Organizational elements were designed to assist the teaching-learning process focused exclusively on the student progress. For this, we direct the coaching aspects according to the different categories and organize the soccer/futsal methodological contents by age groups in different programs respecting the whole process of learning and developing.

Having students as the center of the whole process, when teaching how to think critically about the game and offering them the opportunity to express behaviors based on their understanding of the situation, we notice that students transform themselves while learning new contents, and may become agents of their own time.

We make ours the words of professor Scaglia (1999), when he said “Teaching, also in soccer, is not just transmitting knowledge or the imitation of gestures, where the student is just a passive, uncritical, innocent and defenseless recipient. Teaching soccer should be understood as a pedagogical practice, developed within the learning process. By regarding students as subjects, it’s possible to provide them with possibilities for building knowledge, inserting new things and also integrating them with what they already know and consequently, applying students’ motor culture background.”

We want to have the opportunity and responsibility of guiding students/athletes to adopt attitudes and incorporate knowledge of the sports culture just like they do with math, for the rest of their lives!


The pedagogy model adopted by us is the constructivist pedagogy, where we take into account the previous experiences and the knowledge already assimilated by the athletes; where the construction of knowledge happens dynamically, together with the Coach/Teacher. Highlighted below some basic principles that we will adopt thinking about the learning relations established between coach/teacher and student/athlete:

  • The coach is not a just transmitter of information but an enabler and conductor, guiding the learning process.
  • Teaching is regarded as a dynamic process and not a static one as it occurs in traditional pedagogical methods.
  • Guided discovery as didactic north
  • The heart of the learning process is the student
  • We encourage the athlete to be in constant search for answers
  • Active participation in their learning
  • The levels of maturing, development and knowledge of each student must be respected and taken into account in the learning process.
  • Learning is constructed little by little. A new piece of information or concept is learned by integrating it with previous knowledge and existing experiences.

Since we take into consideration their prior knowledge, we believe that kids must keep on playing and HAVING FUN with sports. They will acquire specific techniques gradually and subtly.

“Therefore, the best way for a person to practice soccer would not be the one practiced by Pelé, each one’s best basketball would not be that of Michael Jordan. The best way to practice sports would be each one’s way, produced in the relations between the person practicing and the ball, between the person and their peers, teachers, in other words, between the people practicing and all the things that make up the sports universe”. (Freire, 1996)