scholarly journals (Re)significando a educação física escolar no ensino médio: a partir do planejamento de ensino de jogos populares

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Camila Rubira Silva
Keyword(s):  
High School ◽  
Physical Education ◽  
Conceptual Knowledge ◽  
School Context ◽  
School Curriculum ◽  
Integral Development ◽  
Bodily Knowledge ◽  
Education Of Students ◽  
Different Cultures ◽  
Development Of Students

OBJETIVO: Apresentar um relato de experiência do planejamento e desenvolvimento colaborativo de uma proposta pedagógica para o ensino de Educação Física (EF) no Ensino Médio (EM), por meio da abordagem de Jogos populares, visando fomentar discussões sobre a importância do ato de planejar o ensino para o desenvolvimento integral dos estudantes, como um mecanismo de legitimação da EF enquanto área do conhecimento no currículo escolar. MÉTODOS: A proposta foi planejada de forma colaborativa com 21 estudantes do 2° ano do EM. No desenvolvimento da proposta oportunizamos o ensino de Jogos populares, por meio de três momentos: leitura de textos, experimentação de jogos e, conversas sobre a aula. RESULTADOS: Evidenciamos que a organização desses momentos tenha contribuído para formação integral dos estudantes, no diz respeito a aquisição de saberes conceituais relativos às diferentes culturas existentes no país; a construção de saberes corporais experimentados na prática dos jogos e, saberes atitudinais referentes ao prazer em experienciar os jogos, a criatividade e autonomia ao criar regras pensando na cooperação e cuidado com os colegas. CONCLUSÃO: Consideramos ser necessário que o professor reconheça no ato de planejar o ensino, o potencial pedagógico para (re)significar a sua prática, de modo a contribuir para formação dos estudantes, consequentemente, para que a EF seja valorizada no contexto escolar.ABSTRACT. (Re)signifying physical education in high school: From the planning of teaching popular games.OBJECTIVE: To present an experience report of the collaborative planning and development of a pedagogical proposal for the teaching of Physical Education (PE) in High School (HS), through the Popular Games approach, in order to promote discussions about the importance of the act of planning teaching for the integral development of students, as a mechanism for legitimizing PE as an area of knowledge in the school curriculum. METHODS: The proposal was collaboratively planned with 21 students from the 2nd year of HS. In developing the proposal, we provided opportunities for teaching popular games, through three moments: reading texts, experimenting with games and conversations about the class. RESULTS: We found that the organization of these moments has contributed to the integral formation of students, with regard to the acquisition of conceptual knowledge related to the different cultures existing in the country; the construction of bodily knowledge experienced in the practice of games and attitudinal knowledge regarding the pleasure in experiencing games, creativity and autonomy in creating rules thinking about cooperation and care with colleagues. CONCLUSION: We believe that it is necessary for the teacher to recognize, in the act of planning teaching, the pedagogical potential to (re)signify their practice, in order to contribute to the education of students, consequently, so that PE is valued at school context.

scholarly journals Evaluation of Current Condition of Physical Education Curriculum of Iranian High Schools and the Prescribed Strategies to Improve Its Overall Situation Based on Expertise Ideas and Viewpoints

2017 ◽  
Vol 7 (3) ◽  
pp. 80
Author(s):  
Hossein Nazari ◽  
Syed Ebrahim Mirshah Jafari ◽  
Ahmad Reza Nasr Isfahani ◽  
Seyed Mohamad Marandi
Keyword(s):  
High School ◽  
High Schools ◽  
Physical Education ◽  
School Curriculum ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
High School Curriculum ◽  
The Given

The ultimate goal of such inquiry and meticulous investigation is to evaluate the current condition of physical education curriculum of Iranian high schools and the strategies that can be employed in a path of improving its overall situation based on expertise ideas and their total viewpoint is such given pivotal affair. This investigation has been conducted in accordance with pathological phenomenology and sampling with regard of practical and feasible drawn-target and qualitative approach and method. The cited interviews were designated for 15 connoisseurs in the firmament of physical education. The figurative and the content narration of the study has evaluated in compliance with expertise viewpoints and ideas. The total findings and discovered entities as off-springs of expertise ideas in the fields of “fulfilling student’s expectances and their needs and desires”, “attention toward the reals of science, capacity and sight-perspectives”, has been extracted and summarized. The conclusion and overall gains of given investigation manifested that the criteria of high school curriculum were not expedient and appropriate in the fields of target, content, the employed pathological principle of instruction and the given evaluation in-use and it never satisfied the visualized expectance of expertise.

scholarly journals Educação Física e Música: possibilidades de integração

2019 ◽  
Vol 1 (47) ◽  
pp. 37
Author(s):  
Italan Carneiro
Keyword(s):  
Physical Education ◽  
School Curriculum ◽  
Fundamental Question ◽  
Consciousness Development ◽  
Integral Development

The purpose of this work is to present reflections upon the integration possibilities between Physical Education and Music, both subjects which are part of the school curriculum. Based on bibliographical research, possibilities were identified in the intersectional areas. Among these, here are highlighted those which approach the “rhythmic aspect” of body and musical movement. We started from the notion that the consciousness development of the corporal aspects related to the movement is a fundamental question for the individuals’ integral development. Thus, we highlight the benefits of the integration between the areas, also emphasizing the importance of both disciplines in the school curriculum.

scholarly journals TO THE QUESTION ABOUT THE PHYSICAL EDUCATION OF STUDENTS AT ALTSTU

2021 ◽  
Vol 1 (1(82)) ◽  
pp. 44-47
Author(s):  
Л. Сорокина ◽  
Е. Мусатова ◽  
В. Сорокина
Keyword(s):  
Physical Education ◽  
Successful Implementation ◽  
Spiritual World ◽  
Physical Exercises ◽  
Comprehensive Development ◽  
Coronavirus Infection ◽  
Education Of Students ◽  
The University ◽  
Development Of Students

The article discusses the role of physical education at the University in the comprehensive development of students' personality, which manifests itself in three main areas (development of motor qualities, acquisition of knowledge, skills and abilities necessary for their successful implementation, preservation and strengthening of health, introduction of students to systematic studies physical exercises, their active participation in the sports life of our university, the development of socially significant character traits, the formation of the spiritual world and the moral development of the student's personality). Teaching a theoretical and practical course in the context of the Covid-19 coronavirus infection using a remote mode of work (self-isolation). Ways to maintain active physical fitness and reduce sedentary lifestyles in a home quarantine are proposed.

scholarly journals A Epistemologia da Cultura Corporal no Âmbito Escolar e suas Dicotomias na Disciplina Educação Física

2021 ◽  
Vol 22 (4) ◽  
pp. 510-516
Author(s):  
Jackson Faustino Ferreira ◽  
Francisco de Assis Carvalho
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
School Context ◽  
School Curriculum ◽  
Field Investigation ◽  
Educational Management ◽  
School Subjects ◽  
And Performance ◽  
Relationship Of ◽  
The City

ResumoEste trabalho tem como pressuposto apresentar uma investigação voltada para a compreensão do status da disciplina Educação Física no âmbito da escola básica brasileira, no que tange à relação filosófica de sua proposta juntos aos documentos educacionais e a sua aplicação no contexto escolar, tendo como foco a relação epistemológica entre corporeidade física, dimensão intelectual e suas dicotomias. O itinerário da pesquisa contemplou uma revisão bibliográfica entre diversos autores que tratam do tema, bem como uma investigação de campo junto a doze gestores educacionais, realizada nas escolas básicas do município de Pará de Minas, MG, no período compreendido entre maio e junho de 2020. Efetuada a tabulação e análise dos dados, foi possível chegar a algumas constatações que apontam para uma desvalorização velada da disciplina Educação Física na percepção e atuação dos gestores entrevistados, tais fatos podem serem observados, quando 25% dos entrevistados entendem que a Educação Física tem um grau de importância menor na formação do aluno do que outras disciplinas do currículo escolar e, ainda, a falta de conhecimento de 33% dos gestores frente ao planejamento, assim como 8% não sabem da existência de avaliações do conteúdo. Tais análises apontaram para uma Educação Física ainda submissa a outras disciplinas escolares, apesar da Educação Física estar inserida de forma obrigatória como componente curricular. Palavras-chave: Ensino. Dualidade Corpo e Intelecto. Educação Básica. Gestão Educacional. AbstractThe purpose of this paper is to present an investigation aimed at understanding the Physical Education subject status e within the scope of the Brazilian elementary school regarding the philosophical relationship of its proposal together with the educational documents and its application in the school context, focusing on the epistemological relationship among physical corporeality, intellectual dimension and its dichotomies. The research itinerary included a bibliographic review among several authors dealing with the theme, as well as a field investigation with twelve educational managers, carried out in the elementary schools of the city of Pará de Minas, MG, between May and June 2020 Once the data were tabulated and analyzed, some conclusions were reached that point to a veiled devaluation of the Physical Education subject in the perception and performance of the interviewed managers, such facts can be observed, when 25% of the interviewees understand that Physical Education has a lesser degree of importance in the student’s education than other subjects in the school curriculum, and yet, the lack of knowledge of 33% of managers regarding planning, as well as 8% of them are unaware of the existence of content evaluations. Such analyzes pointed to a Physical Education still subject to other school subjects, although Physical Education is mandatorily inserted as a curricular component. Keywords: Teaching. Duality Body and Intellect. Elementary School. Educational management.

scholarly journals Penerapan Teori Belajar Konstruktivisme melalui Model PAKEM dalam Permainan Bolavoli pada Sekolah Menengah Pertama

2021 ◽  
Vol 6 (1) ◽  
pp. 50-56
Author(s):  
Pinton Setya Mustafa ◽  
Roesdiyanto Roesdiyanto
Keyword(s):  
High School ◽  
Physical Education ◽  
Learning Theory ◽  
Junior High School ◽  
Conceptual Knowledge ◽  
Junior High ◽  
Physical Activities ◽  
Learning Activities ◽  
Design Learning ◽  
Materials Used

The purpose of this article is to provide information about learning that adheres to the theory of constructivism through the active, creative, effective, and fun learning model (PAKEM) in volleyball game material in grade VII Junior High School. Constructivism learning theory provides opportunities for students to build their own conceptual knowledge through teacher facilitation. Physical education, sports, and health (PESH) learning activities involve moving activities to achieve competence. The volleyball game is one of the materials used in learning PESH movements. The principle of learning PESH is to involve students to be active and enjoy when doing physical activities. The PAKEM model is an alternative that can be used in volleyball learning for seventh grade students of junior high school. The PAKEM model helps students build their own knowledge through the variety of lessons the teacher provides. In conclusion with the PAKEM model students can be active, creative, effective, and happy while learning volleyball in PESH is presented. Teachers need to innovate continuously to design learning models that are appropriate to the characteristics of students.Keywords:constructivism learning theory, PAKEM, physical education, volleyball  AbstrakTujuan dari artikel ini adalah memberikan informasi tentang pembelajaran yang menganut teori konstruktivisme melalui model pembelajaran aktif, kreatif, efektif, dan menyenangkan (PAKEM) dalam materi permainan bolavoli pada kelas VII Sekolah Menengah Pertama. Teori belajar konstruktivisme memberikan kesempatan kepada peserta didik untuk membangun sendiri pengetahuan konseptual melalui fasilitasi guru. Aktivitas pembelajaran pendidikan jasmani, olahraga, dan kesehatan (PJOK) pelaksanaan melibatkan kegiatan bergerak untuk mencapai kompetensi. Permainan bolavoli merupakan salah satu materi yang menjadi dalam pembelajaran gerak PJOK. Prinsip pembelajaran PJOK adalah melibatkan siswa untuk aktif dan senang ketika aktivitas melakukan fisik. Model PAKEM merupakan salah satu alternatif yang dapat digunakan dalam pembelajaran bolavoli pada siswa kelas VII SMP. Model PAKEM membantu siswa membangun pengetahuannya sendiri melalui variasi pembelajaran yang disajikan oleh guru. Kesimpulannya dengan model PAKEM siswa dapat aktif, kreatif, efektif, dan senang selama pembelajaran bolavoli dalam PJOK disajikan. Guru perlu melakukan inovasi secara berlanjut untuk merancang model pembelajaran yang sesuai dengan karakteristik peserta didik.Kata kunci:teoribelajar konstruktivisme, PAKEM, pendidikan jasmani, permainan bolavoli

Technical methods of teaching types of wrestling in the lessons at the heart of the struggle Qazaq kuresy

2020 ◽  
Vol 43 (2) ◽  
pp. 179-185
Author(s):  
A. Sovetkhanov ◽  
◽  
S. Tashbolatov ◽  
N. Shynybek ◽  
G. Ashimkhanov ◽  
...  
Keyword(s):  
High School ◽  
Physical Education ◽  
National Culture ◽  
School Children ◽  
Martial Arts ◽  
Social Life ◽  
School Curriculum ◽  
The World ◽  
Different Types ◽  
Civilized World

In the school curriculum of physical education, wrestling, as a section of the “Martial Arts” sport, refers to national traditions, which are jointly developing with national culture. Educating the younger generation in the spirit of heroism, honor, courage – this sport is designed for high school children. Widely applying in the life and social life of nomads, this traditional sport is mainly found at various feasts, games, commemorations and other cultural events as a kind of sports. The source of ancient pastimes, where agility, strength, heroism, courage are forged. Among the peoples of the world, wrestling as an indicator of mass games has common historical roots with other games. But, each country has its own types of struggle, their methods are different. Types of struggle with the emergence, formation, development, flowering and stages of improvement remain as a historical national and valuable heritage. Without diminishing the traditions and values of the types of struggle in the civilized world, various events are being successfully promoted, which will further promote the good goals of mankind. With the acquisition of independence, Kazakhstan began to successfully develop and succeed in the world arenas of the national wrestling «Qazaq Kuresi».

scholarly journals 791Health Promotion in High School curriculum: Brazil and Canada

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Israel Souza
Keyword(s):  
High School ◽  
Health Promotion ◽  
Physical Education ◽  
Key Words ◽  
Social Determinants ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Education Curriculum ◽  
Core Concept ◽  
High School Curriculum

Abstract Focus of Presentation Searching on documents about High School (or Secondary) education we found some differences in both curriculum, Brazil and Canada. High School in Brazil has three year (grade 10 to 12). In other hand, High School in Canada has four years (grade 9 to 12). The main focus of this work is a comparison about how “health promotion” appears in High School curriculum in Brazil and Ontario-CA, in especial at Physical Education curriculum. Findings In Brazilian High School, Physical Education curriculum is mandatory. However the key-words “health” appears 11 times in a federal document (Ministry of Education) with 241 pages. Key-words like “health promotion” appear one time and “social determinants” none. Ontario-CA have a Health and Physical Education curriculum. In this case, the key-words “health” appears more than 1000 times in a province document (Ministry of Education) with 224 pages. Key-words like “health promotion” appear 14 times and “social determinants” 3 times. Conclusions/Implications Text Physical Education curriculum in Brazil need to emphasize “health promotion” contents as a life condition and physical literacy and health literacy. Meantime, Ontario-CA curriculum show a few content about “social determinants” which is a core concept in “health promotion” studies. Key messages Text High School curriculum need emphasize “health promotion” and “social determinants” as a core concept for a physical literacy and health literacy.

scholarly journals La encrucijada de la Educación Física actual: ¿calidad y/o cantidad? Ejemplo de aumento de horas lectivas a través de un Proyecto Deportivo de Centro | The crossroads of current Physical Education: quality and / or quantity? Example of an increase in teaching hours through a Center Sports Project

2019 ◽  
Vol 12 (25) ◽  
pp. 60
Author(s):  
Carlos Heras-Bernardino ◽  
Ángel Pérez-Pueyo ◽  
David Hortigüela-Alcalá ◽  
Óscar Casado-Berrocal
Keyword(s):  
Physical Education ◽  
Education Quality ◽  
Santo Domingo ◽  
Real Dimension ◽  
Integral Development ◽  
Positive Experiences ◽  
The Subject ◽  
General Aspects ◽  
Specific Learning ◽  
Development Of Students

Aumento de horas lectivas en educación física: ¿realidad o ficción?  A través del presente artículo intentaremos dar respuesta a esta cuestión desde una dimensión práctica y real. En concreto a partir del análisis y repercusión del Proyecto Deportivo de Centro (PDC) que desde hace 6 años venimos desarrollando en el IES Prado de Santo Domingo (Alcorcón, Madrid). Éste se caracteriza por un aumento del número de periodos lectivos en la materia de educación física y por poner la materia al servicio de dos señas de identidad: el fomento de la autonomía y el desarrollo de experiencias positivas en todos los alumnos. Pero el factor determinante en este estudio no se encuentra únicamente en la descripción del PDC, sino en cómo se plasma éste en el aula. Es por ello que haremos un recorrido desde los aspectos más generales del proyecto hasta la descripción de situaciones de aprendizaje concretas, donde el uso de metodologías activas y procesos de evaluación formativa y compartida se convierten en el eje fundamental de todas ellas. Pretendemos que esta propuesta sirva de utilidad y orientación para todos aquellos centros que quieran apostar por una Educación Física de Calidad que contribuya al desarrollo integral de los alumnos.AbstractThis article attempts to respond, from a practical and real dimension, to the debate that has been generated in recent years around the needs of Physical Education (PE): Quality and/or quantity? Specifically, based on the analysis and repercussion of the Sports Centre Project (PDC) that has been developed for 6 years in the Secondary Education Institute (IES) Prado de Santo Domingo (Alcorcón, Madrid). This PDC is characterized by an increase in the number of teaching periods in EF and by putting the subject at the service of two signs of identity: the promotion of autonomy and the development of positive experiences in all students. Throughout the article we propose a journey from the most general aspects of the project to the description of specific learning situations, where the use of active methodologies and processes of formative and shared evaluation become the fundamental axis of all of them. We intend this proposal to serve as a useful guide for all those schools that want to bet on a quality EF that contributes to the integral development of students.

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