Aplicação dos programas nacionais de Educação Física em ginástica : condicionantes
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2012
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Durante 15 anos, observando requerentes nas provas de acesso à licenciatura em Educação Física e Desporto, chegamos á conclusão de que maioria deles tem preparação gímnica básica muito fraca. Eles apresentam grandes lacunas tanto no conhecimento da técnica como na execução prática dos elementos gímnicos, constantes do Programa Escolar. Naturalmente, o nosso desejo foi descobrir as razões para esta deficiente preparação gímnica e contribuir para melhorar o processo ensino-aprendizagem nas escolas. Mais especificamente, neste estudo procurou-se, junto aos professores que leccionam nas escolas, averiguar alguns aspectos relacionados com a aplicação dos programas nacionais de Educação Física de Ginástica no 3º ciclo do Ensino Básico e Ensino Secundário. Para isso elaboramos um questionário ao qual responderam 88 professores em 14 escolas de Lisboa e Almada.
Conclusões. A maioria dos professores, participantes no nosso estudo, não aborda mais que metade dos elementos constantes dos Programas de ginástica, especialmente os elementos nos aparelhos (barra fixa, paralelas simétricas, argolas, cavalo com arções), saltos no plinto longitudinal, mortais no mini-trampolim, elementos do nível avançado no solo e trave. A maior dificuldade na aplicação do Programa de Educação Física é o facto de a grande maioria dos alunos não possuir os pré-requisitos na ginástica, que deveriam ser adquiridos no 1º e 2º ciclos de Escola Básica, tanto no desenvolvimento das habilidades e hábitos motores de base, como ao nível de preparação física. Uma percentagem considerável dos professores tem dificuldades relacionadas com os conhecimentos técnico-didácticos, especialmente na intervenção manual (48%). Por isso, é muito importante existência mais acções de formação especificas da ginástica.
Através da análise dos dados recolhidos referenciamos os elementos gímnicos que apresentam maiores dificuldades na leccionação e elaboramos as fichas com descrição completa da técnica da execução destes elementos, progressões metodológicas, indicamos os erros típicos e recomendamos a forma de intervenção manual do professores.
Com este trabalho pretendemos poder ajudar os estudantes e professores, que iniciam a sua carreira profissional, a encontrar uma forma mais eficaz no ensino dos elementos gímnicos, constantes do Programa Escolar.
For 15 years we have observed students in their pursuit of a Sports and Physical Education degree and reached the conclusion that most lack basic gymnastic preparation. They exhibit significant technical knowledge gaps and poor execution of elements that are part of the school curriculum. Naturally, as teachers, we delved into the reasons behind this inferior gymnastic preparation and desire to contribute in the improvement of the learning/teaching process in schools. In this study we particularly sought to understand through school teachers how the gymnastics portion of the national Physical Education curriculum is lectured in middle and high schools. The study was carried out by giving out a questionnaire to teachers, resulting in a sample of 88 respondents from 14 different schools throughout Lisbon and Almada. Findings: Most of the teachers who were part of the study do not cover half the gymnastics contained in the school curriculum, particularly in regards to elements on the horizontal bar, parallel bars, pommel horse and still rings; certain jumps over the vault; flips on the mini trampoline; and advanced elements on the beam and floor. The main difficulty in implementing the gymnastics portion of the curriculum is that the vast majority of students do not have the pre-requisites which should have been acquired in Elementary School, both in regards to their motor skill development, as well as general physical preparation. Additionally, a considerable percentage of teachers are not well versed in their technical knowledge of gymnastics, especially in what relates to manual intervention (48%). Hence, the importance of having more teacher workshops specific to gymnastics in their continuous learning curriculum. After analyzing the collected data, we take the elements that present the greatest difficulties in teaching and prepare materials with complete descriptions of their technical execution, progression, common mistakes and recommended manual intervention. The presented thesis intends to help students and teachers at the beginning of their careers to find a more effective way of teaching gymnastic elements listed in the school curriculum.
For 15 years we have observed students in their pursuit of a Sports and Physical Education degree and reached the conclusion that most lack basic gymnastic preparation. They exhibit significant technical knowledge gaps and poor execution of elements that are part of the school curriculum. Naturally, as teachers, we delved into the reasons behind this inferior gymnastic preparation and desire to contribute in the improvement of the learning/teaching process in schools. In this study we particularly sought to understand through school teachers how the gymnastics portion of the national Physical Education curriculum is lectured in middle and high schools. The study was carried out by giving out a questionnaire to teachers, resulting in a sample of 88 respondents from 14 different schools throughout Lisbon and Almada. Findings: Most of the teachers who were part of the study do not cover half the gymnastics contained in the school curriculum, particularly in regards to elements on the horizontal bar, parallel bars, pommel horse and still rings; certain jumps over the vault; flips on the mini trampoline; and advanced elements on the beam and floor. The main difficulty in implementing the gymnastics portion of the curriculum is that the vast majority of students do not have the pre-requisites which should have been acquired in Elementary School, both in regards to their motor skill development, as well as general physical preparation. Additionally, a considerable percentage of teachers are not well versed in their technical knowledge of gymnastics, especially in what relates to manual intervention (48%). Hence, the importance of having more teacher workshops specific to gymnastics in their continuous learning curriculum. After analyzing the collected data, we take the elements that present the greatest difficulties in teaching and prepare materials with complete descriptions of their technical execution, progression, common mistakes and recommended manual intervention. The presented thesis intends to help students and teachers at the beginning of their careers to find a more effective way of teaching gymnastic elements listed in the school curriculum.
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Orientação : Ana Maria Leça da Veiga
Palavras-chave
DESPORTO, EDUCAÇÃO FÍSICA, ENSINO DA EDUCAÇÃO FÍSICA, SPORT, PHYSICAL EDUCATION, PHYSICAL EDUCATION TEACHING, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, PROGRAMAS DE ENSINO, SYLLABUS, GINÁSTICA, GYMNASTICS