A influência dos professores e da gestão de aula na avaliação e no desenvolvimento da resistência
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2012
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O presente estudo teve como objetivo principal analisar a influência dos professores e da gestão de aula na avaliação e no desenvolvimento da resistência. Para isso foi necessário comparar os resultados obtidos no tipo de tarefas realizadas em conjunto com o tempo potencial de aprendizagem (TPA) e nas duas avaliações do teste do Vai-e-Vem entre as turmas de Professores Estagiários e as turmas de Professores Não Estagiários.
O estudo foi realizado na Escola Básica 2,3/Secundária Aquilino Ribeiro, tendo sido amostra composta por 90 alunos (52 do género feminino e 38 do género masculino) com idades compreendidas entre os 11 e os 18 anos. Na recolha de dados foi essencial utilizar os seguintes instrumentos: 1)o questionário de atividade desportiva, Telama (1997); 2) a escala de Borg - Borg (1990); 3) a gravação das aulas em suporte digital; 4) o teste do Vai-e-Vem da bateria de testes do FitnessGram. Os dados foram tratados através da ferramenta estatística SPSS V.20. Quanto aos resultados obtidos conclui que não existem diferenças significativas entre o tempo potencial de aprendizagem entre professores estagiários e professores não estagiários. Na comparação da perceção subjetiva de esforço nas aulas de Educação Física, a média dos resultados indicia que os alunos consideram as aulas ligeiramente cansativas, quer seja com os professores estagiários, quer seja com os não estagiários, para além disso não existe diferenças significativas. No que diz respeito à evolução da aptidão aeróbia constatei que todos os professores conseguiram pequenas conquistas, porém os mesmos não podem ser considerados como significativos.
The present study aimed to investigate teachers’ influence as well as the school management’s influence in the evaluation and development of resistance. For this, we compared the results obtained in the nature of tasks performed with the potential learning time (PLT) and the results achieved in the second test ratings of the back-and-forth among the Trainees Teacher classes and the Teachers classes. The study was performed at the Basic & Secondary School 2, 3 Aquilino Ribeiro and the sample was composed of 90 students (52 girls and 38 boys) aged between 11 and 18 years old. In order to make the needed data collection for the study, we have used the following instruments: 1) Quiz about sports, Telama (1997); 2) Scale of Borg - Borg (1990); 3) Classes digital recording; 4) Back-and-forth test of the FitnessGram tests set. The data were processed using the SPSS V.20 statistical tool. From the results obtained we may understand that there are no significant differences of the potential learning time between the trainee’s teachers and the teachers. Comparing the individual awareness of effort in physical education classes among teachers, we have found that there are no significant differences, although both have classified the Physical Education classes as frequently slightly tiring. Regarding the development of the aerobic capacity, we have understood that both teachers managed small achievements whereas we cannot consider them significant.
The present study aimed to investigate teachers’ influence as well as the school management’s influence in the evaluation and development of resistance. For this, we compared the results obtained in the nature of tasks performed with the potential learning time (PLT) and the results achieved in the second test ratings of the back-and-forth among the Trainees Teacher classes and the Teachers classes. The study was performed at the Basic & Secondary School 2, 3 Aquilino Ribeiro and the sample was composed of 90 students (52 girls and 38 boys) aged between 11 and 18 years old. In order to make the needed data collection for the study, we have used the following instruments: 1) Quiz about sports, Telama (1997); 2) Scale of Borg - Borg (1990); 3) Classes digital recording; 4) Back-and-forth test of the FitnessGram tests set. The data were processed using the SPSS V.20 statistical tool. From the results obtained we may understand that there are no significant differences of the potential learning time between the trainee’s teachers and the teachers. Comparing the individual awareness of effort in physical education classes among teachers, we have found that there are no significant differences, although both have classified the Physical Education classes as frequently slightly tiring. Regarding the development of the aerobic capacity, we have understood that both teachers managed small achievements whereas we cannot consider them significant.
Descrição
Orientação: Jorge Proença
Palavras-chave
DESPORTO, EDUCAÇÃO FÍSICA, APTIDÃO FÍSICA, PROFESSORES DE EDUCAÇÃO FÍSICA, PROFESSORES ESTAGIÁRIOS, RESISTÊNCIA AERÓBIA, AVALIAÇÃO DO DESEMPENHO, PRÁTICAS PEDAGÓGICAS, SPORT, PHYSICAL EDUCATION, PHYSICAL FITNESS, PHYSICAL EDUCATION TEACHERS, TRAINEE TEACHERS, AEROBIC RESISTANCE, PERFORMANCE EVALUATION, PEDAGOGICAL PRACTICES, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO