Nível de conhecimento acerca dos métodos de ensino dos esportes coletivos e sua frequência de utilização na atuação profissional

INTRODUÇÃO: Os métodos de ensino dos esportes são meios de sistematizar o processo pedagógico para promover aprendizagem dos componentes técnico-táticos dos jogos esportivos coletivos. É possível que a aplicação apropriada dos métodos de ensino e a sua frequência de utilização estejam relacionados ao nível de conhecimento do profissional de Educação Física acerca dos mesmos, entretanto existe uma escassez de conhecimentos a respeito desta temática. OBJETIVO: Avaliar o nível de conhecimento acerca dos métodos de ensino dos esportes coletivos e sua frequência de utilização na atuação profissional. MÉTODOS: A amostra foi constituída por 311 profissionais de Educação Física que atuavam diretamente no processo de ensino-aprendizagem-treinamento de esportes coletivos, em escolas de esportes, academias, projetos esportivos sociais, centros esportivos, clubes e treinamento de equipes escolares. Os participantes responderam um questionário eletrônico constituído por questões relacionadas às características, objetivos e aplicações dos métodos de ensino. RESULTADOS: Em média, o nível de conhecimento dos métodos de ensino entre os profissionais foi de 58,0±29,2% de acerto nas perguntas respondidas. Dentre as variáveis analisadas, somente o grau de formação acadêmica foi associado ao nível de conhecimento. Níveis de conhecimento superiores foram encontrados acerca dos métodos analítico e situacional, mas os profissionais parecem utilizar com maior frequência os métodos situacional e global. CONCLUSÃO: Os resultados do presente estudo sugerem a importância da formação continuada para suprir deficiências da formação inicial dos profissionais e mudança de paradigma no processo de ensino-aprendizagem dos esportes coletivos. TITLE: Level of knowledge about the teaching methods of team sports and their frequency of use in professional practice ABSTRACT BACKGROUND: Sports teaching methods are a means of systematizing the pedagogical process to promote learning of the technical-tactical components of team sports. It is possible that the appropriate application of teaching methods and their frequency of use are related to the level of knowledge of the Physical Education professional about them, however there is a lack of knowledge about this topic. OBJECTIVE: To evaluate the level of knowledge about the teaching methods of team sports and their frequency of use in professional practice. METHODS: The sample consisted of 311 Physical Education professionals involved in teaching-learning-training process of team sports, in sports schools, academies, social sports projects, sports centers, clubs and high-school teams. The participants answered an electronic questionnaire consisting of questions related to the characteristics, objectives and applications of teaching methods. RESULTS: On average, the level of knowledge of teaching methods among professionals was 58.0±29.2% of correct answers. Among the analyzed variables, only the educational level was associated with the level of knowledge. Higher levels of knowledge have been found with regards to the analytical and situational methods, but the professionals seem to use situational and global methods more frequently in the teaching-learning process. CONCLUSION: Our results suggest the importance of continuing education to overcome deficiencies in initial training and paradigm shift in the teaching-learning process of team sports.

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The emotional component of teaching. A reflective training experience with teachers

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess2-2020oa9458 ◽

2020 ◽

pp. 254-267

Author(s):

Alessandra Priore

Keyword(s):

Professional Practice ◽

Learning Process ◽

Professional Experience ◽

School Life ◽

Training Experience ◽

Emotional Component ◽

Emotional Dimensions ◽

Teaching Learning ◽

The Relationship ◽

Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

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A Qur’anic Methodology for Integrating Knowledge and Education

American Journal of Islamic Social Sciences ◽

10.35632/ajiss.v32i2.262 ◽

2016 ◽

Vol 32 (2) ◽

pp. 1-30

Author(s):

Sidek Bin Baba ◽

Mohamad Johdi Salleh ◽

Tareq M Zayed ◽

Ridwan Harris

Keyword(s):

University Students ◽

Learning Process ◽

Teaching Methods ◽

School Students ◽

Types Of Knowledge ◽

Teaching Learning ◽

Teacher Centered ◽

Integrated Knowledge

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.

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Transtornos de Aprendizagem: A abordagem multidisciplinar

10.31012/978-65-5861-557-6 ◽

2021 ◽

Author(s):

Marielza R. Ismael Martins ◽

◽

Keyword(s):

Learning Process ◽

Developmental Dyslexia ◽

Multidisciplinary Team ◽

Learning Disorders ◽

Support Networks ◽

Education Professionals ◽

Intervention Selection ◽

Motor Difficulties ◽

Teaching Learning ◽

Effective Procedures

The themes included in this book, involving active collaborators, confirm the need to fill the gap for health and education professionals. By presenting information from reliable sources and step-by-step activities to implement interventions with visual and phonological, dysgraphic, dyscalculic and ADHD dyslexics, it aims to provide effective procedures for screening, evaluation, intervention selection and monitoring. Issues examined such as visual dyslexia analyze developmental dyslexia as a condition that has been associated with motor difficulties, but little is known about what is shared or differentiated between its subtypes. The assessment of dyscalculia, which is often neglected, is clearly presented providing a tool for assessment and addressing family or support networks of students with Learning Disorders deepens our understanding Understanding the development of the school allows us to recognize specific situations that are often ignored. All activities have multisensory instruction, that is, students use more than one sense at a time, and multisensory instruction offers students more than one way to make connections and learn concepts The contributors to this book are active researchers in the teachinglearning process and the objective was to expand information on Learning Disorders with content chosen in a selective manner, giving relevance to the multidisciplinary team.

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Teachers’ Lived Experiences about Teaching-Learning Process in Multi-Grade Classes

Journal of Education and Learning ◽

10.5539/jel.v6n4p354 ◽

2017 ◽

Vol 6 (4) ◽

pp. 354 ◽

Cited By ~ 1

Author(s):

Seyyed Heshmatollah Mortazavizadeh ◽

Mohammad Reza Nili ◽

Ahmad Reza Nasr Isfahani ◽

Mohammad Hassani

Keyword(s):

Learning Process ◽

Teaching Methods ◽

Lived Experiences ◽

Local Community ◽

Sampling Technique ◽

Learning Activities ◽

Learning Materials ◽

Statistical Population ◽

Phenomenological Studies ◽

Teaching Learning

This study seeks to recognize teachers’ lived experiences about teaching-learning process in multi-grade classes. The approach of the study is qualitative under the rubric of phenomenological studies. The statistical population consisted of the teachers of multi-grade classes in a non-prosperous province and a prosperous one. 14 teachers were selected using criterion sampling technique for an interview. The interviews were recorded and transcribed with the interviewees’ permission; and they were analyzed using Creswell data analysis. In order to evaluate the validity of the questions, the viewpoints of experts in the field of educational sciences as well as some teachers experienced in multi-grade classes were taken into account. The reliability was approved through examination by the participants and asking from counterparts. The results showed that teachers of multi-grade classes in both provinces had similar views on using teaching methods, determining learning activities and grouping methods. However, they did not have the same views on determining the type of learning materials and resources. The results show that in multi-grade classes various teaching methods such as peer teaching and integrated teaching, leading resources and materials such as the local community, nature, and discarded materials and objects, different grouping methods such as adjacent grouping, row grouping, and sex grouping, and finally various learning activities including self learning and peer learning are utilized. Multi-grade teachers in the two provinces have similar viewpoints regarding teaching methods, learning activities, and grouping methods, but are of different viewpoints on kinds of learning materials and resources.

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Contribution of Lakshmibai National Institute of Physical Education Gwalior in the Development of Teaching Learning Process in Physical Education

International Journal of Science and Research (IJSR) ◽

10.21275/v5i5.nov163541 ◽

2015 ◽

Vol 5 (5) ◽

pp. 924-928

Keyword(s):

Physical Education ◽

Learning Process ◽

Teaching Learning

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Projetos de extensão fazendo a diferença na formação do profissional de Educação Física na Unioeste

Caderno de Educação Física e Esporte ◽

10.36453/2318-5104.2020.v18.n1.p113 ◽

2020 ◽

Vol 18 (1) ◽

pp. 113-117

Author(s):

Ricardo Brandt ◽

Alberto Saturno Madureira ◽

Edilson Hobold

Keyword(s):

Physical Education ◽

Young People ◽

Positive Impact ◽

The Elderly ◽

University Education ◽

Education Professionals ◽

The Future ◽

Making A Difference ◽

Teaching Learning ◽

The Impact

INTRODUÇÃO: O processo ensino-aprendizagem extrapola a sala de aula, sendo que a extensão universitária contribui de forma significativa nesse processo, melhorando a condição do egresso na atuação do profissional da Educação Física. OBJETIVO: Este trabalho teve por objetivo apresentar o impacto na vida dos acadêmicos que além de participarem das aulas normais propostas na matriz curricular também se envolvem em projetos de extensão e o quanto estas atividades podem contribuir além de suas formações, mas com a melhora dos seus currículos. MÉTODOS: Este estudo e um relato de experiência que envolve três projetos de extensão que são desenvolvidos no campus da Unioeste de Marechal Cândido Rondon, do curso de Educação Física – Bacharelado. RESULTADOS: Três projetos que atualmente existem no curso de Educação Física – Bacharelado na Universidade Estadual do Oeste do Paraná, se destacam entre tantos outros, por impactar de forma positiva na formação dos discentes além de proporcionar a comunidade exercícios de forma gratuita, para populações de diferentes idades, sendo eles o projeto Coração de Ouro, com prática de exercício físico para idosos, o projeto Unioeste Runners que oferece treinamento de corrida de rua para jovens, adultos e idosos e o Projeto Futuro do Judô, que oportuniza esta prática esportiva para crianças, adolescentes e jovens de instituições públicas do município de Marechal Cândido Rondon. CONCLUSÃO: Evidencia-se neste trabalho a importância da participação em projetos de extensão no processo de formação universitária, proporcionando vivencias diferenciadas na vida profissional do egresso. ABSTRACT. Extension projects making a difference in the formation of physical education profissionals at Unioeste. BACKGROUND: Teaching-learning process goes beyond the classroom, and university extension contributes significantly this process, improving the condition of graduates in the performance of Physical Education professionals. OBJECTIVE: The aim of this study is to present the impact in lives of academics who, in addition to participating in the normal classes proposed in the curricular matrix, are also involved in extension projects and how much these activities can contribute beyond their training, but with the improvement of their resumes. METHODS: This study is experience report that involves three extension projects that are developed on the Unioeste campus of Marechal Cândido Rondon, the Bacharelado Physical Education course. RESULTS: Three projects that currently exist in the Bachelor’s Degree in Physical Education at the State University of Western Paraná, stand out among many others, for having a positive impact on the training of students, in addition to providing the community with free exercise, for populations of different ages, being the Heart of Gold project, with physical exercise for the elderly, the Unioeste Runners project, which offers running training for young people, adults and the elderly, and the Future of Judo Project, which provides this sports practice for children , adolescents and young people from public institutions in the municipality of Marechal Cândido Rondon. CONCLUSION: This paper highlights the importance of participate in extension projects on university education process, providing differentiated experiences for the egress of great relevance for the future professional.

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La facilitación de todo el proceso de enseñanza-aprendizaje en Educación Física a través del uso de claves (Facilitating the whole teaching-learning process in physical education throught the use of cues)

Retos ◽

10.47197/retos.v0i24.34512 ◽

2015 ◽

pp. 5-8

Author(s):

Javier Fernández-Rio ◽

Antonio Méndez-Giménez

Keyword(s):

Physical Education ◽

Instructional Strategies ◽

Learning Process ◽

Peer Assessment ◽

Peer Teaching ◽

Teacher Roles ◽

Accurate Data ◽

Critical Information ◽

Teaching Learning ◽

Assessment Procedures

Los docentes buscamos estrategias de enseñanza que posibiliten optimizar el tiempo del que disponemos para maximizar el aprendizaje de los estudiantes, ya que éstos sólo son capaces de captar y retener una cantidad limitada de información. Por lo tanto, la selección y transmisión de la información adecuada es uno de los elementos más importantes que un docente debe acometer para que los estudiantes reciban información precisa y efectiva sobre la habilidad a aprender. Una clave de enseñanza podría definirse como una frase corta y precisa (incluso palabras) que transmite de manera muy eficiente los elementos fundamentales de una acción/habilidad. Estas permiten a los estudiantes recordar la información transmitida con posterioridad, ya sea dentro o fuera de la misma clase, de una manera mucho más efectiva. Las claves pueden presentarse bajo diferentes formatos (verbal, no-verbal, motriz, visual…) y ser desarrolladas por el docente o por el discente. Así mismo, su uso en el marco de planteamientos de enseñanza entre iguales y de coevaluación permiten a los estudiantes repetir y ensayar mental, verbal y motrizmente la información retenida en las claves mientras practican o dan feedback a sus compañeros.Palabra clave: enseñanza entre iguales, coevaluación, estrategias de ensayo.Abstract: Teachers search for instructional strategies that would allow them to optimize the existing time to maximize students’ learning. They are capable of perceive and retain only a limited amount of information. Therefore, the selection and transmission of critical information is one of the most important teacher roles to make students receive accurate data on the skill to learn. A learning cue could be defined as a short, precise sentence (even words) that portrays effectively the important elements of a task/ability. Students can remember them effectively in and out of the class. Learning cues can be introduced in different formats (verbal, non-verbal, motor, visual...) and they can be developed by the teacher or the student. Its use in peer-teaching and peer-assessment procedures allow students to verbal, motor and mentally rehearse all the critical information provided by the cues, while they practice or give feedback to their classmates.Key words: peer-teaching, peer-assessment, rehersal strategies.

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Pelaksanaan Proses Belajar Mengajar Pendidikan Jasmani Olahraga dan Kesehatan pada Sekolah Dasar

Gelanggang Olahraga Jurnal Pendidikan Jasmani dan Olahraga (JPJO) ◽

10.31539/jpjo.v1i2.136 ◽

2018 ◽

Vol 1 (2) ◽

pp. 64-73

Author(s):

Muhammad Supriyadi

Keyword(s):

Elementary School ◽

Physical Education ◽

Learning Process ◽

Teaching Methods ◽

Research Method ◽

Teaching And Learning ◽

Education Practice ◽

Average Percentage ◽

Know How ◽

Descriptive Research

The purpose of this research is to know how the method of teaching, and infrastructure facilities of Physical Education of Sport and Health at State Elementary School 23 5 East Koto Padang Pariaman Regency. His research method descriptive research finds that the implementation of teaching and learning process of physical education practice in health and elementary school Country 23 V Koto Timur Padang Pariaman District is as follows: in terms of teaching methods with demonstration indicators have the average number of answers 80 times 50 percent with medium criteria and lecture indicator has the average number of answers 136 times 60.71 percent. For facilities and infrastructure with sports equipment indicator have average percentage of student answer 130 times 50.78 percent with medium criterion. From the above results can be concluded that the implementation of teaching and learning process physical exercise and health education in Public Elementary School 23 5 East Koto Padang Pariaman Regency is inthecategory of being. Keywords: Teaching and Learning Process, Physical Education Sport and Health

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RELEVANCE OF TEACHING METHODS IN VOGUE IN ANCIENT INDIA IN CURRENT EDUCATIONAL SCENARIO:PEDAGOGICAL REMINISCENCES APROPOS VEDIC AND BUDDHIST PERIOD

Scholarly Research Journal for Interdisciplinary Studies ◽

10.21922/srjis.v4i36.10019 ◽

2017 ◽

Vol 4 (36) ◽

Author(s):

Rajeev Kaushal

Keyword(s):

Learning Process ◽

Teaching Methods ◽

Teaching And Learning ◽

Teaching Method ◽

Education Programme ◽

Paradigm Shifts ◽

Ancient India ◽

Current Scenario ◽

Teaching Learning ◽

Remote Past

The process of teaching and learning encompasses the Teacher and the Learners as its indispensable elements, in which the former imparts knowledge, attitudes, values, interests and skills to the latter by means of communication which is put to effect by way of what is known as Teaching method. The teacher by way of his or her own behavior (teaching) brings about desirable change (s) in the behavior of pupils (learning) according to some pre-determined objectives formulated as per the curriculum designed. Alternatively it can be said that this change is brought about by different methods of teaching. Suffice it to say, Teaching methods are the sine qua non of teaching-learning process. It is not that the teaching methods have been in use recently or since remote past but these have been in vogue since the dawn of education in this mundane world. However the methods kept gradually evolving over the period of time the manifestations of which are evident in the form of paradigm shifts in Pedagogy in the current scenario. Alternatively, the destination (modification of behavior) is the same but the journey has been made different. The present paper throws light on the different teaching methods prevalent in Ancient India besides highlighting the relevance of those very methods in the current educational scenario and giving valuable suggestions pertaining to the use of same in pre-service and in-service education programme.

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