by different profiles of coaches regarding learning situations and contexts. Methodology: Through a cluster analysis, 104 tennis coaches who worked in clubs/academies affiliated to the Paraná Tennis Federation in Brazil, were divided into three groups. All participants responded to a form containing the sociodemographic information and the Coaches Learning Situations and Contexts Scale. Descriptive and inferential statistics were used to analyze the results, with intergroup comparisons using the Kruskal-Wallis and Dunn's post-hoc tests, both with a pre-established significance level of 95% (p≤0.05). Results and discussion: The results indicated significant differences regarding the value attributed to different learning opportunities. In summary, there is a greater appreciation by younger and less experienced coaches (C3) to different situations and learning contexts (Global Assessment – C1, p<0.001; C2, p<0.001), while the older and experienced coaches (C2) had the lowest levels of attributed importance (Situations – C1, p=0.001; C3, p<0.001; Contexts – C1, p<0.001; C3, p<0.001). Conclusion: The findings reinforce the individual character of the learning process and the need to know the biography of the participants to enhance the quality of coach development initiatives.
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