Realidade e dificuldades na aplicação dos programas nacionais de educação física em ginástica (solo, aparelhos e acrobática), no 3º ciclo do Ensino Básico e Ensino Secundário
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Data
2012
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O presente estudo, objectivou determinar as dificuldades sentidas pelos professores de
Educação Física (EF) na aplicação dos Programas Nacionais (PNEF) em Ginástica (Solo,
Aparelhos e Acrobática) no 3º Ciclo do Ensino Básico (CEB) e Ensino Secundário (ES). Foi
elaborado e aplicado um questionário a 88 professores de EF. Os resultados obtidos
confirmaram as três hipóteses formuladas (H1, H2 e H3). Efectivamente, a aplicação integral
dos Programas de EF em Ginástica, no 3º CEB e ES, encontra-se comprometida e está
condicionada por um conjunto variado de factores objectivos (H1). Sobressaem: 1. A
extensão dos PNEF, com destaque para o número de subdomínios da Ginástica (Solo,
Aparelhos, Acrobática, Rítmica), a que acresce no subdomínio, Aparelhos, o seu número e
diversidade. Acrescenta-se ainda o número elevado de elementos e a complexidade de alguns
desses elementos nos diferentes subdomínios; 2. A insuficiência de materiais e de espaço
nalgumas escolas e ainda de tempo dedicado nas aulas à abordagem da Ginástica; 3. O
desenvolvimento insuficiente, tanto das aptidões físicas dos alunos, assim como das suas
habilidades e hábitos motores de base a que acrescem as aprendizagens no solo, aparelhos e
acrobática em anos de escolaridade anteriores e ainda questões de ordem motivacional e
características morfológicas dos alunos; 4. A insuficiência de conhecimentos dos professores,
na abordagem de elementos, sobretudo os que possuem um maior grau de complexidade.
Confirmou-se que na abordagem da Ginástica na escola, os professores encontram
dificuldades de ordem metodológica nas aprendizagens realizadas com os alunos (H2).
Destacam-se: dificuldades a nível do conhecimento da metodologia de ensino dos elementos
gímnicos constantes dos PNEF (9,1% dos professores da amostra); uma insuficiente
disponibilidade motora e conhecimentos a nível da intervenção manual (21,6% dos
professores); uma insuficiente disponibilidade motora para efectuar a demonstração dos
elementos gímnicos (47,7% dos professores). Na terceira hipótese (H3), confirmou-se que os
professores apenas abordam uma parte dos elementos constantes do conteúdo programático da
Ginástica nos PNEF. No Solo, mas também nos Aparelhos e na Acrobática, tanto no 3º CEB
como no Ensino Secundário os professores abordam apenas os elementos mais simples. Os
elementos que apresentam maiores dificuldades de leccionação, são abordados por uma
percentagem reduzida de professores, oscilando os seus valores nos diferentes subdomínios
da Ginástica, podendo-se encontrar valores muito distintos, mas abaixo de 50%.
The present study seeks to determine the difficulties of Physical Education (PE) teachers in implementing the Gymnastics (Floor, Apparatus and Acrobatic) portion of the National PE Curriculum (PNEF) in middle and high schools. The study is based on a sample of 88 PE teachers which responded to a questionnaire developed for the purposes of the study. The results confirmed all three hypotheses (H1, H2 and H3). Indeed, the full implementation of the Gymnastics portion of the PE Curriculum is compromised and conditioned by a varied array of tangible factors (H1). In particular: 1. The broadness of the Gymnastics portion of the Curriculum in what relates to the different subdomains within gymnastics (Floor, Apparatus, Acrobatic, Rhythmic), as well as the diversity, complexity and number of elements within the different subdomains; 2. The lack of material and space in some schools, as well as the class time devoted to Gymnastics; 3. The insufficient development of students in their physical preparation, abilities and base motor skills in addition to their lacking background in the different Gymnastics subdomains, which should have been acquired in previous years and also questions of a motivational and morphological characteristics of students; 4. Teachers’ insufficient knowledge regarding the different elements, especially those with a higher degree of complexity. Hypothesis two (H2) was verified: PE teachers do have methodological difficulties when teaching Gymnastics. Specifically: the lack of technical knowledge in teaching methodology for the elements contained in the Gymnastics portion of the Curriculum (9.1% of teachers in the sample); insufficient motor ability and knowledge regarding manual intervention (21.6% of teachers); lacking skill to demonstrate the execution of Gymnastic elements (47.7% of teachers). The third hypothesis (H3) was confirmed: PE teachers only cover part of the Gymnastics contained in the PE Curriculum. In all the different subdomains, both in middle and high school, teachers only address the simplest elements. More complex elements are covered by a small percentage of teachers, with varied percentages in the different subdomains, but consistently below 50%.
The present study seeks to determine the difficulties of Physical Education (PE) teachers in implementing the Gymnastics (Floor, Apparatus and Acrobatic) portion of the National PE Curriculum (PNEF) in middle and high schools. The study is based on a sample of 88 PE teachers which responded to a questionnaire developed for the purposes of the study. The results confirmed all three hypotheses (H1, H2 and H3). Indeed, the full implementation of the Gymnastics portion of the PE Curriculum is compromised and conditioned by a varied array of tangible factors (H1). In particular: 1. The broadness of the Gymnastics portion of the Curriculum in what relates to the different subdomains within gymnastics (Floor, Apparatus, Acrobatic, Rhythmic), as well as the diversity, complexity and number of elements within the different subdomains; 2. The lack of material and space in some schools, as well as the class time devoted to Gymnastics; 3. The insufficient development of students in their physical preparation, abilities and base motor skills in addition to their lacking background in the different Gymnastics subdomains, which should have been acquired in previous years and also questions of a motivational and morphological characteristics of students; 4. Teachers’ insufficient knowledge regarding the different elements, especially those with a higher degree of complexity. Hypothesis two (H2) was verified: PE teachers do have methodological difficulties when teaching Gymnastics. Specifically: the lack of technical knowledge in teaching methodology for the elements contained in the Gymnastics portion of the Curriculum (9.1% of teachers in the sample); insufficient motor ability and knowledge regarding manual intervention (21.6% of teachers); lacking skill to demonstrate the execution of Gymnastic elements (47.7% of teachers). The third hypothesis (H3) was confirmed: PE teachers only cover part of the Gymnastics contained in the PE Curriculum. In all the different subdomains, both in middle and high school, teachers only address the simplest elements. More complex elements are covered by a small percentage of teachers, with varied percentages in the different subdomains, but consistently below 50%.
Descrição
Orientação : Ana Maria Leça Veiga
Palavras-chave
DESPORTO, EDUCAÇÃO FÍSICA, GINÁSTICA, SPORT, PHYSICAL EDUCATION, GYMNASTICS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, METODOLOGIAS DE ENSINO, TEACHING METHODOLOGIES