University-based coach education: the complexity of the appropriation and development of learner-centered teaching

The aim of this study was to investigate the initial development of learner-centered teaching (LCT) in the "Sports Coach" course, from the Sports Science program at the University of Campinas. Following a qualitative approach and action research procedures, we present the planning, implementation, and evaluation of the LCT in the course by the program and institutional plan, lesson plans, and logbook; the professors' perspective through critical-reflective conversations and logbook entries; the opinions of the student-coaches by questionnaires and focus group. We used the thematic analysis technique. The LCT was shown to be complex, especially due to the appropriation of principles and development as an approach. The student-coaches perceived an approximation of the course to the practical reality of the coach, contributing to motivation and significant learning. We emphasize the need to train professors in LCT and the approximation of the role of coach developers in coach education at the university.