Pedagogy of sports training: toward an integrative theoretical model from epistemological, pedagogical, and applied perspectives
DOI:
https://doi.org/10.71112/0ync0b73Keywords:
sports training pedagogy, integrative model, epistemology, sports learning, coach-athlete relationship.Abstract
Sports training has historically been conceptualized from a biological and methodological perspective; however, its pedagogical dimension has had to rely on other sciences to justify its importance. This has created a gap between available scientific advances and their interpretation in practical training contexts. The aim of this article is to construct an integrative theoretical model of sports training pedagogy, based on a systematic integrative review of literature published between 2007 and 2024. The analysis was grounded in a qualitative-theoretical approach, using thematic coding, epistemological classification, and conceptual synthesis. The results reveal four emerging categories: epistemological fragmentation of the field, centrality of the coach-athlete pedagogical relationship, persistence of traditional instructional models, and the need for multidimensional integration. Based on these findings, a model is proposed consisting of five interdependent dimensions: biological-functional, cognitive-adaptive, pedagogical-didactic, socio-relational, and ethical-formative. It is concluded that the pedagogy of sports training constitutes an emerging field that requires theoretical consolidation, epistemological articulation, and empirical validation, recognizing the athlete as an active subject in their training process.
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