Relatório de estágio pedagógico em educação física na escola básica 2º e 3º ciclo Conde de Oeiras
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2024
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O presente relatório oferece uma reflexão crítica e fundamentada sobre o estágio pedagógico, encontrando-se estruturado em quatro áreas: Lecionação, Direção de Turma, Desporto Escolar e Seminário. Na área da Lecionação, destacam-se os progressos dos alunos nas suas competências prioritárias, onde o projeto "Desenvolvimento das Capacidades Motoras" contribuiu significativamente para o desenvolvimento da capacidade aeróbia dos alunos, permitindo-lhes atingir a zona saudável de atividade física no teste do vaivém, assim como melhorar o seu desempenho nas diferentes matérias da disciplina de Educação Física. Além disso, este projeto melhorou as habilidades motoras fundamentais manipulativas dos estudantes, resultando numa maior participação nas situações formais dos jogos desportivos coletivos. Na área da Direção de Turma, evidencia-se o trabalho cooperativo realizado durante as aulas de educação física e de cidadania e desenvolvimento, que facilitou a integração dos alunos que inicialmente apresentavam dificuldades em relacionar-se com os restantes colegas da turma. A implementação do projeto "Sensibilizando Mentes Saudáveis" alcançou os resultados pretendidos, aumentando a consciencialização dos alunos sobre saúde mental. A realização de uma saída de campo, alinhada com os objetivos e projetos desenvolvidos ao longo do ano letivo e envolvendo diversas atividades de exploração e contato com a natureza, promoveu o desenvolvimento contínuo de competências nas áreas de saúde e bem-estar, além de fortalecer o relacionamento interpessoal entre alunos e alunos e alunos e professores. No âmbito do Desporto Escolar, fui designado para treinar a equipa de Infantis A do núcleo basquetebol, onde se alcançaram melhorias significativas nas aprendizagens dos alunos, apesar das restrições relativas ao tempo de treino. A minha intervenção destacou-se pela organização e aplicação de uma metodologia de treino que integrou o desenvolvimento das competências técnicas, táticas, físicas e cognitivas nas diferentes situações de exercício. Por fim, no seminário, foi aprofundado o tema "Avaliação Autêntica nos Jogos Desportivos Coletivos". O projeto desenvolvido utilizou a investigação-ação como base metodológica, caracterizando-se como um processo interativo de resolução de problemas num contexto cooperativo. As propostas apresentadas consistiram na criação de protocolos de avaliação baseados nos Programas Nacionais de Educação Física, na realização de momentos de treino de avaliação e observação pelos docentes, e na elaboração de vídeos representativos para os diferentes níveis de jogo. Palavras-Chave: Capacidades Motoras; integração; metodologia de treino; avaliação autêntica
This report offers a critical and well-founded reflection on the teaching internship, structured into four areas: Teaching, Homeroom Management, School Sports, and Seminar. In the Teaching area, the progress of students in their priority skills is highlighted, with the "Motor Skills Development" project significantly contributing to the development of students' aerobic capacity, enabling them to reach the healthy activity zone in the beep test and improve their performance in various physical education subjects. Additionally, this project enhanced students' fundamental manipulative motor skills, resulting in greater participation in formal team sports games. In the Homeroom Management area, the cooperative work carried out during physical education and citizenship classes facilitated the integration of students who initially had difficulties in relating to their peers. The implementation of the "Raising Healthy Minds" project achieved the intended results by increasing students' awareness of mental health. The field trip, aligned with the goals and projects developed throughout the academic year and involving various exploration and nature activities, promoted the continuous development of skills in the areas of health and well-being, as well as strengthening interpersonal relationships among students and between students and teachers. In the scope of School Sports, I was assigned to coach the Under 11 basketball team, where significant improvements in students' learning were achieved despite the time constraints for training. My intervention was distinguished by the organization and application of a training methodology that integrated the development of technical, tactical, physical, and cognitive skills in various exercise situations. Finally, in the seminar, the topic "Authentic Assessment in Team Sports" was explored in depth. The developed project utilized action research as its methodological basis, characterized as an interactive problem-solving process in a cooperative context. The proposals presented included the creation of evaluation protocols based on the National Physical Education Programs, the implementation of training sessions for assessment and observation by teachers, and the development of representative videos for different levels of play. Key Words: Motor Skills; integration; training methodology; authentic assessment
This report offers a critical and well-founded reflection on the teaching internship, structured into four areas: Teaching, Homeroom Management, School Sports, and Seminar. In the Teaching area, the progress of students in their priority skills is highlighted, with the "Motor Skills Development" project significantly contributing to the development of students' aerobic capacity, enabling them to reach the healthy activity zone in the beep test and improve their performance in various physical education subjects. Additionally, this project enhanced students' fundamental manipulative motor skills, resulting in greater participation in formal team sports games. In the Homeroom Management area, the cooperative work carried out during physical education and citizenship classes facilitated the integration of students who initially had difficulties in relating to their peers. The implementation of the "Raising Healthy Minds" project achieved the intended results by increasing students' awareness of mental health. The field trip, aligned with the goals and projects developed throughout the academic year and involving various exploration and nature activities, promoted the continuous development of skills in the areas of health and well-being, as well as strengthening interpersonal relationships among students and between students and teachers. In the scope of School Sports, I was assigned to coach the Under 11 basketball team, where significant improvements in students' learning were achieved despite the time constraints for training. My intervention was distinguished by the organization and application of a training methodology that integrated the development of technical, tactical, physical, and cognitive skills in various exercise situations. Finally, in the seminar, the topic "Authentic Assessment in Team Sports" was explored in depth. The developed project utilized action research as its methodological basis, characterized as an interactive problem-solving process in a cooperative context. The proposals presented included the creation of evaluation protocols based on the National Physical Education Programs, the implementation of training sessions for assessment and observation by teachers, and the development of representative videos for different levels of play. Key Words: Motor Skills; integration; training methodology; authentic assessment
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SPORT, PHYSICAL EDUCATION, MOTOR LEARNING, SCHOOL INTEGRATION, SPORTS COACHING, SCHOOL SPORTS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, APRENDIZAGEM MOTORA, INTEGRAÇÃO ESCOLAR, TREINO DESPORTIVO, DESPORTO ESCOLAR, Mestrado em Ensino da Educação Física nos Ens. Básico e Secundário