O Treinador Esportivo Como Educador: Um Caso Para o Treinador Vygotsky?

Firstly, I’d like to thank the organisers and all involved for hosting this conference, and, in particular of course, for inviting me to be a part of it. Both are greatly appreciated. So, what is my objective here this afternoon? I’m here to talk about learning; learning in a general sense and athlete learning in particular. However, we all know from both theory and experience that an uninterrupted talk is pretty hard to follow after a while; not much learning takes place! Consequently, as one who tries to ‘live theory’, I want to stimulate learning through making this session an active experience. In doing so, I’ve in-built lots of interactive or ‘perception’ breaks into the presentation where you discuss the merits and/or weaknesses of the argument made so far. Indeed, I’m here to make an argument; maybe to irritate and provoke some of you, and hopefully win some of you over to my way of thinking, although this ‘winning over’ is not a necessity for learning to occur. This is because learning takes place in uncertainty; the point being, to make you think and question; (and making an initial reference to Vygotsky) firstly at a social level with each other, and then hopefully individually when you go away and further consider the possibilities of what of I’ve said and what you’ve discussed.

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