Understanding coaching development in Taekwondo: learning situations, competence domains, and behavioural patterns

This study examined how formal education and professional experience are associated with learning preferences, perceived competence, and coaching behaviours among Brazilian Taekwondo coaches. A retrospective cross-sectional design was conducted in two phases. In Phase 1, 129 coaches completed validated questionnaires assessing learning situations and coaching competencies, and in Phase 2, a subsample of 26 coaches was observed during official competitions using a structured behavioural analysis system. More experienced coaches attributed greater importance to strategic and relational competencies (p = 0.005–0.041) and reported higher engagement in mediated (p = 0.029) and internal learning situations (p = 0.026), although perceived mastery did not differ between groups. Coaches with a Physical Education degree demonstrated higher perceived mastery in reflective competencies (p = 0.013). Behavioural analysis revealed that academic background and experience were associated with distinct coaching profiles (p < 0.001). The formally educated coaches displayed more motivational and socio-affective behaviours, whereas more experienced coaches relied more on instructional communication. These findings highlight that formal education and practical experience contribute through complementary mechanisms, suggesting that coach education programmes in Taekwondo should integrate pedagogical training with opportunities for reflective and context-based learning to optimise coaching effectiveness.