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“Coach in Action” é uma das disciplinas que temos no Curso de Treinadores que estou a frequentar no Institute of Coaching and Sport Education na Semmelweis University em Budapeste.
Com um sentido extremamente prático, “Coach in Action” aborda a temática do desempenho do Treinador, caracterizando os aspectos fundamentais para a optimização do desempenho das nossas funções, como por exemplo os diferentes estilos de liderança e a sua relação com a especificidade dos desportos.
Mais do que apresentar as diferentes dimensões de actuação do Treinador, “Coach in Action” ajuda-nos a efectuar uma auto-análise e reforça a importância desse constante trabalho no sentido de melhorarmos o nosso desempenho.
Embalado por esta dinâmica, aproveitei para efectuar o projecto de psicologia no âmbito da proposta D que era descrever a nossa Filosofia de Ensino/Treino.
É esse texto que aqui vos deixo em primeira-mão (em primeira mão porque só agora o terminei e ainda não o enviei para a Professora). Não porque ache que a minha forma de ver o Ensino/Treino seja melhor ou pior que outras, não porque queira fazer “publicidade” a forma de trabalho em que acredito, mas apenas porque penso que partilhando este exercício de auto-análise possa incentivar outros a fazerem a análise do seu próprio trabalho.
Gostaria ainda de deixar um pedido de desculpas pelo facto do texto aparecer em inglês, mas foi desta forma que o escrevi e é na versão original que o quero deixar registado.
Sport Psychology
Project D
“A point of
view on Fencing Teaching and Coaching”
A point of view on Fencing Teaching and Coaching
Like the vision of the monkey limited by the jail bars at the zoo, our own way of doing things is limited by different aspect, such as our personality, ability, sensibility, life history, knowledge and motivation. These are the “jail bars” of our performance but, opposite to the zoo monkey, we have the capacity to enlarge the gridlines of our “jail” reflecting, adjusting and learning.
Being a coach of the most beautiful sport in the world is definitely a privilege. Fencing spans human history, bringing the development of the art of swordsmanship from its use in real life into today’s sport.
Fencing makes the fantasies of all kids comes true, creating an opportunity to be a Musketeer, Zorro, Knight, King or Warrior Princess. Fencing gives the opportunity to adults to have fun playing as children, and last but not least, Fencing gives the opportunity to Compete. To learn and grow up in a sport were the word fight is synonymous of respect.
Going deeper in the specificity of fencing we can say that’s a combination of gross and fine motor skills. Gross skills in the leg movements, controlling the distance between the opponents and creating the opportunity for an action (offensive or defensive), fine motor skills in the control of the weapon executing precise and fast movements. In terms of the timing of movements, Fencing is characterized by externally paced skills in a situation were the work of the fencer is to transform open skills in closed skills reducing the incertitude of the actions.
Teaching and Coaching Fencing – which is struggling to survive in a country with limited opportunity for sports without a ball near the feet – has three major responsibilities: a development program, a leisure activity and a competitive sport.
The way I work in sport as a Teacher/Coach is based in three major principals:
1º - Teacher/Coach exist to help People to achieve their own desires.
2º - A Pupil may not become an athlete but he would develop as a Person.
3º - A competitor is limited in time.
Going a little bit into each one of these three principals we can understand better how they connect sport psychological areas, building my Philosophy of Teaching and Coaching.
The first one is very important and is the starting point of the connection between the Teacher/Coach and the Pupil. For my definition, and adaptation, of long, intermediate and short term goals and organisation of outcome, performance and process goals, the Pupil has to know and assume responsibility for his Dream. Why is he there? Why does he want to be there? In this process we form a partnership, which involves his desire and potential and my capacity and knowledge, walking together through this project. Of course, concerning to different ages, we talk about different owners of the desire. Parents are always part of the dream (being there or even staying apart) but sometimes they are the majority owner of the dream. In these cases this starting point is a little bit more difficult, because the dream partner is not the same as the working partner.
The second principle reminds that more important of all is to use the sport, not to be used by the sport. Although there is no agreement if sports change people or just some “kind” of people are more successful in sport, observing studies comparing athletes and non-athletes personality, the truth is that the world of sport offers a unique opportunity to deal with high intense situations (win and lose), similar to real live. Sports life also brings discipline, organization and a healthy body that makes people feel good and be able to do things. All of this to say that in my Philosophy of Teaching and Coaching, fencing is, most of all, a way of development through the benefits of sport, and I don’t jump ahead of this purpose just to achieve winning performances.
The third principal is in the competitive view. It makes me work hard, striving to improve every day as a Coach. When the dream of the Pupil is Competition, he deserves to go as far as his capacity can take him and, as we assume a partnership in this process (principle 1º), I can’t just be happy trying to help him. I have to do more, because I can be Coach all my life (if I want) but he just can be a competition athlete for a short period of his life.
In conclusion, fencing under my philosophy is the opportunity to the Pupil to have is own dream, competitive or non-competitive, a partner leading the way to that dream, rules and principals respecting themselves and the others.
“A child needs your love most when he deserves it least”
Erma Bombeck, referred by Lionel Shriver in “We Need To Talk About Kevin”
Transfer these ideas to the field create a Teaching/Coaching style: A leadership respecting a person’s differences (personality, motivation, expectations and abilities) and the specificity of the situations, according to my own characteristics. Although I use Training and Instruction, Democratic and Autocratic styles in particular situations, Social Support is the leadership style that characterise my work. With this style, the relation between me and my athletes is close, which allows me to be able to give proper feedback (respecting the individuality of each one). This style also increases the intensity of the relationship, with benefits in the understanding of behaviours in taught situations. Agreements or disagreements are less confused with personal likes or dislikes. However, this style is also a little “dangerous” because in this way the Coach himself is very exposed. The athlete is close to him but he is also close to the athlete. His feelings, motivation, needs, expectations are uncovered, and the coach has to be aware of the intimate connection and to be concerned with the impact of his behaviour. A Coach works with people, but he is also a person with his own characteristics, including both strengths and flaws.
In this Teaching/Coaching philosophy a question could be made: “Is there a place for high sport performance in this education style?” I really truly believe that there is. I’m a competitive person, although I work in these different fencing fields, competition is my nature. Working to make champions is a personal goal, and only possible with a group that shares that desire.
Sports performance is a long process with lots of defeats and a few glory moments… like real life. If you don’t play you will never lose but, if you don’t try… you will never win.
Is this the only way to do it? Definitely not, all the ways are possible. This is just the way I believe… today.
Final Note: Special thanks to Gerry King for the spelling and grammar review.
Comentarios
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Este artigo para além de a consolidar, vem modificar no bom sentido essa mesma opinião.
Quando vi pela primeira vez no site assumido um sonho Olímpico, achei que era presunção a mais, sonhar alto demais e, achei que a queda poderia ser grande.
Agora, para além de achar que é possível, acho que está ao alcance.
O Nuno é na verdade um Senhor neste pequeno mundo da Esgrima Portuguesa.
Sigam o seu exemplo.