scholarly journals A FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA A DISTÂNCIA: OLHANDO PARA AS DISCIPLINAS DA CULTURA CORPORAL

2018 ◽  
Vol 11 (3) ◽  
pp. 522
Author(s):  
Guenther Carlos De Almeida
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
The Body ◽  
Physical Education Teachers ◽  
Main Question ◽  
Body Culture ◽  
Teachers Training ◽  
Teaching Time ◽  
Education Courses ◽  
Systematic Knowledge

The teachers training of Physical Education thematizes many debates and reflections of educational profile, political and epistemological. As a new mode in the initial training of physical education teachers , distance education ( DE ) raises old and new questions about the body culture at this time of teacher education. The main question in this article is: how is the process of pedagogical mediation in subjects related to bodily practices in Physical Education Courses through Distance Learning in Goiás? The goal of this research is to comprehend how the knowledge related to the subjects regard bodily practices occurs and it is mediated in the process of teaching and learning on Physical Education Courses through distance. A quanti-qualitative research was made using the method historical and dialectical material and also document analysis, observations, interviews, focus groups to collect information and submit them to a triangulation of data. The results indicate that the knowledge was poor of systematic knowledge and with little teaching time.

scholarly journals Parkour: propostas de aulas na educação física escolar

2020 ◽  
Vol 18 (2) ◽  
pp. 159-169
Author(s):  
Dianne Cristina Souza de Sena ◽  
Miguel Herick Sousa de Lemos
Keyword(s):  
Physical Education ◽  
School Environment ◽  
School Context ◽  
Target Population ◽  
The Body ◽  
Physical Education Teachers ◽  
Social And Emotional ◽  
Body Culture ◽  
Descriptive Research ◽  
Diverse Learning

INTRODUÇÃO: O Parkour é uma manifestação da cultura corporal de movimento que foi incluído na Base Nacional Curricular Comum (BNCC), por meio da unidade temática Práticas Corporais de Aventura. Sabe-se que alguns professores de Educação Física limitam suas aulas por não terem informações corretas sobre conteúdos não tradicionais e pela falta de estudos científicos relacionados ao parkour no âmbito escolar. OBJETIVO: O estudo tem como objetivo apresentar propostas de aulas do parkour na educação física escolar. MÉTODOS: A pesquisa é do tipo qualitativa e descritiva, com público-alvo de 30 estudantes do 9º ano do ensino fundamental anos finais. A técnica de investigação foi a observação, realizada a partir dos planos de aulas e imagens das atividades. RESULTADOS: Diante dos planos de aulas ministrados, observamos a participação, o entusiasmo e o empenho dos estudantes na aprendizagem dos movimentos e habilidades motoras básicas do parkour. CONCLUSÃO: O desenvolvimento das aulas foi significativo para os estudantes no que se refere a promover diversas perspectivas de aprendizagens (motoras, cognitivas, afetivas, cultural, social e emocional) do parkour. Promovemos atividades de forma sistematizadas, adequada com a faixa etária e pertinente com a realidade dos estudantes. Objetivamos o aprendizado de forma lúdica, com criatividade usando poucos materiais e espaço não delineado. O estudo é relevante já que há poucos estudos científicos sobre a prática do parkour no contexto escolar. ABSTRACT. Parkour: class proposals in school physical education. BACKGROUND: Parkour is a manifestation of the body culture of movement that was included in the National Common Curricular Base (BNCC), through the thematic unit body adventure practices. It is known that some Physical Education teachers limit their classes because they do not have correct information about non-traditional content and because of the lack of scientific studies related to parkour in the school environment. OBJECTIVE: The study aims to present proposals for parkour classes in school physical education. METHODS: This is a qualitative and descriptive research with a target population of 30 students in the ninth grade of elementary school. The study utilized observation methodology through lesson plans and images of activities. RESULTS: We observed the participation, enthusiasm, and commitment of students in learning the basic movements and motor skills of parkour. CONCLUSION: The development of classes was significant for students in terms of promoting diverse learning perspectives (motor, cognitive, affective, cultural, social, and emotional) of parkour. We promoted activities in a systematic way, which were appropriate to the age group and relevant to the students’ reality. Our goal is to promote fun learning through creativity using few materials and nondelineated space. The study is relevant because there are few scientific studies on the practice of parkour in the school context.

scholarly journals O Esporte na Natureza e a Sistematização das Práticas de Aventura na Educação Física Escolar

2021 ◽  
Vol 7 (1) ◽  
pp. 12-22
Author(s):  
Yasmim Gonçalves ◽  
Liana Rocha ◽  
Luciana Venâncio ◽  
Luiz Neto
Keyword(s):  
Physical Education ◽  
Residency Program ◽  
Lesson Plans ◽  
Northeastern Brazil ◽  
Physical Education Teachers ◽  
Research Approach ◽  
Scholarship Students ◽  
Education Degree ◽  
Education Courses ◽  
Adventure Sports

The formative processes of Brazilian physical education teachers address the bodily practices of adventure in some initial and continuing teacher education courses. In this article, we investigated the theme in the context of the physical education degree course at the Federal University of Ceará, in northeastern Brazil, with students who participated in the pedagogical residency program. The objective is to identify how adventure bodily practices are associated with sports, as a cultural element, and the environmental themes from the lesson plans prepared by scholarship students from the pedagogical residency program in physical education. The methodology is guided by the qualitative research approach, with descriptive characteristics, and theoretically subsidized by a thematic convergence proposal, based on the survey of 17 lesson plans that addressed the systematization of adventure bodily practices. We identified five adventure sports for elementary and high school, with predominance, respectively, of skateboarding, parkour, slackline, surfing and paintball in the theme of the classes. As a result, we found that the proposal can guide teachers when planning their classes regarding adventure practices, adding different perspectives in the theoretical and methodological field of physical education. The findings allowed us to understand, foremost, the convergence between adventure practices and the environmental demands.

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

2021 ◽  
pp. 1356336X2110562
Author(s):  
Gustavo González-Calvo ◽  
Vanesa Gallego-Lema ◽  
Göran Gerdin ◽  
Daniel Bores-García
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Great Influence ◽  
The Body ◽  
Physical Education Teachers ◽  
Visual Methods ◽  
Teachers Beliefs ◽  
The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

scholarly journals The relationships setting between evaluation actions the and styles of didactic transport at teachers of physical education

2018 ◽  
Author(s):  
Radosław Muszkieta ◽  
Marek Napierała ◽  
Walery Zukow ◽  
Mirosława Cieślicka ◽  
Sergii Iermakov ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Secondary School ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Analysis Of Results ◽  
The Subject

Introduction. Question of estimating the pupils' achievements was one should to the hottest discussed in present didactics. Is the control and estimating the pupil it once of the teacher's the most difficult actions in process of teaching and learning, in this also with physical education. The superior task resting on teacher this qualification of aims of control and opinion as well as reliable and unambiguous criterions. In paper is presented styles it is possible communicating to accept that the most desirable and positive instrumental style is on the job teacher's professional, in this the teacher of physical education also.Aim. It was the aim of work the qualification of relationships setting between chosen components estimating the pupils' achievements and the represented by studied teachers of physical education styles of didactic transport.Material and method. It investigations were subjected was the teachers of physical education (woman – N = 282; men – N = 298) with professional full qualifications working at elementary schools, secondary-school and secondary in Poznań (N = 204), Wrocław (N = 171) and Łódź (N = 205). It totality was has given an examination was 580 teachers.Results. It the conducted analysis of results of investigations on the ground was affirmed was that the of didactic transport represented by teachers of physical education style has on chosen components of action multiple influence control - estimating.Conclusions. Teachers, regardless of the subject represented and the style of communication, should take into account emotional, intellectual and physical predispositions in assessing students' achievements. The surveyed physical education teachers mainly take into account physical predispositions, unfortunately they are much less likely to take into account in assessing the emotional and intellectual state of pupils.

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