scholarly journals Avaliação em educação física escolar: novos ou velhos parâmetros?

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Iris Reis Souza ◽  
Moisés Sipriano Resende
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Personal Contact ◽  
Contact Network ◽  
Physical Education Teachers ◽  
Analysis Methodology ◽  
Integral Development ◽  
New Ideas ◽  
Almost All

INTRODUÇÃO: Tradicionalmente a avaliação escolar tem se caracterizado pela classificação, inclusão e a exclusão de educandos do sistema educacional. Educadores progressistas têm sugerido repensar a avaliação como uma prática contínua de coleta de informações sobre o processo de ensino e aprendizagem que visa contribuir com a formação do educando. Em se tratando da Educação Física, disciplina historicamente marcada pelo paradigma da aptidão física e do treinamento esportivo, a avaliação tem recebido novas ideias, no sentido de ampliar a análise da aprendizagem, para além da dimensão motora. Entretanto, pesquisas indicam poucas mudanças no cenário avaliativo da Educação Física escolar. OBJETIVO: Identificar concepções e práticas avaliativas de professores de Educação Física que lecionam em escolas no Estado de Goiás. MÉTODOS: : Foi realizada uma pesquisa qualitativa. Para a coleta de dados foi utilizado um questionário elaborado em plataforma eletrônica. O instrumento foi encaminhado para 54 professores de Educação Física que integram a rede de contatos pessoais dos autores. Deste total, 22 professores responderam o questionário. Os dados obtidos foram analisados seguindo a metodologia de análise de conteúdo. RESULTADOS: Foi possível observar que há maior preocupação dos professores em avaliar a aprendizagem cognitiva, bem como o desenvolvimento integral do educando em detrimento da dimensão física, o que demonstra certa aproximação com as novas teorias da avaliação. Ao mesmo tempo, verificou-se que quase todos os docentes avaliam a participação, demonstrando que esta prática continua frequente. CONCLUSÃO: Conclui-se que há avanços nas concepções e práticas dos professores visando a avaliação formativa. Entretanto, romper com a tradição de se avaliar a participação e a política somatória das escolas ainda representa um desafio. ABSTRACT. Evaluation in school physical education: new or old parameters?BACKGROUND: Traditionally, school evaluation has been characterized by the classification, inclusion and exclusion of students from the educational system. Progressive educators have suggested rethinking assessment as an ongoing practice of collecting information about the teaching and learning process that aims to contribute to the education of the student. In terms of Physical Education, a discipline historically marked by the paradigm of physical fitness and sports training, evaluation has received new ideas, in order to expand the analysis of learning, beyond the motor dimension. However, research indicates few changes in the evaluation scenario of Physical Education at school. OBJECTIVE: Identify concepts and evaluation practices of Physical Education teachers who teach in schools in the State of Goiás, Brazil. METHODS: A qualitative research was carried out. For data collection, a questionnaire elaborated on an electronic platform was used. The instrument was sent to 54 Physical Education teachers and was answered by 22 teachers who are part of the authors’ personal contact network. Of this total, 22 teachers answered the questionnaire. The data obtained were analyzed following the content analysis methodology. RESULTS: It was possible to observe that there is a greater concern of teachers in evaluating cognitive learning, as well as the student’s integral development at the expense of the physical dimension, which demonstrates a certain approach to the new theories of assessment. At the same time, it was found that almost all teachers assess participation, demonstrating that this practice remains frequent. CONCLUSION: It is concluded that there are advances in the conceptions and practices of teachers aiming at formative assessment. However, breaking with the tradition of evaluating the participation and summation policy of schools still represents a challenge.

scholarly journals Physical education learning model base on information, communication technology

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
H. Widyaningsih ◽  
Eva Yulianti ◽  
Iwan Setiawan
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Human Interaction ◽  
Survey Method ◽  
Physical Education Teachers ◽  
Motion Learning ◽  
Almost All

There was a revolution in the learning process in schools during the Covid-19 pandemic. At this time, the digital era plays a very important role in replacing human interaction in carrying out all life activities in almost all fields. Currently the teaching and learning process is carried out online. However, for the field of motion learning in physical education, students still have to be able to practice the sports movements that have been arranged in the curriculum. This study aims to determine what learning models are used in providing motion learning materials during this pandemic. Methods: This study used is a survey method with descriptive analysis. The sample in this study were physical education teachers in Junior High Schools in Jakarta. Results: This study showed that the online physical education learning model that is most widely mastered and used in the teaching and learning process. Conclusion:  The most widely used media in learning physical education are live youtube and motion learning videos.

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.

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

2021 ◽  
Vol 20 (3) ◽  
pp. 68-83
Author(s):  
Alejandro Almonacid-Fierro ◽  
Ricardo Souza de Carvalho ◽  
Franklin Castillo-Retamal ◽  
Manuel Almonacid Fierro
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Practical Training ◽  
Remote Work ◽  
Structured Interviews ◽  
Virtual Classrooms ◽  
Work Condition ◽  
Face To Face ◽  
Analysis Technique

The Covid-19 pandemic has put enormous pressure on the educational system in all its teaching and learning activities, and in the specific case of the practical training of teachers. This study seeks to investigate through qualitative research with a comprehensive interpretive approach, the training of the practicum of Physical Education teachers in Chile, considering the knowledge and experiences, in the context of virtual classrooms during the Covid-19 pandemic. Semi-structured interviews and focus groups were used to collect the data; and were analyzed with the content analysis technique. As result, it can be observed that the students manifest diverse experiences in their practicum process, with difficulties inherent to the remote work condition, such as difficulty in communication with students and school teachers, problems in didactic and evaluation processes, and adaptation to context. It is necessary to discuss the access of students and teachers to technologies, as well as the training of physical education teachers in areas of didactic and assessment in contexts where face-to-face is difficult.

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 Differences in Subject-Specific Competences between Slovenian and Italian Physical Education Teachers

2021 ◽  
Vol 10 (2) ◽  
pp. 53-58
Author(s):  
Marjeta Kovac ◽  
◽  
Bojan Leskosek ◽  
Gregor Jurak ◽  
Miha Marinsek ◽  
...  
Keyword(s):  
Physical Education ◽  
Cross Sectional Study ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Social Events ◽  
Subject Specific ◽  
The Subject ◽  
Almost All ◽  
Self Administered Questionnaire

This cross-sectional study was designed to analyse the differences between the subject-specific competenc- es of Slovenian and Italian physical education (PE) teachers. The participants, 669 Slovenian and 484 Italian PE teachers, evaluated their professional competences with a self-administered questionnaire on a four-level Likert scale. A t-test for independent samples indicates differences in the self-evaluations of the majority of sub- ject-specific competences between both groups. However, in almost all items, Slovenian PE teachers evaluate their competences higher. A multivariate analysis of variance, used to identify the role of some socio-demo- graphic factors (state, gender, years of service), shows that the state has the highest impact on the differences between self-efficiency of both groups (p<0.001, Eta2=0.531). The greatest differences (Cohen's d > 0.8) are observed on those competences that relate to some of the narrower aspects of PE didactics. The reasons for the perceived differences can be found in some historical and social events, length of education, the different orientation of PE teacher education programmes, and the different responses of both countries to educational policies. The present study outcomes may aid in updating initial PE teacher training and designing a creative system of continuous professional development.

scholarly journals Tingkat Keaktifan Guru Penjas Pada Masa Pandemi Covid 19 di SMP/MTS Se-Kecamatan Tanggungharjo

2021 ◽  
Vol 1 (2) ◽  
pp. 70-82
Author(s):  
Helmin Saraswati ◽  
Agus Wiyanto ◽  
Utvi Hinda Zhannisa
Keyword(s):  
Online Learning ◽  
Physical Education ◽  
Teaching And Learning ◽  
Research Problem ◽  
Learning Activities ◽  
Physical Education Teachers ◽  
Analysis Model ◽  
Interactive Analysis ◽  
Constraint Factors ◽  
Level Of Activity

The background of this research problem is that some physical education teachers have difficulty in learning physical education during the covid-19 pandemic. The purpose of this study was to determine the level of activity of physical education teachers during learning during the covid 19 pandemic. The type of research used is qualitative research.. Informants in this study were principals/deputy principals, and physical education teachers. Data collection techniques in this study used several techniques, namely observation, interviews, and documentation. The data validity technique in this research is source triangulation. The analysis was carried out using an interactive analysis model. The results of this study indicate that in the results of observations in the form of teaching and learning processes through WhatsApp Group and the results of interviews that have been conducted by researchers that physical education teachers in several schools that have been studied in teaching and learning activities during online learning are very limited and have not run optimally. There are constraint factors that make teaching and learning activities not run well, several obstacles to students that make teaching and learning activities less run optimally, such as students who do not have cellphones, lack of internet network, students who are lazy when learning, students who are bored and lack of enthusiasm during online learning, students who do not respond to the teacher during learning. The conclusion of this study is that the level of activity of physical education teachers in physical education learning during the COVID-19 pandemic in SMP/MTs throughout the District of Tanggungharjo has not run optimally..

scholarly journals Educação física escolar e educação de jovens e adultos: desafios da docência no ensino remoto emergencial

2021 ◽  
Vol 19 (3) ◽  
pp. 1-6
Author(s):  
Wagner César Pinheiro Costa ◽  
Willian Lazaretti da Conceição
Keyword(s):  
Public Schools ◽  
Adult Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Physical Education Teachers ◽  
Remote Education ◽  
Teaching Experiences ◽  
Pedagogical Action ◽  
Qualitative Nature

INTRODUÇÃO: A presente pesquisa foi desenvolvida à luz das experiências docentes no atendimento educacional a estudantes matriculados/as na Educação de Jovens e Adultos (EJA) que foram imersos no Ensino Remoto Emergencial (ERE) em decorrência da COVID-19. OBJETIVO: Apresentar os desafios que emergem do processo de ensino e de aprendizado na ação pedagógica de professores de Educação Física que trabalham no ERE com turmas da EJA. MÉTODOS: Participaram do estudo, 3 professores de Educação Física, do município de Vigia de Nazaré no Estado do Pará - Brasil que lecionam nos anos finais do ensino fundamental e do ensino médio em duas escolas públicas estaduais que atendem a modalidade EJA. De cunho qualitativo, a pesquisa usou como instrumento de coleta uma entrevista semiestruturada. A análise de conteúdo subsidiou o tratamento dos dados das entrevistas. RESULTADOS: Através dos relatos obtidos foi possível deparar com as grandes dificuldades dos professores de Educação Física em relação ao ensino por meio do ERE e a dura realidade excludente do mesmo em relação aos/às alunos/as da EJA. CONCLUSÃO: Conclui-se, que o presente estudo poderá provocar novas discussões sobre o Ensino Remoto Emergencial e seu papel excludente na área da Educação, em especial no âmbito da Educação Física Escolar e a EJA.ABSTRACT. School physical education and youth and adult education: Challenges of teaching in remote education.BACKGROUND: This research was developed in the light of the teaching experiences in the educational care of students enrolled in Youth and Adult Education (EJA) who were immersed in Emergency Remote Education (ERE) due to the COVID-19. OBJECTIVE: To present the challenges that emerge from the teaching and learning process in the pedagogical action of Physical Education teachers who work in the ERE with EJA classes. METHODS: The study included 3 physical education teachers from the municipality of Vigia de Nazaré in the State of Pará - Brazil who teach in the final years of elementary school and high school in two state public schools that have the modality EJA. Of qualitative nature, the research used as a collection instrument a semi-structured interview. The content analysis supported the treatment of the data from the interviews. RESULTS: Through the reports obtained it was possible to face the great difficulties of physical education teachers in relation to teaching through ERE and the harsh excluding reality of the same in relation to the students of the EJA. CONCLUSION: It is concluded that this study may provoke new discussions on Emergency Remote Education and its excluding role in the area of Education, especially in the field of School Physical Education and the EJA.

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