Relatório de Estágio na Dragon Force Braga - FC Porto no escalão de benjamins na época 2011/2012
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2016-11-21
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A apresentar e descrever minha iniciação profissional, este relatório de estágio formata-se de modo a possibilitar o entendimento da dimensão e exigência real da Escola de Futebol Dragon Force Braga – FC Porto.
Como elemento principiante de sua estrutura funcional, a gerir o processo de treino desportivo de uma equipa federada de benjamins, fiz por encontrar pontos de fixação entre a formação académica e a iniciada experiência em contexto, para melhor satisfazer e responder ao campo de dúvidas e incertezas que se avizinhavam. Para tal, trazer a teoria à prática e ver na prática fundamentos da teoria foi base de conforto que não prescindi.
Necessariamente a querer atender ao desenvolvimento integral dos jovens em formação, pela aceitação de programas de treino adequados às características solicitadas, grande responsabilidade se prendeu na coerência do plano didático-metodológico a utilizar.
Ao ver o exercício de treino como um desencadeador de comportamentos, recusaram-se abismos funcionais e organizaram-se interacções que respeitassem os comportamentos adaptativos às tarefas desenhadas. Ou seja, foi pelo desenvolvimento de ambientes de aprendizagem sujeitos à manipulação de constrangimentos que se objectivou conceber um processo ensino/aprendizagem que promovesse o crescimento e formação activa do jovem jogador como um ser pensante.
Nas respostas obtidas, reforça-se a flexibilidade decisional do aluno em formação, capaz de adequar seu binómio de percepção-acção num autónomo e constante movimento exploratório dos ambientes que o acercam.
Introducing and describing my professional initiation, this internship report aims to facilitate an understanding of the scale and actual demands of the Dragon Force Braga – FC Porto School of Football. As a novice to its functional structure, managing the training process of a federated youth team, I intended to find points of convergence between academic training and initial experience in context, to better satisfy and respond to associated questions and uncertainties. Thus, bringing theory to practice and observing the foundations of theory in practice were crucial elements in this process. By aiming to reach the overall development of young people in training, through the acceptance of training programs tailored to required features, great responsibility necessarily rests on the use of a coherent didactic-methodological plan. Viewing training exercises as a trigger for behavior, functional discrepancies were refused and interaction patterns were organized that respected behavior suitable for the tasks designed. In other words, it was through the development of learning environments, subject to the manipulation of constraints, that the design of a teaching/learning process promoting the growth and active training of young players as thinking beings was planned. In the results obtained, the decisional flexibility of the student in training is reinforced, able to tailor his binominal of perception-action in an autonomous and constant movement to explore the environments that surround him.
Introducing and describing my professional initiation, this internship report aims to facilitate an understanding of the scale and actual demands of the Dragon Force Braga – FC Porto School of Football. As a novice to its functional structure, managing the training process of a federated youth team, I intended to find points of convergence between academic training and initial experience in context, to better satisfy and respond to associated questions and uncertainties. Thus, bringing theory to practice and observing the foundations of theory in practice were crucial elements in this process. By aiming to reach the overall development of young people in training, through the acceptance of training programs tailored to required features, great responsibility necessarily rests on the use of a coherent didactic-methodological plan. Viewing training exercises as a trigger for behavior, functional discrepancies were refused and interaction patterns were organized that respected behavior suitable for the tasks designed. In other words, it was through the development of learning environments, subject to the manipulation of constraints, that the design of a teaching/learning process promoting the growth and active training of young players as thinking beings was planned. In the results obtained, the decisional flexibility of the student in training is reinforced, able to tailor his binominal of perception-action in an autonomous and constant movement to explore the environments that surround him.
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Dissertação de Mestrado em Ciências do Desporto, Especialização em Jogos Desportivos Colectivos
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Treinador , Treino , Futebol