Abstract

 
 
 In issue 70, we published an article showing the most valued professional knowledge by Brazilian tennis coaches. Based on those findings, now we present the main competencies required for the professional intervention in tennis coaching. We expect this information can contribute to the improvement of coach education programs, focused on competency-based approaches.
 
 
Highlights
A shift from a content-based to a competency-based approach has been raising discussions in coach education research in different countries (Fraayenhoven, 2011, Milistetd, 2015)
Knowing the range of competencies regarding the coaching activity in a specific context, might contribute to coach education programs by enhancing strategies to deal with the real needs of sports coaches
In a study which evaluates only tennis coaches from several countries, Campos (2015) described that the importance attributed for professional competencies varies according context and coaching domain
Summary
A shift from a content-based to a competency-based approach has been raising discussions in coach education research in different countries (Fraayenhoven, 2011, Milistetd, 2015). Knowing the range of competencies regarding the coaching activity in a specific context, might contribute to coach education programs by enhancing strategies to deal with the real needs of sports coaches. The professional actualization and reflection competencies were less valued by sports coaches. In a study which evaluates only tennis coaches from several countries, Campos (2015) described that the importance attributed for professional competencies varies according context and coaching domain. The tennis coaches highly valued the professional development, communication, and planning competencies. Considering the influence of context and the coaches need to demonstrate competencies in specific areas, the purpose of this study was to describe the Brazilian tennis coaches’ perceptions and the importance attributed for professional competencies
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