Teaching methods for sports initiation in Rhythmic Gymnastics: Perceptions of medalist coaches in Brazilian Championship

According the literature, in general, the teaching methods in Rhythmic Gymnastics (RG) competitive sports initiation would be reduced to the reproduction of coaches’ consecrated practices, which have generated performance and results. In this context, the aim of this study was to identify and analyze the teaching methods applied in the RG competitive sports initiation. This study was approved by the Research Ethics Committee of the University of the first author (CAAE: 40274620.3.0000.5659). For data production, we applied semi-structured interview with six coaches who had at least ten years of professional experience in RG and who work in the base categories of medalist institutions in the 2019 Brazilian RG Championships. For data analysis, we used the thematic analysis, and two themes emerged: “Theme 1: How to start GR? Options and inevitable paths” and “Theme 2: Reasons that guide the choice and application of teaching methods in RG sports initiation”. We identified and discussed how the content is taught by the coaches and observed that several factors guide the choice and use of teaching methods in sports initiation, such as the characteristics of the discipline; the goals of institutions and coaches; competitions at an early age; the requirements of rules and code of points; and the particularities of children in these categories. This study showed that there is agreement among the coaches, but there is no consensus on all topics, since they are guided by several factors. The best method would be the one that fits the time, conditions and needs of the learners. In general, competitive sport is driven by performance, results and the rules, which undergo regular changes. So, in addition to keeping up-to-date to seek best practices and optimize gymnasts' learning, coaches need to understand RG in its essence, strive to develop gymnasts with the balance of skills and physical-motor conditions so that they are able to follow whatever paths competitive RG takes. Thus, regardless of the teaching methods addressed, there must be reflection, respect for the gymnast's phases, investment in basic work and in the essential components of RG: music-apparatus-movement. In particular, we highlight the philosophy of the 3Fs: Fundamentals, Fitness and Fun (RUSSELL; BASICGYM, 2010), indispensable for the technical and physical-motor demands of the discipline, for the athlete's interest and motivation. We emphasize that confederations, coaches and scientists should work together to improve the teaching in sports initiation and, consequently, contribute to the development of Brazilian RG. If one intends to reach high performance, the way in which sports initiation is taught must be considered, because if the gymnast is taught to explore, create, discover, make mistakes and succeed, she will certainly become more expressive and innovative. However, if she doesn’t receive such stimuli, may not know how to develop them. At the high level, the absence of these skills would result in damage, since even without having learned them, these will be required of gymnasts. Therefore, developing quality teaching in sports initiation, which values the athlete's potential, understands her and helps her with her weaknesses, would imply the extension of her career in the RG, so that she remains motivated and healthy.