Trajectories and Learning Contexts of Squash Coaches

Squash is a relatively recent sport in Brazil, and studies examining the learning processes of squash coaches are still limited. Guided by lifelong learning theory, this qualitative study analyzed the formative trajectories of experienced squash coaches and explored the contributions of formal, non-formal, and informal learning contexts to their professional development. A descriptive qualitative design was employed. Four experienced squash coaches (three men and one woman), each with over 20 years of coaching experience, were purposefully selected. Data were collected through the Rappaport Timeline and semi-structured interviews, those was analyzed using Thematic Analysis, combining inductive and deductive procedures. Findings revealed that family influence, prior athletic experience, interpersonal relationships, and episodic experiences were central to coaches’ developmental trajectories. The informal learning context emerged as the most influential, as daily coaching practice fostered continuous learning through problem-solving. Non-formal contexts, such as courses and workshops, mainly reinforced existing knowledge but showed limited impact on practice due to short duration and repetitive content. Formal education supported communication and pedagogical skills but was insufficient when isolated. In conclusion, the results emphasize the complexity of coaches’ lifelong learning and the importance of integrating multiple learning contexts to support squash coach development.