Sport Pedagogy - High Performance

Code:

TD11

Acronym:

TD11

Keywords
Classification	Keyword
OFICIAL	Sports Sciences

Instance: 2024/2025 - 2S

Active?	Yes
Course/CS Responsible:	2nd Cycle in Sport Training - High Performance Training e Youth Training

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
2CTD	53	Official Plan (2018 - )	1	-	2	14	54

Teaching language

Suitable for English-speaking students

Objectives

 

1. Equip students with the skills necessary to pedagogically and scientifically frame the training and competition of athletes within the scope of high-performance sports training.


2. Define and enhance the roles of high-performance coaches and other key stakeholders.


3. Provide students with knowledge and competencies in the design, implementation, and evaluation of pedagogical programs aimed at long-term athletic development, fostering sports excellence through an eclectic and multidisciplinary perspective.


4. Develop the ability to understand and solve problems in new or broad multidisciplinary contexts related to the professional practice of coaching, by recognizing the dynamic and complex nature of high-performance sports training.

Learning outcomes and competences

The program aims to equip students with the pedagogical axioms that guide sports practice in high-performance training. The curriculum covers both contemporary and revisited topics within the field of Sport Pedagogy, with a particular emphasis on emerging issues in high-performance sports. This approach seeks to provide students with conceptual tools that support their understanding and critical reflection on current challenges in practice and the latest research findings.

Working method

Presencial

Program

1. Pedagogical Framework of High-Performance Training


2. Attributes and Roles of the Coach in HPT Considering the Complex and Dynamic Nature of the Sports Training Environment


3. The Power of the Coach in HPT: From Assigned Authority to Earned Influence


4. Role Performance in HPT: From Socialized Coach to Autonomous Coach


5. Conflict as an Ever-Present Element in HPT: Pedagogical Strategies for Resolution


6. Long-Term Athletic Development


7. From Diversified Training to Specialization: Addressing Early and Late Specialization Pathways


8. The Importance of Integrating Informal Practice Elements into Formal Sports Training Environments


9. The Role of Social Actors in Sustaining Long-Term Sports Participation

Mandatory literature

Santos, S., Jones, R., & Mesquita, I.; Do coaches orchestrate? The working practices of elite Portuguese coaches, Research Quarterly for Exercise and Sport, 84(2), 263-272, DOI: 10.1080/02701367.2013.784722., 2013
Mesquita Isabel 070; Investigação na formação de treinadores. ISBN: 978-972-8687-70-0
De Martin-Silva, L., Fonseca, J., Jones, J., Morgan, K., Mesquita, I. ; Understanding undergraduate sports coaching students’ development and learning: the necessity of uncertainty, Teaching in Higher Education, 2015
Gomes, R., Jones, R., Batista, P., Mesquita, I.; Latent learning in the work place: the placement experiences of student-coaches, Sport, Education and Society, 2016
Mesquita, I., Ribeiro, J., Santos, S., & Morgan, K.; Coach learning and coach education: Portuguese expert coaches’ perspective., The Sport Psychologist, 28, 124 – 136. DOI:10.1123/tsp.2011-0117., 2014
Coutinho, P., Mesquita, I., & Fonseca, A. M. ; Talent development in sport: A critical review of pathways to expert performance, International Journal of Sports Science and Coaching, 11(2), 279-293. doi:10.1177/1747954116637499, 2016
Mesquita, I.; Farias, C.; De Martin-Silva, L.; Afonso, J., Coutinho, P. ; How can learner-oriented scaffolding strategies engender a deep approach to learning in Coach Education? , Research Quarterly for Exercise and Sport, 94(1), 216-225. DOI: 10.1080/02701367.2021.1961994., 2023
Mesquita, I.; Coaching do Treino Desportivo - Manual de Curso de Treinadores de Desporto - Grau IV. , Lisboa: Instituto Português do Desporto e Juventude., 2022
Mesquita, I.; Coaching do Treino Desportivo - Manual de Curso de Treinadores de Desporto - Grau III. , Lisboa: Instituto Português do Desporto e Juventude., 2022
Mesquita, I., Farias, C., Coutinho, C., Queirós, P., Silva, P. ; Pedagogia e Didática do Desporto - Manual de Curso de Treinadores de Desporto - Grau II. , Lisboa: Instituto Português do Desporto e Juventude., 2022
Ramos, A., Valério, C., Mesquita, I. ; The Head Coach as a Coach Developer: A Coach Education Case Study inside a World Champion Futsal Team. , Education Sciences, 13(12), 1229. DOI: 10.3390/educsci13121229, 2023

Teaching methods and learning activities

• Expository and Interactive Methodology with Thematic Discussions


• Presentation of Practical Assignments by Students Followed by Debate


• Mandatory Attendance of at Least 75% of the Lectured Classes


• Completion of a Written Examination (Minimum Required Score: 10.0 out of 20)

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Teste	75,00
Trabalho escrito	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Frequência das aulas	14,00
Total:	14,00

Eligibility for exams

• Mandatory Attendance of at Least 75% of the Lectured Classes


• Completion and Approval of the Assigned Tasks Throughout the Course


• Completion and Approval of the Written Examination

Calculation formula of final grade

• Written Examination (75%): Minimum required score of 10.0 out of 20.


• Written Assignments (25%): Minimum required score of 10.0 out of 20.

Special assessment (TE, DA, ...)

Students who are legally exempt from attending classes must contact the course coordinator within three weeks of the start of classes to schedule the special assessment and examination. These students will be required to complete practical assignments and a theoretical test to demonstrate that they possess the necessary knowledge and skills. Any situations not explicitly mentioned will be defined in accordance with the general regulations for student assessment at the University of Porto.