Ensinar a competir e competir para aprender: uma análise do processo de competição no atletismo para crianças e adolescentes no Brasil

Abstract

Introduction: Sport is a social phenomenon that reflects human transformations and develops over time across diverse contexts. With the emergence of new perspectives in Sport Pedagogy, the understanding of sport competition in childhood and youth has been reconsidered, questioning traditional models largely based on adult competitions. Consequently, debates have intensified regarding the need for adaptations capable of transforming competition into an integral component of the teaching–learning process across different sports. Objective: To analyze the convergences and divergences between the youth competition models proposed by the Brazilian Olympic Committee (COB) and the Brazilian Athletics Confederation (CBAt), and the competitions organized by Brazilian state athletics federations. Methodology: This study is characterized as a qualitative and exploratory documentary analysis. The documents were collected from official websites and social media platforms and organized into two groups: Group A (guiding documents) and Group B (documents related to youth athletics competitions organized by state federations, including competition calendars, regulations, and results). Results: The findings reveal a progressive process of regulatory maturation, characterized by increasing alignment with principles of long-term athlete development. Key changes include the reduction of the minimum age for official participation, adjustments to the event program, the requirement of event diversification in the Under-14 category, and the incorporation of pedagogically oriented competitive structures inspired by development-centered models. At the federative level, different categories of competitive modifications were identified, including regulatory flexibility, expansion of participation opportunities, creation or adaptation of age categories, adjustments in implements, and simplification of events. However, the implementation of these modifications is not homogeneous across states, revealing discrepancies between normative intentions and actual competitive practices. Final Considerations: The dissertation demonstrates that Brazilian youth athletics is currently experiencing a conceptual and regulatory transition toward understanding competition as a formative device rather than merely a mechanism for selection and performance. Although regulatory advances show alignment with contemporary references in Sport Pedagogy and long-term athlete development models, inconsistencies in implementation indicate the need for stronger institutional coordination, greater investment in coach education, and systematic monitoring of competitive practices.