"O Outro Lado da Linha: de Jogador a Treinador, de Treinador a Professor"

Abstract

This report was developed within the scope of the Supervised Teaching Practice, integrated into the Master's Degree in Physical Education Teaching for Basic and Secondary Education at the Faculty of Sport of the University of Porto, and carried out during the 2025/2026 academic year at a cooperating school in the Porto Metropolitan Area. More than a curricular requirement, this internship constituted a genuine crossing between two distinct, yet deeply interconnected, professional roles: that of a volleyball coach, a role consolidated over four years of experience, and that of a student teacher, still under construction. This dual experience constitutes the guiding thread of the entire document, which begins with the personal background and the path that led to the choice of a teaching career, proceeding with the teaching conception built from coaching experience and with the institutional and operational background of pedagogical practice. Assessment is also analysed, as a multidimensional process that proves particularly demanding in collective contexts, alongside reflection and observation, understood as structuring tools throughout the entire journey. Engagement with the school community and the relationship built with students reinforce the relational dimension of teaching, highlighting the role of supervision in consolidating a professional identity still under development. In parallel, a qualitative study was carried out on 12th-grade students' perceptions regarding verbal and visual instructional strategies in Physical Education classes, within the volleyball and high jump teaching units, whose results reveal a clear preference for visual instruction, particularly demonstration, although the combination of verbal and visual instruction is recognised as the most effective approach. Overall, this report reflects a continuous process of professional and personal transformation, in which the principles built on the volleyball court found, in the classroom, new meaning, confirming that learning to teach is also learning to cross both sides of the same line.