REGISTRO DOI: 10.69849/revistaft/ma10202601131339
Luis Eduardo Mello
Abstract
The transition from professional athlete to coach and educator represents a critical career shift marked by psychological, social, and professional reorientation. While athletic retirement often entails identity disruption and emotional adjustment, the assumption of instructional and leadership roles offers pathways for continuity, personal growth, and sustained engagement within the sporting environment. This article explores the challenges and opportunities inherent in this transition through the lens of personal experience, integrated with established academic literature on athlete career development and retirement. Drawing on empirical studies and theoretical frameworks, the discussion highlights identity reconstruction, skill transfer, emotional adaptation, and pedagogical development as central elements of the transition process. The findings underscore the value of experiential knowledge in coaching effectiveness and emphasize the importance of structured professional development to support former athletes in educational and mentorship roles. Ultimately, the transition from athlete to coach and teacher is framed as a dynamic and transformative process that, when effectively managed, contributes positively to both individual fulfillment and the development of future generations in sport.
Keywords: Athlete career transition; Coaching development; Athletic retirement; Professional identity; Sport education.
The transition from being a professional athlete to assuming the roles of coach and educator is a multifaceted process that involves significant psychological, social, and professional adjustments. Throughout my career, the journey from competing at elite levels to guiding others has revealed a constellation of challenges and opportunities that are reflective of broader patterns observed in the athletic retirement and career transition literature. For many athletes, sport is not only a profession but a central component of identity formation, making the departure from competitive performance a deeply transformative experience (Lavallee, 2005).
As a professional athlete, my daily existence was structured around performance optimization, competition schedules, and physical readiness. The highly regimented environment that supported elite performance gradually gave way to a professional context defined by mentorship, long-term development, and pedagogical responsibility. This shift aligns with research indicating that athletic retirement often disrupts established routines and social networks, requiring individuals to reconstruct their sense of purpose and belonging (Stambulova, Stephan, & Jäphag, 2007). In my own experience, the most significant challenge was redefining success not through personal results, but through the progress and achievements of those I coached and taught.
The recalibration of professional goals required the development of competencies that were previously peripheral to my athletic career. Communication skills, instructional planning, and emotional intelligence became central to my effectiveness as a coach and educator. Academic literature consistently emphasizes that successful transitions depend on the acquisition of transferable skills and engagement in continuous education (Torregrosa et al., 2015). Seeking formal training and pedagogical guidance was instrumental in bridging the gap between experiential knowledge and structured teaching practices.
Emotional adaptation also played a critical role in the transition process. The absence of competitive pressure and immediate performance feedback initially generated feelings of nostalgia and uncertainty. These emotional responses reflect common patterns identified in models of athletic retirement, which describe phases of disengagement, adjustment, and eventual reintegration (Taylor & Ogilvie, 1994). Over time, fulfillment emerged from fostering athlete development, observing long-term growth, and contributing to positive learning environments.
At the same time, the transition presented substantial opportunities. Former professional athletes possess embodied knowledge and experiential insight that enhance their capacity to empathize with learners and address the psychological demands of high-performance contexts. Research supports the notion that coaching effectiveness is strengthened by the integration of experiential understanding with formal coaching frameworks (Côté & Gilbert, 2009). This background enabled me to translate theory into practice and to create learning environments grounded in realism, credibility, and trust.
Moreover, coaching and teaching facilitated sustained engagement within the sporting community, mitigating the social disengagement often associated with retirement from competition. Maintaining professional networks and contributing to athlete development fostered a renewed sense of purpose and identity continuity (Wylleman, Alfermann, & Lavallee, 2004). Beyond sport-specific outcomes, the educational dimension of my new role promoted interdisciplinary growth, encouraging reflection, adaptability, and lifelong learning.
The flowchart depicts the transition from a professional athletic career to the new roles of coach and educator as a progressive, transformative process grounded in both experience and theory. It begins with the initial condition of being a high-performance athlete, followed by the trigger of retirement and career transition, which brings challenges such as identity disruption, emotional adjustment, and changes in daily routines. In response, the individual develops new skills in communication, pedagogy, and emotional intelligence, while integrating experiential knowledge gained in sport with insights from academic literature on athlete career development and retirement. This integration supports the assumption of new roles as coach and educator, leading to key outcomes such as reconstructed professional identity, lifelong engagement in sport, and meaningful contribution to the development and education of future athletes.
Figure 1. Conceptual Flowchart of the Transition from Professional Athlete to Coach and Educator.
Source: Created by author.
In conclusion, the transition from professional athlete to coach and educator is characterized by complex challenges involving identity reconstruction, emotional adjustment, and skill development. However, it also offers meaningful opportunities for continued engagement, personal fulfillment, and positive social contribution. When supported by education and reflective practice, this transition can evolve from a period of loss into a transformative phase that enriches both the individual and the broader sporting ecosystem.
References
Aquilina, D. (2013). A study of the relationship between elite athletes’ educational development and sporting performance. International Journal of the History of Sport, 30(4), 374–392.
Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307–323.
Lavallee, D. (2005). The effect of a life development intervention on sports career transition adjustment. The Sport Psychologist, 19(2), 193–202.
Stambulova, N., Stephan, Y., & Jäphag, U. (2007). Career development and transitions of athletes: The ISSP position stand. International Journal of Sport and Exercise Psychology, 5(1), 7–27.
Taylor, J., & Ogilvie, B. C. (1994). A conceptual model of adaptation to retirement among athletes. Journal of Applied Sport Psychology, 6(1), 1–20.
Torregrosa, M., et al. (2015). From career transitions to personal advice for retiring athletes: A systematic review. Journal of Applied Sport Psychology, 27(4), 354–369.
Wylleman, P., Alfermann, D., & Lavallee, D. (2004). Career transitions in sport: European perspectives. Psychology of Sport and Exercise, 5(1), 7–20.
SANTOS,Hugo;PESSOA,EliomarGotardi.Impactsofdigitalizationontheefficiencyandqualityofpublicservices:Acomprehensiveanalysis.LUMENETVIRTUS,[S.l.],v.15,n.40,p.44094414,2024.DOI:10.56238/levv15n40024.Disponívelem:https://periodicos.newsciencepubl.com/LEV/article/view/452.Acessoem:25jan.2025.
Filho, W. L. R. (2025). The Role of Zero Trust Architecture in Modern Cybersecurity: Integration with IAM and Emerging Technologies. Brazilian Journal of Development, 11(1), e76836. https://doi.org/10.34117/bjdv11n1-060
Oliveira, C. E. C. de. (2025). Gentrification, urban revitalization, and social equity: challenges and solutions. Brazilian Journal of Development, 11(2), e77293. https://doi.org/10.34117/bjdv11n2-010
Pessoa, E. G. (2024). Pavimentos permeáveis uma solução sustentável. Revista Sistemática, 14(3), 594–599. https://doi.org/10.56238/rcsv14n3-012
Filho, W. L. R. (2025). THE ROLE OF AI IN ENHANCING IDENTITY AND ACCESS MANAGEMENT SYSTEMS. International Seven Journal of Multidisciplinary, 1(2). https://doi.org/10.56238/isevmjv1n2-011
Antonio, S. L. (2025). Technological innovations and geomechanical challenges in Midland Basin Drilling. Brazilian Journal of Development, 11(3), e78097. https://doi.org/10.34117/bjdv11n3-005
Pessoa, E. G. (2024). Pavimentos permeáveis uma solução sustentável. Revista Sistemática, 14(3), 594–599. https://doi.org/10.56238/rcsv14n3-012
Pessoa, E. G. (2024). Pavimentos permeáveis uma solução sustentável. Revista Sistemática, 14(3), 594–599. https://doi.org/10.56238/rcsv14n3-012
Eliomar Gotardi Pessoa, & Coautora: Glaucia Brandão Freitas. (2022). ANÁLISE DE CUSTO DE PAVIMENTOS PERMEÁVEIS EM BLOCO DE CONCRETO UTILIZANDO BIM (BUILDING INFORMATION MODELING). Revistaft, 26(111), 86. https://doi.org/10.5281/zenodo.10022486
Eliomar Gotardi Pessoa, Gabriel Seixas Pinto Azevedo Benittez, Nathalia Pizzol de Oliveira, & Vitor Borges Ferreira Leite. (2022). ANÁLISE COMPARATIVA ENTRE RESULTADOS EXPERIMENTAIS E TEÓRICOS DE UMA ESTACA COM CARGA HORIZONTAL APLICADA NO TOPO. Revistaft, 27(119), 67. https://doi.org/10.5281/zenodo.7626667
Eliomar Gotardi Pessoa, & Coautora: Glaucia Brandão Freitas. (2022). ANÁLISE COMPARATIVA ENTRE RESULTADOS TEÓRICOS DA DEFLEXÃO DE UMA LAJE PLANA COM CARGA DISTRIBUÍDA PELO MÉTODO DE EQUAÇÃO DE DIFERENCIAL DE LAGRANGE POR SÉRIE DE FOURIER DUPLA E MODELAGEM NUMÉRICA PELO SOFTWARE SAP2000. Revistaft, 26(111), 43. https://doi.org/10.5281/zenodo.10019943
Pessoa, E. G. (2025). Optimizing helical pile foundations: a comprehensive study on displaced soil volume and group behavior. Brazilian Journal of Development, 11(4), e79278. https://doi.org/10.34117/bjdv11n4-047
Pessoa, E. G. (2025). Utilizing recycled construction and demolition waste in permeable pavements for sustainable urban infrastructure. Brazilian Journal of Development, 11(4), e79277. https://doi.org/10.34117/bjdv11n4-046
Testoni, F. O. (2025). Niche accounting firms and the brazilian immigrant community in the U.S.: a study of cultural specialization and inclusive growth. Brazilian Journal of Development, 11(5), e79627. https://doi.org/10.34117/bjdv11n5-034
Silva, J. F. (2025). Desafios e barreiras jurídicas para o acesso à inclusão de crianças autistas em ambientes educacionais e comerciais. Brazilian Journal of Development, 11(5), e79489. https://doi.org/10.34117/bjdv11n5-011
Silva, E. N. da. (2025). Urban circular microfactories: local micro-plants for regenerative urban economies. Brazilian Journal of Development, 11(9), e82335. https://doi.org/10.34117/bjdv11n9-059
DA SILVA, Eduardo Nunes. GREEN NANOTECHNOLOGY APPLIED TO CIRCULAR MANUFACTURING. LUMEN ET VIRTUS, [S. l.], v. 14, n. 32, 2024. DOI: 10.56238/levv14n32-029. Disponível em: https://periodicos.newsciencepubl.com/LEV/article/view/AEW09. Acesso em: 4 nov. 2025.
Recycling of Rare Earth Elements Using Ionic Liquids for Regenerative Manufacturing. (2023). International Seven Journal of Multidisciplinary, 2(5). https://doi.org/10.56238/isevmjv2n5-037
FURLAN, C. B.; DOS SANTOS, G. I. R. The Quality of Public Transport in Urban AverageCities: A Case Study in Palmas–Tocantins. arq.urb; No. 17 (2016): set. – dez.; 75-88. ISSN: 1984-5766. 2016