Cambios en el currículum de la educación física chilena: voces desde el territorio / Changes in the chilean physical education curriculum: voices from the territory / Mudanças no currículo da educação física chilena: vozes do território

El objetivo de la investigación fue analizar el desarrollo del currículum en los últimos años y la didáctica que utilizan profesores de Educación Física en una región del centro sur de Chile. La metodología del estudio es de tipo cualitativa, a través de entrevistas a docentes con al menos cinco años de permanencia en el sistema educacional. Los resultados dan cuenta de que los profesores abordan el proceso de enseñanza-aprendizaje analizando el contexto en que están inmersos. Al momento de planificar sus clases se apoyan en las bases curriculares dispuestas por el Ministerio de Educación y las características de los estudiantes. Se concluye que, respecto a los desafíos actuales, buscan llevar a la práctica un modelo constructivista, procurando que el estudiante sea parte del proceso educativo, tomando en cuenta su integridad y bienestar. Asimismo, se espera que el currículum incorpore las problemáticas actuales que emergen en la sociedad.

The objective was to analyze the curriculum development and the didactics used by Physical Education teachers in recent years in a region of south-central Chile. The methodology of the study is qualitative, in which interviews were conducted with teachers with at least 5 years of permanence in the educational system. The results show that teachers approach the teaching-learning process by analyzing the context in which they are immersed. When planning their classes, they rely on the curricular bases established by the Ministry of Education and the characteristics of the students. Regarding current challenges, they seek to implement a constructivist model, making the student part of the educational process, taking into account their integrity and well-being. It is also hoped that the curriculum can incorporate the current problems emerging in society.

O objetivo foi analisar o desenvolvimento do currículo nos últimos anos e a didática utilizada pelos professores de Educação Física em uma região do centro-sul do Chile. A metodologia do estudo é qualitativa, em que foram realizadas entrevistas com professores com no mínimo 5 anos de permanência no sistema educacional. Os resultados mostram que os professores abordam o processo de ensino-aprendizagem analisando o contexto em que estão inseridos. Ao planejar suas aulas, eles se baseiam nas bases curriculares estabelecidas pelo Ministério da Educação e nas características dos alunos. Conclui-se que, face aos desafios atuais, procuram implementar um modelo construtivista, tornando o aluno parte do processo educativo, tendo em conta a sua integridade e bem-estar. Da mesma forma, espera-se que o currículo incorpore os problemas atuais que surgem na sociedade.

Escrever-como-sonhar a prática profissional de um coordenador da ULIS: a repetição de uma realidade não sonhada / Escribir-como-soñar la práctica profesional de un coordinador ULIS: la repetición de una realidad no soñada / Writing-as-dreaming the professional practice of an ULIS coordinator: the repetition of an undreamt reality / Écrire-rêver le rapport à la pratique professionnelle d'un coordonnateur d'ULIS college: la répétition d'une réalitéinrêvée

Para minha pesquisa de doutorado, explorei a relação de certos coordenadores das ULIS Colégio (Unidades Localizadas para a Inclusão Escolar -em colégios) com suas próprias práticas profissionais na França. No âmbito do projeto nacional para uma escola inclusiva, os coordenadores das ULIS são professores especializados que oferecem um ensino adaptado a alunos reconhecidos como portadores de necessidades especiais. Eles também implementam o PPS (Projeto Personalizado de Escolarização), concebido para cada aluno, em estreita colaboração com os outros professores e atores médico-sociais. A partir de uma abordagem clínica de orientação psicanalítica em ciências da educação e da formação, quis explorar como os professores especializados que ocupam essa função complexa vivenciam seu quotidiano no plano psíquico. Nessa perspectiva, realizei entrevistas de pesquisa clínica com quatro profissionais. Aqui, exponho o dispositivo de análise das entrevistas implementado no a posteriori e o lugar particular da escrita como modalidade de elaboração psíquica. Inspirado no trabalho de T. Ogden (1994, 2005), o termo "escrever-como-sonhar" designa o devaneio [rêverie] subjacente ao processo de escrita nesse dispositivo, o que permite a representatividade do vínculo entrevistador-entrevistado em relação à prática profissional. Para ilustrar esse ponto, apresento a análise de uma única entrevista com um coordenador de uma ULIS. Mostro precisamente o caminho que me levou à hipótese da atualização de uma realidade "insonhável" (Ogden, 2005) na entrevista, em relação ao vínculo do coordenador com os demais professores do colégio

Para mi investigación de doctorado, exploré la relación de ciertos coordinadores universitarios de ULIS (unidad localizada para la educación inclusiva) con sus propias prácticas profesionales en Francia. Como parte del proyecto nacional por una escuela inclusiva, los coordinadores de ULIS son docentes que ofrecen enseñanza adaptada a alumnos con discapacidad reconocida. También implementan el PPS (proyecto de escolarización personalizada), diseñado para cada alumno, en estrecha colaboración con otros docentes y actores médico-sociales. Desde un enfoque clínico orientado psicoanalíticamente en ciencias de la educación, quise explorar cómo los profesores especializados que ocupan esta función experimentan su vida cotidiana en el nivel psíquico. En esta perspectiva, realicé entrevistas de investigación clínica con cuatro profesionales. Aquí expongo el dispositivo de análisis de las entrevistas y el lugar particular de la escritura como modalidad de elaboración psíquica. Inspirado en el trabajo de T. Ogden (1994, 2005), el término "escribir-como-soñar" designa la ensoñación que subyace al proceso de escritura, que permite la representabilidad del vínculo entrevistador-entrevistado en relación con la práctica profesional. Para ilustrar este punto, presento el análisis de una sola entrevista con un coordinador de ULIS. Precisamente muestro el camino que me llevó a la hipótesis de una realidad "no soñada" (Ogden, 2005) que puede afectar la colaboración del entrevistado con los demás profesores de su facultad

For my PhD research, I explored the relationship of certain ULIS college coordinators (localized unit for inclusive education) to their own professional practices in France. As part of the national project for an inclusive school, coordinators of ULIS are teachers who offer adapted teaching to pupils recognized as having disabilities. They also implement the PPS (personalized schooling project), designed for each pupil, in close collaboration with other teachers and medico-social actors. From a psychoanalytically oriented clinical approach in educational sciences, I wanted to explore how specialized teachers occupying this function experience their everyday life on the psychic level. In this perspective, I conducted clinical research interviews with four professionals. Here, I expose the device of interviews analysis and the particular place of writing as a modality of psychic elaboration. Inspired by the work of T. Ogden (1994, 2005), the term "writing-as-dreaming" designates the reverie underlying the process of writing, which allows representability of the interviewer-interviewee link in relation to the professional practice. To illustrate this point, I present the analysis of a single interview with a ULIS coordinator. I precisely show the path that led me to the hypothesis of an "undreamt" reality (Ogden, 2005) that may affect the interviewee's collaboration with the other teachers of his college

Pour ma recherche doctorale, j'ai exploré le rapport de certains coordonnateurs d'ULIS collège (Unité localisée pour l'inclusion scolaire) à leurs propres pratiques professionnelles en France. Dans le cadre du projet national pour une école inclusive, les coordonnateurs d'ULIS sont des enseignants spécialisésqui proposent un enseignement adapté auprès des élèves reconnus en situation de handicap et mettent en œuvre le PPS (Projet personnalisé de scolarisation), conçu pour chacun d'entre eux, en collaboration étroite avec les autres enseignants et acteurs du médico-social. À partir d'une approche clinique d'orientation psychanalytique en sciences de l'éducation et de la formation, j'ai souhaité explorer comment les enseignants spécialisés occupant cette fonction complexe vivaient leur métier sur le plan psychique. Dans cette perspective, j'ai mené des entretiens cliniques de recherche avec quatre professionnels. Ici, j'expose le dispositif d'analyse des entretiens mis en place dans l'après-coup et la place particulière de l'écriture comme une modalité d'élaboration psychique. Inspiré des travaux de T. Ogden (1994, 2005), le terme « écrire-rêver ¼ désigne la rêverie sous-tendant le processus de l'écriture dans ce dispositif, qui permet la représentabilité du lien interviewer-interviewé en rapport avec la pratique professionnelle. Pour illustrer ce propos, je présente l'analyse d'un seul entretien avec un coordonnateur, en restituant le chemin qui m'a amené à l'hypothèse de l'actualisation d'une réalité «inrêvée¼ (Ogden, 2005) dans l'entretien en rapport avec son lien aux autres enseignants du collège

Professional identity and experience of undergraduate students: an analysis of semantic networks.

Work experiences during undergraduate studies can be remarkable in the journey of undergraduate students. The objective of this study was to assess, by analyzing semantic networks, the role of work experiences in the meanings those individuals attribute to professional identity. The sample consisted of 2291 students (60% women) divided into three groups: do not work, work in a field related to their course, work in a field not related to their course. The semantic networks of these groups were composed of words uttered from the professional identity prime. We chose to work with the critical network, obtained from the analysis of the incidence-fidelity indexes of the word pairs. The results evidence that work experiences are related to how undergraduate students attribute meaning to professional identity, in such a way that three different networks were formed for these groups. The network of those who work outside their field was the only one that integrated words with negative content, while the semantic networks of those who do not work and those who work in their field, despite containing words that do not always coincide, present a similar macrostructure. We conclude that work experiences play an important role in the meanings that undergraduate students attribute to professional identity. The study innovates by revealing elements of professional-identity construction, besides allowing for reflections on the effects of work experiences during the college period.

Professional identity and experience of undergraduate students: an analysis of semantic networks

Abstract Work experiences during undergraduate studies can be remarkable in the journey of undergraduate students. The objective of this study was to assess, by analyzing semantic networks, the role of work experiences in the meanings those individuals attribute to professional identity. The sample consisted of 2291 students (60% women) divided into three groups: do not work, work in a field related to their course, work in a field not related to their course. The semantic networks of these groups were composed of words uttered from the professional identity prime. We chose to work with the critical network, obtained from the analysis of the incidence-fidelity indexes of the word pairs. The results evidence that work experiences are related to how undergraduate students attribute meaning to professional identity, in such a way that three different networks were formed for these groups. The network of those who work outside their field was the only one that integrated words with negative content, while the semantic networks of those who do not work and those who work in their field, despite containing words that do not always coincide, present a similar macrostructure. We conclude that work experiences play an important role in the meanings that undergraduate students attribute to professional identity. The study innovates by revealing elements of professional-identity construction, besides allowing for reflections on the effects of work experiences during the college period.

Estilo Personal del Terapeuta: comparación entre profesionales que trabajan en instituciones de adicciones y profesionales del área clínica general / Therapist Personal Styles: A Comparison Between Professionals Working in Drug Addiction Institutions and Professionals Working in the General Clinical Area

Resumen Los objetivos de este artículo fueron: (a) describir el perfil de Estilo Personal del Terapeuta (EPT) en dos grupos de psicólogos clínicos: uno que trabaja en instituciones de tratamiento de adicciones y otro no abocado específicamente a este campo; (b) comparar el posible efecto del enfoque teórico y los años de experiencia profesional sobre el EPT en cada grupo. Para ello se trabajó con una muestra de 429 psicólogos clínicos de Argentina divididos en dos grupos: Grupo Adicciones (n = 102) y Grupo Clínico (n = 327). Como instrumento se empleó el Cuestionario de Estilo Personal del Terapeuta. A nivel de resultados se obtuvieron diferencias significativas en la función de Involucración (p < .05), donde los terapeutas de adicciones obtuvieron puntajes superiores. Asimismo, se observaron diferencias entre ambos grupos de terapeutas según el enfoque teórico y correlaciones significativas con los años de experiencia profesional.

Abstract: The objectives of this study were: (a) to describe the profile of the Therapist's Personal Style (TPS) in two groups of clinical psychologists: one group working in drug addict institutions and the other group dedicated to general clinical treatment; (b) to compare the possible effect of the theoretical framework and the years of experience on the TPS in each group. For this purpose, a sample of 429 clinical psychologists from Argentina was divided into two groups: Addictions Group (n = 102) and Clinical Group (n = 327). The Therapeutic Personal Style Questionnaire was used as instrument. As a result, there were significant differences in the Engagement function (p < .05), higher among the therapists of drug addict patients. Likewise, differences between both groups of therapists were observed according to the theoretical approach as well as significant correlations with years of professional experience.

Influence of 2D vs 3D imaging and professional experience on dental implant treatment planning.

OBJECTIVES: This study investigated whether professional experience and type of image examination (panoramic radiography (PAN) or cone beam computed tomography (CBCT)) could influence the pre-surgical planning for dental implant treatment. MATERIALS AND METHODS: Six dentists, from two different levels of experience (senior (Sr) and junior (Jr)) performed simulated pre-surgical planning by using PANs and after 1 month, by using CBCTs, considering implant length (IL), implant width (IW), need for bone graft (BG), and other surgical procedures (OP). Bland-Altman test and Kappa coefficient were used to identify agreements. RESULTS: Bland-Altman test showed good agreement in the plans for inter-professional (i.e., Sr vs Jr) comparisons. Bland-Altman plots displayed intra-observer agreement (i.e., differences between PAN and CBCT), showing discrepancy between imaging modalities for IL and a tendency towards selecting larger dental implant options when using PAN and smaller options with CBCT. Kappa showed almost perfect (0.81-1.0) agreement between Jr and Sr for OP (PAN and CBCT). For BG, agreement was substantial (0.61-0.80) when planning was done with PAN and CBCT. Descriptive statistics showed evidence that when Jrs used CBCT, they no longer indicated the BG they had planned when they used PAN. CONCLUSION: There were differences in the pre-surgical planning for treatment with dental implants depending on the professional experience and the type of imaging examination used. CLINICAL RELEVANCE: Variation in dental implant planning can affect treatment time, cost, and morbidity in patients.

Influencia de la inteligencia emocional en la satisfacción laboral en trabajadores españoles / Influence of emotional intelligence in job satisfaction in Spanish workers

Resumen La inteligencia emocional tiene un gran impacto a nivel personal y profesional. La esfera laboral representa una parte fundamental en la vida de las personas, siendo uno de los indicadores de éxito en el trabajo la satisfacción laboral, de ahí que el objetivo propuesto sea comprobar la relación entre inteligencia emocional y satisfacción laboral. Este estudio cuenta con 214 participantes entre 18 y 65 años (media=39.69; DT=12.967; 56.25% mujeres, 43.75 % hombres) de diferentes ámbitos profesionales -sociosanitario, educativo, servicios y manipulativo- y con diversos niveles de experiencia. El principal hallazgo ha sido confirmar que el ámbito de dedicación profesional tiene implicaciones tanto a nivel de inteligencia emocional de los trabajadores como en la satisfacción con el trabajo. Otras variables, como los años de experiencia laboral, no parecen tener influencia, al menos por sí mismas, en la satisfacción profesional percibida por los trabajadores, si bien se halló que el ámbito profesional es una variable mediadora en la relación entre inteligencia emocional y satisfacción laboral.

Abstract Emotional intelligence has a great impact on personal and professional level. Labor sphere represents a fundamental part in the lives of people, being job satisfaction one of the indicators of success at work, hence the objective proposed was to test the relationship between emotional intelligence and job satisfaction. This study included 214 participants aged 18 to 65 (mean = 39.69, SD = 12,967; 56.25% female, 43.75% male) from different professional fields -socio sanitary, educational, services and manipulative- and with different levels of experience. The main finding is that it has been confirmed that the scope of professional dedication has implications both at the level of emotional intelligence of employees, and satisfaction with work. Other variables, such as years of work experience do not appear to influence, at least for themselves, in the job satisfaction perceived by workers, although it was found that the professional field is a mediating variable in the relationship between emotional intelligence and job satisfaction.

[Influence of the professional experience of the clinical cardiologist on the adequacy of the clinical indications of myocardial perfusion gated-SPECT]. / Influencia de la experiencia profesional del cardiólogo clínico sobre la adecuación de las indicaciones clínicas de la gated-SPECT de perfusión miocárdica.

OBJECTIVE: During cardiology training, the cardiology fellow has to be trained in all things related to the indication, interpretation, and performing of nuclear cardiology studies using single photon emission computed tomography (SPECT). The aim of the present study was to analyse the relationship between the adequacy of indications of myocardial perfusion gated-SPECT and the years of experience since the completion of cardiology training. METHOD: A descriptive, retrospective analysis was performed on a single-centre register, in which the indications (adequate or inadequate use) were recorded according to myocardial perfusion gated-SPECT guidelines, prescribed by cardiologists of a university hospital. RESULTS: A total of 950 gated-SPECT tests were analysed according to the appropriate or inadequate indication. The sample of study was distributed in quartiles (years) since the cardiologist finished the residency. Cardiologists with less than 10 years of clinical experience reported a higher proportion of gated-SPECT tests compared to the more experienced cardiologists (87.6 vs. 9.3%, P<.001). After adjusting for age, gender, and cardiovascular risk factors, the multivariate analysis showed that, for each year of experience after completion of cardiology training, the probability of adequately indicating the test (OR: 1.33, 95% CI: 1.29-1.38, P<.001) was statistically significant. CONCLUSIONS: The professional experience of the clinical cardiologist is the most important factor to perform an appropriate indication of gated-SPECT myocardial perfusion.

Influencia de la experiencia profesional del cardiólogo clínico sobre la adecuación de las indicaciones clínicas de la gated-SPECT de perfusión miocárdica / Influence of the professional experience of the clinical cardiologist on the adequacy of the clinical indications of myocardial perfusion gated-SPECT

Resumen Objetivo: Durante el período de formación, el residente de cardiología ha de entrenarse en todo lo relacionado con la indicación, la interpretación y realización de imágenes en cardiología nuclear que usan la tomografía computarizada por emisión de fotón simple (SPECT). El objetivo del presente estudio fue analizar la relación existente entre la adecuación de las indicaciones del gated-SPECT de perfusión miocárdica y los años de experiencia desde la finalización de la residencia de cardiología. Método: Registro descriptivo, retrospectivo y unicéntrico, en el que se analizaron las indicaciones (uso adecuado e inadecuado), según las guías de la gated-SPECT de perfusión miocárdica, prescritas por cardiólogos de un hospital universitario. Resultados: Se analizaron un total de 950 pruebas de gated-SPECT de acuerdo a la indicación adecuada e inadecuada y se distribuyeron por cuartiles los años de finalización de la residencia del cardiólogo prescriptor. Los cardiólogos de menos de 10 años de experiencia clínica indican de forma inadecuada una mayor proporción de pruebas de gated-SPECT que los cardiólogos de mayor experiencia (87,6 vs. 9,3%: p < 0,001). Tras ajustar por edad, sexo y factores de riesgo cardiovascular, el análisis multivariante mostró que por cada año de experiencia tras finalizar la residencia de cardiología aumenta un 33% la probabilidad de indicar de forma adecuada la prueba (OR: 1,33; IC 95%: 1,29-1,38; p < 0,001). Conclusiones: La experiencia profesional del cardiólogo clínico es el factor más importante para realizar una indicación adecuada de la gated-SPECT de perfusión miocárdica.

Abstract Objective: During cardiology training, the cardiology fellow has to be trained in all things related to the indication, interpretation, and performing of nuclear cardiology studies using single photon emission computed tomography (SPECT). The aim of the present study was to analyse the relationship between the adequacy of indications of myocardial perfusion gated-SPECT and the years of experience since the completion of cardiology training. Method: A descriptive, retrospective analysis was performed on a single-centre register, in which the indications (adequate or inadequate use) were recorded according to myocardial perfusion gated-SPECT guidelines, prescribed by cardiologists of a university hospital. Results: A total of 950 gated-SPECT tests were analysed according to the appropriate or inade- quate indication. The sample of study was distributed in quartiles (years) since the cardiologist finished the residency. Cardiologists with less than 10 years of clinical experience reported a higher proportion of gated-SPECT tests compared to the more experienced cardiologists (87.6 vs. 9.3%, P < .001). After adjusting for age, gender, and cardiovascular risk factors, the multiva- riate analysis showed that, for each year of experience after completion of cardiology training, the probability of adequately indicating the test (OR: 1.33, 95% CI: 1.29-1.38, P < .001) was statistically significant. Conclusions: The professional experience of the clinical cardiologist is the most important factor to perform an appropriate indication of gated-SPECT myocardial perfusion.

Professional experience and traffic accidents/near-miss accidents among truck drivers.

AIM: To investigate the relationship between the time working as a truck driver and the report of involvement in traffic accidents or near-miss accidents. METHODS: A cross-sectional study was performed with truck drivers transporting products from the Brazilian grain harvest to the Port of Paranaguá, Paraná, Brazil. The drivers were interviewed regarding sociodemographic characteristics, working conditions, behavior in traffic and involvement in accidents or near-miss accidents in the previous 12 months. Subsequently, the participants answered a self-applied questionnaire on substance use. The time of professional experience as drivers was categorized in tertiles. Statistical analyses were performed through the construction of models adjusted by multinomial regression to assess the relationship between the length of experience as a truck driver and the involvement in accidents or near-miss accidents. RESULTS: This study included 665 male drivers with an average age of 42.2 (±11.1) years. Among them, 7.2% and 41.7% of the drivers reported involvement in accidents and near-miss accidents, respectively. In fully adjusted analysis, the 3rd tertile of professional experience (>22years) was shown to be inversely associated with involvement in accidents (odds ratio [OR] 0.29; 95% confidence interval [CI] 0.16-0.52) and near-miss accidents (OR 0.17; 95% CI 0.05-0.53). The 2nd tertile of professional experience (11-22 years) was inversely associated with involvement in accidents (OR 0.63; 95% CI 0.40-0.98). CONCLUSIONS: An evident relationship was observed between longer professional experience and a reduction in reporting involvement in accidents and near-miss accidents, regardless of age, substance use, working conditions and behavior in traffic.

A percepção de competências dos gestores desportivos em função da experiência profissional / Sport manager competences perceptions according to the professional experience / Percepción de competencias de los gestores deportivos en función de la experiencia profesional

Resumo Este estudo teve como propósito identificar se a experiência profissional influencia o modo como os gestores municipais valorizam as suas funções e a percepção de tempo que nelas despendem. Os participantes foram 50 gestores que preencheram um questionário. Os procedimentos de análise usados foram as medidas descritivas básicas, a análise multivariada para variáveis dependentes e o coeficiente de correlação de Pearson. Os resultados indicaram uma interação significativa dos fatores anos na função e na organização na valorização das funções e percepção de tempo despendido no seu exercício. O fator experiência revelou influenciar de forma significativa o nível da percepção da importância na dimensão lecionação/docência e do tempo despendido nas dimensões lecionação/docência e marketing.

Abstract The purpose of this study was to examine if the professional experience influences the way that municipal sport managers' value their roles and their perception of time spent in work tasks. Fifty managers filled a questionnaire. In data analysis it was used basic descriptive measures, multivariate analysis for dependent variables and Pearson's correlation. The results showed a significant interaction between the two factors: professional experience and years in the organization on the valuation of the roles and on the perception of the time spent to perform the work tasks. The experience reveals to be significant at the level of perception of importance in dimension teaching/lecturing and time allocated on the dimensions teaching/lecturing and marketing.

Resumen El propósito de este estudio fue determinar si la experiencia profesional influye en la valoración que los gestores deportivos municipales atribuyen a sus funciones y la percepción del tiempo dedicado a ellas. Un total de 50 participantes llenaron un cuestionario. Los procedimientos de análisis fueron medidas descriptivas básicas, análisis multivariado para variables dependientes y el coeficiente de correlación de Pearson. Los resultados indicaron una interacción significativa de los dos factores: experiencia profesional y años en la organización en la valoración de las funciones y tiempo dedicado a ellas. La experiencia reveló ser significativa en la percepción de la importancia de la dimensión de enseñanza/docencia y en el tiempo dedicado a la enseñanza/docencia y marketing.

Percepção dos treinadores sobre as competências profissionais em função da sua formação e experiência / Coaches? perception of professional competence as a function of education and experience

O objectivo deste estudo consistiu na análise da valorização percebida decompetências profissionais em função da experiência profissional e da formação académica de treinadores. A amostra foi constituída por 343 treinadores portugueses, oriundos de diferentes modalidades. A recolha dos dados foi garantida pela aplicação de um questionário após validação de construção e de conteúdo. Como procedimentos estatísticos, recorreu-se à análise factorial exploratória e à análise inferencial através do teste one-way ANOVA. Da análise das competências percebidas como importantes, resultaram 5 factores: planeamento; iderança e formação de treinadores; planeamento e orientação das competições; aspectospessoais; e orientação do treino. Apesar de todas terem sido consideradas, no mínimo, com importância razoável, as relacionadas com o contexto da competição destacaram-se comoas mais valorizadas. A experiência profissional e a formação académica apresentaram-se como factores diferenciadores da valorização atribuída às competências. Os treinadores com mais experiência concederam mais importância às competências relacionadas com o planeamento, à orientação do treino, à liderança e à formação de treinadores em relaçãoaos treinadores pouco experientes. Os treinadores com formação superior valorizaram mais as competências de planeamento, liderança e formação de treinadores, orientação do treino e competências pessoais do que os treinadores com o 2º grau completo.

The aim of this study was to analyze coaches? perception of professional competence as a function of experience and academic education. The sample consisted of 343 Portuguese coaches from different sport disciplines. A validated questionnaire was used to collect demographicdata and data regarding the perception of professional competence. Exploratory factorial analysis and comparative inferential analysis by one-way ANOVA were used as statistical procedures. The results highlighted the wide range of competences necessary for an efficient coach. The answers provided by the coaches revealed 5 factors: planning; leadership and coach education; competition planning and orientation; personal competence, and training orientation. Although all these factorswere at least classified as reasonably important, factors related to competition were considered to be the most important. Comparative analysis showed that professional experience and academiceducation had a different impact on the perceived importance of competence. More experienced coaches perceived competences related to planning, training orientation, and leadership and coacheducation to be more important than less experienced coaches. Coaches with higher education considered competences related to planning, leadership and coach education, training orientation and personal competence to be more important than undergraduate coaches.