scholarly journals Saberes que motivam na formação inicial em educação física

2019 ◽  
Vol 17 (1) ◽  
pp. 45-52
Author(s):  
Andiara Vanessa Back ◽  
Arestides Pereira da Silva Junior ◽  
Alvori Ahlert ◽  
Adelar Aparecido Sampaio
Keyword(s):  
Physical Education ◽  
Structured Interview ◽  
State University ◽  
Education Students ◽  
Teaching Knowledge ◽  
Physical Education Students ◽  
Analysis Technique ◽  
The Family ◽  
Relationship Of ◽  
The Relationship

Objetivo: investigar os saberes e as motivações para formação inicial de estudantes de Educação Física Licenciatura, a partir das vivências pregressas e do início do curso. Métodos: a pesquisa caracterizou-se como descritiva com abordagem qualitativa e delineamento transversal. Participaram 16 estudantes do 1º ano do curso de Educação Física Licenciatura da Universidade Estadual do Oeste do Paraná. Para obtenção dos dados, foi utilizado como instrumento a entrevista semiestruturada com resultados tratados pela técnica de análise de conteúdo. Resultados: os resultados relacionados aos saberes e motivações anteriores à entrada no curso, destacaram-se principalmente a presença de ter um professor na família, o gosto pelo esporte, o querer ser professor, o gosto pelo ensino, o professor de Educação Física da escola como um exemplo, ter um diploma de nível superior e a vivência esportiva. Em relação aos saberes e motivações pertinentes às vivências a partir da entrada no curso, destacaram-se os vínculos com os pares, professores e contato com a escola. Conclusão: os saberes são constituídos ainda na vida pregressa do potencial professor, com indicativos de motivação à docência, sendo importante para ampliação de saberes docentes, os vínculos estabelecidos a partir da entrada na licenciatura em Educação Física, relacionados ao apoio pessoal e acadêmico entre pares, à relação de afinidade com disciplinas e professores, além das experiências na escola.ABSTRACT. Knowledge that motivate in initial training in physical education. Objective: to investigate the knowledge and motivations for the initial formation of undergraduate Physical Education students, based on previous experiences and the beginning of the course.  Methods: the research was characterized as descriptive with a qualitative approach and transversal design. Participated 16 students of the 1st year of Physical Education Degree course of the State University of Western Paraná. To obtain the data, the semi-structured interview with results treated by the content analysis technique was used as instrument.  Results: the results related to the knowledge and motivations prior to entering the course were mainly the presence of having a teacher in the family, the taste for the sport, the want to be a teacher, the taste for teaching, the Physical Education teacher of the school as a for example, having a higher education diploma and sports experience. Regarding the knowledge and motivations pertinent to the experiences from the entrance to the course, the most important were the links with the peers, teachers and contact with the school. Conclusion: the knowledge is still constituted in the previous life of the potential teacher, with indicatives of motivation to teaching, being important for the expansion of teaching knowledge, the links established from the entrance in the degree in Physical Education, related to personal and academic support between peers, the relationship of affinity with disciplines and teachers, as well as experiences in school.

scholarly journals Relationship Among Physical Activity Level, Mood and Anxiety States and Quality of Life in Physical Education Students

2017 ◽  
Vol 13 (1) ◽  
pp. 82-91 ◽  
Author(s):  
Sandro Legey ◽  
Filipe Aquino ◽  
Murilo Khede Lamego ◽  
Flavia Paes ◽  
Antônio Egídio Nardi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Level ◽  
Activity Level ◽  
Education Students ◽  
Physical Education Students ◽  
The Relationship

Background:Physical activity level (PAL) is known to play an important role in reducing risk factors associated with sedentarism, in addition to improving the mental health and health-related quality of life (HRQL).Objective:Investigate the relationship of PAL and their domains with HRQL, mood state (MS) and anxiety.Method: 140 Physical Education students (23.6 ± 3.7 years) were evaluated. The Baecke Habitual Physical Activity and Quality of Life (QOL-36) questionnaires, State-Trait Anxiety Inventories (STAI-S and STAI-T) and Profile of Mood States (POMS) scale were used to investigate PAL, HRQL and mental health indicators. Pearson’s correlation coefficient examined the association between PAL and both mental health and HRQL parameters.Results:There was a correlation between state anxiety and both the domain leisure-time physical activity (LTPA) (p = 0.013) and total PAL score (p = 0.010). In relation to MS, a negative correlation was found between LTPA and total mood disorder (TMD) (p = 0.004). However, there were positive correlations between the vigor subscale and both LTPA (p=0.001) and total PAL (p=0.019). With respect to HRQL, analysis of the relationship between LTPA and total PAL demonstrated positive coefficients with the physical component summary (PCS) (p=0.000; p = 0.005), mental component summary (MCS) (p = 0.000; p = 0.006) and total HRQL (p = 0.000; p = 0.003).Conclusion:The findings suggest that the rise in LTPA was related to an increase in HRQL and MS. However, PAL was positively related to anxiety.

scholarly journals The Role of Gender in the Relationship Between Narcissism and Perfectionism in Hungarian Physical Education Students

2021 ◽  
Vol 66 (1) ◽  
pp. 37-48
Author(s):  
Éva Kállay ◽  
Sebastian Pintea ◽  
László Tóth
Keyword(s):  
Gender Differences ◽  
Physical Education ◽  
Strong Relationship ◽  
Education Students ◽  
Specific Population ◽  
Physical Education Students ◽  
Socially Prescribed Perfectionism ◽  
The Relationship ◽  
Three Components

"Literature indicates a strong relationship between narcissism and perfectionism, however, there is little information about this relationship in sports, and even less regarding the way gender affects this relationship. Our paper aims to answer the following questions, in a sample of 202 Hungarian physical education students: (i) are there gender differences in narcissism and perfectionism and how large are these differences?, (ii) how strong is the relationship between narcissism and perfectionism?, (iii) does this relationship vary as a function of perfectionism's components?, and (iv) are there any gender differences in the relationship between narcissism and perfectionism? Our results indicate that the male participants attained significantly higher levels of narcissism than the female participants. Furthermore, we found no significant gender differences in any of the three components of perfectionism a low to moderate association between narcissism and Self-oriented perfectionism and Other-oriented perfectionism, while on the entire sample, narcissism did not correlate with Socially-prescribed perfectionism. Analyzing this relationship separately in the two genders, our investigation indicates a moderate association between narcissism and all the three components of perfectionism only in the case of male participants, these relationships being non-significant for the female participants. These findings indicate that narcissism, in this specific population, is just one of the predictors of perfectionism (and maybe not even the most relevant one). We propose that future studies should focus on exploring other predictive factors of perfectionisms. Keywords: narcissism, perfectionism, gender, sports "

scholarly journals Personality-Related Determinants of Physical Activity Among Polish and Spanish Physical Education Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Maria Gacek ◽  
Grażyna Kosiba ◽  
Agnieszka Wojtowicz ◽  
Guillermo F. López Sánchez ◽  
Jacek Szalewski
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
International Physical Activity Questionnaire ◽  
Moderate Physical Activity ◽  
Moderate Activity ◽  
Education Students ◽  
Physical Education Students ◽  
Positive Correlations ◽  
The Relationship ◽  
Activity Questionnaire

We aimed to analyze personality-related determinants of physical activity among Polish and Spanish physical education (PE) students. The study was conducted among 219 Polish and 280 Spanish PE students, using the International Physical Activity Questionnaire (IPAQ) and the NEO-FFI Personality Inventory. Compared with Spanish PE students, their Polish counterparts are characterized by a higher level of extraversion and conscientiousness and a lower level of neuroticism. The level of total physical activity for all students was 8,697.21 METs, and this value was higher among Polish students. Among Polish and Spanish PE students, the level of total, vigorous, and moderate physical activity increased along with the increase in extraversion, while a decrease occurred along with the increase in neuroticism. The level of each domain of physical activity also increased in line with the intensification of student conscientiousness. In moderation analyses, it was shown that the home country of students may be considered a moderator of the relationship between conscientiousness and total exercise in such a way that the physical activity increased along with the increase in conscientiousness only among the Polish students. In addition, the country is a moderator of the correlation between moderate physical activity and neuroticism (p = 0.031), openness (p = 0.049), and conscientiousness (p = 0.019), with moderate activity only decreasing among Polish students and increasing along with the increase in openness and conscientiousness. Positive correlations among physical activity, extraversion, and conscientiousness, as well as negative ones with neuroticism, were demonstrated among Polish and Spanish students, and also the moderating impact of the country on the correlation between personality-related dimensions and physical activity.

scholarly journals The Importance of Self-Esteem to Students Learning Responsibilities and Group Learning Commitment of Physical Education Students

2021 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Jusuf Blegur ◽  
Zuvyati A. Tlonaen ◽  
Andreas J. F. Lumba ◽  
Julian J. Leko
Keyword(s):  
Physical Education ◽  
Personal Responsibility ◽  
Pearson Correlation ◽  
Group Learning ◽  
Self Esteem ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Tasks ◽  
The Relationship ◽  
Correlation Design

<p>This study aims to examine the relationship between self-esteem and learning responsibility and group learning commitment of physical education students. We used a quantitative approach, with a correlation design. During the research, there were 88 physical education students from semester VI involved. In collecting the data, we used the State Self-Esteem Scale from Heatherton and Polivy (1991), the Personal Responsibility Questionnaire from Mergler (2007), and the Organization Commitment Scale from Allen and Meyer (1990). The research data were analyzed descriptively and used Pearson correlation with the assistance of SPSS. The descriptive test revealed that self-esteem is quite good (67%), responsibility for learning is relatively good (54.6%), and students’ group learning commitment is quite good (65.9%). Whereas, the Pearson test indicated that there is a positive and significant relationship between self-esteem and learning responsibilities (0.468) and the students’ group learning commitment (0.282). This study emphasizes that lecturers and peers need to support, maintain, and develop positive self-esteem through supportive feedback to encourage students’ learning behavior, such as being responsible and committed to group learning in completing various learning tasks.</p>

scholarly journals Realização e desenvolvimento pessoal e profissional em licenciandos de educação física

2019 ◽  
Vol 17 (1) ◽  
pp. 53-60
Author(s):  
Adelar Aparecido Sampaio ◽  
Marcio Alessandro Cossio Baez ◽  
Claus Dieter Stobaus ◽  
Joao Ricardo Gabriel De Oliveira
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teaching Profession ◽  
Initial Training ◽  
Education Students ◽  
Teaching Context ◽  
Professional Recognition ◽  
Physical Education Students ◽  
Professional Achievement ◽  
The Relationship

Introdução: O artigo apresenta a fase de formação inicial acadêmica e o desenvolvimento pessoal e profissional percebidos por estudantes de Educação Física. Objetivo: apresentar perspectivas de realização profissional de potenciais futuros professores a partir da relação entre a formação inicial e suas experiências com a escola. Métodos: É um estudo qualitativo em nível exploratório-descritivo, desenvolvido com licenciandos do último período do curso de Educação Física Licenciatura de uma instituição privada do Estado do Paraná. Na coleta de dados foi utilizado questionário formulado a partir dos objetivos da pesquisa e tratado com análise de conteúdo. Resultados: os principais resultados indicam, o desejo de realização pessoal e profissional e de continuidade na profissão, embora explícito pensamento em optar por outra profissão. Emergem como demandas do contexto docente, atenção e melhorias nas condições para o exercício profissional, aprofundamento de estudos sobre adversidades na escola, maior reconhecimento profissional e valorização social dos professores e aumento de oportunidades de vínculo estável no trabalho. Conclusão: sugerimos melhorias no contexto sócio-político da Educação, como mais investimentos na formação inicial, principalmente em processos de intervenções preventivas sobre possíveis fatores indutores de mal-estar docente, assim como a otimização de experiências positivas da profissão docente como forma de potencializar recursos cognitivos e sócio afetivos.ABSTRACT. Achievement and personal professional development in physical education students. Background: The article presents the initial academic training phase and the personal and professional development perceived by Physical Education students. Objective: to present prospects of professional achievement of potential future teachers from the relationship between initial training and their experiences with the school. Methods: it is a qualitative study at an exploratory-descriptive level, developed with graduates of the last period of Physical Education Degree course of a private institution in the State of Paraná. In the data collection, a questionnaire formulated from the research objectives and treated with content analysis was used. Results: the main results indicate, the desire for personal and professional achievement and continuity in the profession, although explicit thought in opting for another profession. They emerge as demands of the teaching context, attention and improvements in the conditions for the professional exercise, deepening of studies on adversities in the school, greater professional recognition and social valorization of the teachers and increase of opportunities of stable bond in the work. Conclusion: we suggest improvements in the socio-political context of Education, as more investments in initial training, especially in processes of preventive interventions on possible factors inducing teacher malaise, as well as optimization of positive experiences of the teaching profession as a way to potentiate cognitive and affective partner.

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