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Continuing Education and its Contribution to the Integral Formation of
Soccer Coaches
Capacitación Continua y su Contribución en la Formación Integral de los Entrenadores de
Fútbol
Educação contínua e a sua contribuição para o desenvolvimento integral dos treinadores de
futebol
Alex Arturo Perlaza Estupiñán
Doctorate in Education, Instituto Superior Tecnológico de Fútbol, Guayquil, Ecuador,
alexperza@hotmail.com, https://orcid.org/0000-0001-8277-7806
Paola Fernanda Fernandez Naranjo
Doctorate in Education, Instituto Superior Tecnológico de Fútbol, Guayquil, Ecuador
paolafernandez@hotmail.com, https://orcid.org/0000-0001-7710-6477
Ana Belén Cuesta Mora
Doctorate in Education , Instituto Superior Tecnologico de Fútbol, Guayquil, Ecuador,
anabcuesta@hotmail.com, https://orcid.org/0000-0001-8784-7412
Walter Oswaldo Jácome Tenorio
Doctorate in Education , Instituto Superior Tecnológico de Fútbol, Guayquil, Ecuador,
wjacome@hotmail.com, https://orcid.org/0000-0002-2874-4103
Received March 2021 - Accepted June 2021
Revista Iberoamericana de la Educación
Vol - 5 No. 1, January - March 2022
e-ISSN: 2737-632x
Pgs 13-31
Abstract: The role of the soccer coach worldwide and the responsibility that
this entails, is a structural part of all teaching-learning programs in the area,
the present research aims to reflect on the importance of continuous training
in the integral formation of soccer coaches, addressing a description of its
current state and how gradually continuing education has generated them
pedagogical skills , The study focuses on a qualitative analysis that
implemented the application of interviews, surveys, classroom visits, which
allowed to assess the contribution of training in soccer coaches, allowing
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Continuous Training and its Contribution in the Comprehensive Training of Soccer Coaches
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them to work on the socio-affective, cognitive, educational structure and
values of soccer players. Soccer coaches should be trained continuously, since
these are conducive to the development of attitudes during their training
sessions, which is reflected in the work plans.
Key words: Integral education, coaches, continuous training, soccer.
Resumen: La función del entrenador de fútbol a nivel mundial y la
responsabilidad que esta conlleva, forma parte estructural de todos los
programas de enseñanza aprendizaje en el área, la presente investigación
pretende reflexionar sobre la importancia de la capacitación continua en la
formación integral de los entrenadores de futbol, abordando una descripción
de su estado actual y como paulatinamente la educación continua les ha
generado competencias pedagógicas , el estudio se concentra en una análisis
cualitativo que implemento la aplicación de entrevistas, encuestas, visitas
áulicas , lo cual permitió valorar la contribución de las capacitaciones en los
entrenadores de fútbol, permitiendo que trabajen sobre la estructura
socioafectiva, cognitiva, educativa y valores de los futbolistas. Los
entrenadores de fútbol deben capacitarse continuamente, ya que estas son
conducentes al desarrollo de actitudes durante sus sesiones de entrenamiento,
lo cual se refleja en los planes de trabajo.
Palabras clave: Formación integral, entrenadores, capacitación continua,
fútbol
Resumo: O papel do treinador de futebol a nível mundial e a responsabilidade
que isto implica, é uma parte estrutural de todos os programas de ensino e
aprendizagem na área, esta investigação visa reflectir sobre a importância da
formação contínua na formação integral dos treinadores de futebol,
abordando uma descrição do seu estado actual e como a educação contínua
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Continuous Training and its Contribution in the Comprehensive Training of Soccer Coaches
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os gerou gradualmente competências pedagógicas, O estudo centra-se numa
análise qualitativa que implementou a aplicação de entrevistas, inquéritos,
visitas de sala de aula, que permitiram avaliar a contribuição da formação em
treinadores de futebol, permitindo-lhes trabalhar sobre a estrutura sócio-
afectiva, cognitiva, educativa e os valores dos jogadores de futebol. Os
treinadores de futebol devem ser continuamente treinados, uma vez que estes
são conducentes ao desenvolvimento de atitudes durante as suas sessões de
treino, o que se reflecte nos planos de trabalho.
Palavras-chave: treino integral, treinadores, treino contínuo, futebol
INTRODUCTION
A coach whose objective is to stand out as a trainer and manager in
professional soccer must acquire competencies that will allow him to develop
his work from science, to have knowledge that will allow him to use an
adequate pedagogy depending on the age, development, education and culture
of the soccer players.
We cannot forget that the trainer-educator has a broader function in the
integral formation of children and youngsters, he cannot dedicate himself
only to direct a training, through technical or tactical exercises and actions,
he must know that he is not working with machines, especially in infantile
ages, the trainer must participate continuously in training programs that form
them integrally, thus improving their performance and that of the soccer
players.
The competencies they acquire through training for their integral formation
are conducive to applying behavioral norms that generate in their work and
in the soccer players a socio-affective, educational, cognitive and values
formation, and at the same time, improve communication tools with the
young people.
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The continuous training for the integral formation, as a consequence will
strengthen the knowledge about the stages of motor development of athletes,
allowing coaches to know what teaching and training methods to use to
strengthen the socio-affective structures, cognitive structure, coordination
structure and values, this as a result will lead to a full formation of the
personality of the player, creating a suitable learning area to develop
creativity, intelligence through the experiences developed in the training
sessions, both players and coaches.
In order for a coach to acquire the skills and apply contents that integrally
form the soccer players, they must have a formation that derives in obtaining
a pedagogical learning, and for such reason to be able to develop their work
with great success, forming each player from their individual and collective
needs. Every day more and more children and young people come to the
sports fields of the different clubs and soccer schools, looking to fulfill their
dream of playing professional soccer, from the social point of view is the right
place to generate content to help in the comprehensive training of athletes,
provided that trained coaches can develop sports and social skills to help them
adapt in any culture or society in which they play, and if they do not reach the
high performance or go abroad, they can be a productive person in their
community.
Pedagogical Scope of Continuing Education for Soccer Coaches
Coach-educators trained from the pedagogical point of view can undoubtedly
plan the contents according to the stages of the soccer players' motor
development, including all the aspects that allow them to provide them with
an integral formation. Jimenez, Rodriguez, & Castillo (2001) state "the
importance of knowing the theoretical aspects of the preparation of trainers-
educators so that they can apply a correct teaching of all aspects of sport"
(p.1).
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Table 1. Scope
EDUCATIONAL
SPHERE
PSYCHOLOGICAL
LEVEL
TECHNICAL
FIELD
OTHER FIELDS
Programming,
Design of
sessions and
activities,
Organization of the
contents,
Methodology,
Evaluation
Motivation of players,
group control and
management,
communication skills,
teamwork,
interpersonal skills,
psycho-evolutionary
knowledge of players,
positive work
environment, coach's
behavior during
training sessions,
coach's behavior
during competition.
Main
characteristics
of the sport,
general and
specific sport
technique,
general and
specific sport
tactics, general
and specific
sport strategy,
general and
specific
physical
preparation,
rules of the
game.
Anatomy
and physiology,
First aid, Training
organization.
Vargas (2015) stated the following:
Pedagogical processes are a network of dynamic relationships between
systems, manifested through what we call structures. And what we traditionally
call capacities are forms of sectorial evaluation of part of the teaching-learning
processes. We can interpret the person of the athlete as a hypercomplex
Structure configured by interactions and retroactions between structures.
• CONDITIONAL
• COORDINATIVE
• COGNITIVE
• SOCIO-AFFECTIVE
• EMOTIONAL-VOLITIONAL
• CREATIVE-EXPRESSIVE
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• MENTAL
• BIOENERGETICS. (p. 24)
In order to examine the pedagogical development of teaching and learning,
soccer coaches should focus on the elements that predominate in the training
of soccer players and what is the appropriate methodology to use at each stage
of growth and instruction, from the early ages to high performance, this will
give control of the evolution of the different components of the integral training
and the activities that will be used to train these future athletes.
Tello (2014) agrees with a considerable number of soccer coaches regarding
the different theoretical aspects dealt with in the training sessions, which
should be focused on the social and sports context, and therefore states that
"current models should be focused on sports initiation, with logical coherence
of development, that provide satisfactory results and that are constantly
updated, with their own teaching styles for the comprehensive training of
athletes" (p.134).
Integral Training of Coaches and Athletes
Soccer coaches must obtain pedagogical competencies that allow them to instill
in soccer players, values and meaningful learning during training sessions,
including different aspects of the integral formation of children and young
people respecting each stage of formation and development that they have, "a
professional coach is a specialist in his activity, as an extractor of performance
of a group and as a guide of the wills of a group of athletes" (Vales and Areces,
2000, p. 61). (Vales and Areces, 2000, p. 61).
It is important to analyze the considerations on the subject expressed by the
entities that govern world soccer, from the grassroots to high performance:
The international federation of associated soccer supports the idea of assuming
that the soccer educator is the person who knows, who knows? It is true that he
does not know everything, even within his area, but he must know perfectly
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well what he wants to transmit. Victories and defeats mean nothing compared
to what soccer can transmit in terms of human and social values, which will
help the formation of the future citizen, as well as his insertion in society.
(FIFA, 2021)
The continuous training of soccer coaches is directed towards their integral
formation, so that they obtain competencies that generate a more productive
environment in their performance.
Within teacher training, Ayala, Zuluaga and Loaiza, (2015), states that the
active role of the coach in the training process of the athlete have synthesized
the most important characteristics that in my opinion a coach-trainer of base
soccer should have in the following decalogue:
1. A taste for transmitting, a taste for giving, a taste for helping others; this
should be the main characteristic of the soccer coach-trainer; he/she should
have a vocation.
2. To promote sports not as a manifestation of strength, but as a means for
the intelligent and rational development of the organism.
3. To have an exemplary conduct with their fellow professionals, referees,
parents and players, to possess great values and therefore be a role model
for their athletes.
4. Understand that children are children and not small adults; therefore, you
must adapt the sport and implement a work methodology according to their
physical and psychological development.
5. To transmit to its athletes from the initiation stage a sports education based
on respect for rules, respect for others and fair play.
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6. To be more concerned with stimulating their students than with teaching,
developing a process in favor of the development of creativity, respecting
the psychological, intellectual and motor individualities of the children.
7. To generate in child athletes a mentality based on the pleasure of playing
and the will to progress and not on winning titles at all costs.
8. To have a wide knowledge of the means, methods, principles and styles of
training oriented to children's ages, for its adequate application.
9. To give the students during the class the possibility of feeling like
"teachers", knowledgeable about their sport, applying active methods that
allow for greater coach-player interaction, thus achieving the development
of their creativity.
10. Knowing how to listen, being attentive not only to the successes, but also
to the problems that may arise, maintaining constant communication with
the athletes, giving them confidence and security. p373
Soccer Training and Teaching
The theoretical references of training in formative categories, provided by the
authors, focus on describing the importance of the pedagogical training of
coaches, so that they implement a comprehensive training in children and
young people who practice soccer on a daily basis.
Ruiz, Ponce, Sanz and Valdemoro, (2015), state that "sport, in general, and
team sports in a specific way, are attributed a wide potential in the field of
education in values".
From the educational point of view and the training of future coaches, Ruiz et
al (2015), describes "sport has traditionally been considered an appropriate
means to achieve values of personal and social development; eagerness to
excel, integration, respect for the person, tolerance, abiding by rules,
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perseverance, teamwork, overcoming limits, self-discipline, responsibility,
cooperation, honesty, loyalty".
Monjas, Ponce and Gea, (2015), state that "the relationship sport-education in
values has many focuses that deserve to be considered. We cannot think that
the simple practice of sport favors the development of appropriate values, it is
necessary to work intentionally on this aspect so that the relationship is
positive".
The different approaches insist on theorizing about the different pedagogical
currents that teachers must deal with coaches, which talk about the process of
teaching soccer and each of the stages of formation through which children,
young people and professionals go through, ordering the methodological and
pedagogical content to be carried out during training and competitions.
Mora, (2016), states that, "when talking about the methodology in the teaching
process of children's soccer, it must be a proposal ordered by stages according
to their evolutionary age, such proposal has as its fundamental purpose, the
integral formation of the child".
In the theoretical and practical trainings, the teachers must guide the theoretical
development, the contents based on articles, books, videos, lectures, so as to
value the learning of the coaches in training. During the practical classes there
will be visits from experts who will talk about their experience as coaches.
Theories Applied to the Integral Formation of Trainers-Trainers
The research work from the various theories that govern the training of soccer
coaches focuses on identifying the various pedagogical aspects that coaches -
trainers should develop to improve the teaching - learning of future
professional soccer players. This work begins by analyzing the existing
contribution in the trainings of the coaches to the integral formation that they
obtain and the competences that will allow a better sports planning, focusing it
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on aspects that go beyond the sports, that look for the coaches - trainers to apply
teaching strategies that derive in the integral formation of the soccer players.
The different theories show the pedagogical preparation that coaches must
acquire in order to generate competencies that facilitate the application of
methodological and didactic strategies for the integral formation of athletes.
The training of trainers-educators, Cortez, (1981), states that teaching is the
direction given to learning. Didactics can be general and special. The former
studies the problems of teaching as a whole, studying the general conditions.
Special didactics refers to a well-defined field, it studies the application of the
principles of general didactics in the teaching of various disciplines, in a
specific way. Educational-physical activities require special didactics. Thus we
speak of a special didactics of gymnastics, athletics, swimming, in our case of
soccer.
Training soccer teachers to develop content in their classes for the integral
formation of children and young people will allow future coaches to apply
pedagogical strategies that work on the socio-affective, cognitive, educational
and values structure of soccer players in training. This pedagogical work will
improve the performance of coaches and athletes, contributing to the
development of the club and society.
Behavioral Theory
Sports coaches traditionally applied behaviorist models to the training of soccer
players, with a planning totally focused on the sporting aspects forgetting the
formation as a human being and the development of behaviors that will form
him integrally, Currently the application of this teaching model, evolved
favorably coaches who are trained in the pedagogical field could favorably
deepen in the behaviorist theory, implementing activities in the teaching-
learning processes, which implement exercises that allow evaluating the
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observable behavior and direct it to obtain certain attitudes, in sports and
human training.
The coaches, influenced by the behaviorist and mechanistic motor learning
theories that have prevailed in sports training, proposed analytical and partial
training. Thus, exercises were presented for the development of individual
technique (control, driving, striking, dribbling, entry, clearance,...), a lot of
physical preparation based on methods and systems of training.), a lot of
physical preparation based on training methods and systems of proven
performance in individual sports (running, jumping, throwing); tactics, through
a few small games in training and pre-match talks, which would also serve as
psychological preparation, should be sufficient for the players to have a good
performance capacity and to be able to find adaptive responses to the problems
that could arise in the development of the game derived from the opposition
(against opponents) and cooperation (with teammates). Likewise, the post-
match talks were useful for tactical corrections as well as for individual and
collective behavioral adjustments (motivation, cohesion, etc.). (Romero, 2005,
P. 1)
Cognitivist Theory
Piaget's cognitivist theory greatly influences current sports training, where
different training methods are implemented that are aimed at improving the
decision making of soccer players, applying tasks that allow them to obtain
quick solutions to each problem posed by the social environment and sports
competition, these methodologies seek to replicate situations in training
through exercises that serve to contextualize the problems to be solved in
competition and life.
In our work, therefore, it seems appropriate to refer to the techniques, methods
or strategies that Sport Psychology provides, as cognitive strategies, since
athletes can use them to improve their psychological skills or abilities, in order
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to solve the problems that arise in training and competitions. Even more so,
taking into account that the learning by the competitors of these skills and their
subsequent practice and application, involves a process in which they have to
be actively involved and, therefore, analyze and process correctly the
information coming from the environment. If to this we add that in our work
we position ourselves from a basically cognitive perspective, it seems
reasonable that we make use of the term cognitive strategy to refer to those
strategies that, through their learning and practice, can favor the development
of some psychological skills for the benefit of sports performance. (Díaz, 2010,
p. 46).
Sociocontructivist Theory
Modern coaches who are pedagogically trained with current theories within
their integral formation, know that the athlete in whatever formative stage
he/she is in is the center of the learning process and protagonist in his/her
development, conditional, coordinative, cognitive, socio-affective, emotional-
volitional, creative-expressive, mental, bioenergetic, this constructivist
learning allows him/her to interact with his/her environment, teammates and
the coach who guides him/her in his/her formation.
Coaches should set subjective tasks, involving the development of creativity
and decision making, which will shape the psychomotor learning experience of
the players with dynamic, interactive, socio-motor, emotional exercises where
they can try, make mistakes and experiment.
Physical education as a pedagogical discipline contributes to the harmonious
development of the individual, through the continuous practice of physical
education, a concept of physical education is managed as a pedagogical process
aimed at improving the individual integrally using movement as the main
medium. (Jiménez, Molina, & Tovar, 2012, P. 19).ç
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Meaningful Learning Theory
The current training of soccer players requires from coaches, competencies that
allow them to develop a training planning according to the demands of high
performance and society in general, this organization of the training contents
must be linked to the previous stages of the athletes' training. The teaching-
learning processes must start from the knowledge of which are the phases of
growth and training that the athletes went through, what were their objectives
and based on this information to generate the contents that will be pursued in
the current training stage, this will allow a systematic evolution of the
capabilities, skills and sports values to be developed, this will generate a
significant learning.
The theoretical model of Meaningful Learning seeks to highlight the
knowledge of soccer technique, which implies the use of strategies and
procedures that address both the types of learning that occur on the field or in
the real game, as well as the characteristics and psychological traits of the
players that they bring into play when they learn; the purpose is to clarify the
ways of carrying out the learning of the technical elements of this sport,
determining the forms of learning that players use when performing activities
specific to soccer that are proposed to them in real game situations and to
establish their conditions in the development of their cognitive abilities.
(Flores, 2019, P. 522).
MATERIALS AND METHODS
The study focuses on a qualitative analysis that implemented the application
of interviews, surveys, classroom visits, which consented to assess the
contribution of training to soccer coaches, allowing them to work on the
socio-affective, cognitive, educational structure and values of soccer players,
the various educational theories that lead to generate pedagogical skills in
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coaches-trainers who are trained and the practical application in the
educational processes that occur during daily training were reviewed. Surveys
were applied to the coaches being trained and interviews to experts, aiming
to find the most important elements that should be included in the regular
trainings that lead to the knowledge of the pedagogical process that should be
carried out in each of the stages of formation and growth of the soccer players.
From the Conmebol license trainings of the Ecuadorian soccer federation, 60
coaches-trainers and 9 facilitators were selected, the inclusion criteria with
the coaches-trainers, that they were graduates in the technological of soccer
of the city of Guayaquil, and had at least four years of experience in the
training of players and that the facilitators were professionals with master's
degrees and with 5 years of experience in higher education or as professional
soccer coaches.
In order to carry out the research, permission was requested from the Rector
and Academic Vice Rector of the Instituto Tecnológico Superior de Fútbol of
the city of Guayaquil, regarding the purposes of the study, and permission
was obtained to carry out the surveys of the coaches being trained and the
interview with the facilitators.
Observation was used to analyze the classroom visits through the virtual
classes that were given through the Google meet application, which was used
to extract data from the trainings to the trainers. The interview applied to the
facilitators was exploratory, allowing us to deeply analyze the responses of
the trainers and obtain information on the topics that were developed and the
participants, allowing us to evaluate the training from different angles. A
survey was also applied to the trainers participating in the trainings, which
allowed us to reflect on the different aspects that should be considered in the
trainings, in order to form trainers integrally.
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RESULTS
A satisfaction survey was applied to the students who took the Course on
Knowledge Updating in Soccer Theory, Technique, Tactics and Strategy in
accordance with the CONMEBOL Convention.
In reference to the integral formation of the soccer coach, 27.8% responded
that it is associated to the holistic formation of the human being, 25% to the
process that harmoniously develops each one of the dimensions of the human
being and 47.2% in learning, executing and creating new aspects of the
interpretation of the game. 83.3% of the respondents valued the importance
of continuing education in the integral formation of the soccer coach, 13.9%
considered it important and 2.8% partially important.
74.3 % strongly agreed that the contents taught in the training will contribute
to their professional development, while 22.9 % agreed and 2.8 % partially
agreed. The students' perception of the competencies to which the training
contributed was distributed 60% in educational competencies, 28.6% in
cognitive competencies and 11.4% in socio-affective competencies.
77.1 % strongly agreed that the trainers' explanation was clear, precise and
didactic, 17.1 % agreed and 5.8 % partially agreed.
Among the weaknesses pointed out by the teachers on the part of the students
are low interest in the training, little participation or opinion and lack of
knowledge in some of the topics addressed.
In reference to the content that should be reinforced, they pointed out that
field work is indispensable due to the nature of the profession; they also
mentioned psychomotor development, teaching methods and models, and
regulation with an educational approach (formative divisions).
In the question that made reference to the contents of the curriculum and the
contribution to the integral formation of the participants, there were answers
that highlighted that it did contribute to the integral formation of the
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Continuous Training and its Contribution in the Comprehensive Training of Soccer Coaches
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participants because they are topics and pedagogical tools that the coaches
need for their professional performance; another teacher said no because the
analysis of each topic was superficial due to time constraints and another
answer was yes because it allows orienting the processes according to the
ages, observing an improvement at a soccer level and in life.
The teachers agreed that the concerns of the participants were covered
satisfactorily. Regarding the importance of continuing education in the
integral formation of the soccer coach, the following answers were obtained:
it is fundamental, pertinent, relevant and of great importance.
According to the data obtained, it can be considered that the continuous
training of coaches is a fundamental factor in their integral formation, and
above all, being able to put into practice all the theoretical aspects that were
analyzed in the training sessions facilitates their understanding and
apprehension. These training sessions created an environment of exchange of
ideas that could be chained to a common goal, which is to improve the
competencies that coaches have, in order to have a more complete application
of the different pedagogical aspects that are applied in the formation and
management of players.
CONCLUSIONS
Continuous training should be applied as a means to strengthen the
competencies that are not yet developed in coaches and that do not allow them
to effectively apply their teaching-learning programs in soccer, deepening in
the strengthening of behavioral competencies will allow better results in the
pedagogical program, which they carry out in training.
We cannot forget that the trainer-educator has a broader function in the
integral formation of children and youngsters, he cannot dedicate himself
only to direct a training, through exercises and technical or tactical training,
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Continuous Training and its Contribution in the Comprehensive Training of Soccer Coaches
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he must know that he is not training with machines, and more so in infantile
ages, he must develop theoretical training programs of soccer training and
thus improve the performance of the soccer players.
Modern teaching methods in soccer are focused on improving decision
making, due to the high demands that this sport has in the current context,
where players are subjected to very high pressures on and off the field,
coaches who can develop these methodologies in the training of players are
the most required in institutions and soccer clubs.
Coaches should set subjective tasks, involving the development of creativity
and decision making, which will shape the psychomotor learning experience
of the players with dynamic, interactive, socio-motor, emotional exercises
where they can try, make mistakes and experiment.
The different approaches in the training of coaches - educators, insist on
theorizing about the different pedagogical currents that the trainings must deal
with coaches, which talk about the process of teaching soccer and each of the
stages of formation through which children, young people and professionals
go through, ordering the methodological and pedagogical content to be
carried out during the trainings.
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