Organização curricular e aptidão física em alunos do ensino secundário - estudo de caso
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2011
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O presente estudo teve como propósito a análise da evolução dos níveis de aptidão física em alunos, cujos professores seguem modelos de ensino diferenciados: modelo de ensino por blocos e modelo de ensino por etapas. O estudo foi levado a cabo na Escola Secundária Pedro Alexandrino, tendo sido a amostra constituída por 90 alunos (44 raparigas e 46 rapazes) com uma média de idades de 16,02 ± 1,15. Para se proceder à recolha de todos os dados necessários para a elaboração do estudo, utilizaram-se os seguintes instrumentos: 1) Questionário de atividade desportiva, Telama (1997); 2) Escala de Borg - Borg (1992); 3) Gravação das aulas em suporte digital; 4) Bateria de testes do FitnessGram. Os dados foram tratados utilizando a ferramenta estatística EzAnalyse 3.0. Através dos resultados obtidos conclui-se que existem diferenças significativas entre os géneros e entre os diferentes modelos de ensino, sendo que o modelo de ensino por etapas apresenta valores significativamente superiores em relação ao modelo de ensino por blocos.
No que diz respeito à evolução das capacidades motoras, verificou-se que em ambos os modelos de ensino existiram ganhos, mas no modelo de ensino por etapas os ganhos foram superiores.
Na comparação entre o nível de atividade física e a perceção subjetiva de esforço nas aulas de Educação Física verifica-se que as atividades extra Educação Física têm importância significativa sobre a perceção subjetiva de esforço dos alunos nas aulas.
The purpose of this research was to analyze the evolution of physical fitness levels in students whose teachers use models of teaching different: teaching model in block and teaching model in stages. This research was carried out in Escola Secundária Pedro Alexandrino, being the sample of 90 students (44 girls and 46 boys) with an average of ages 16,02 ± 1,15. To collect all data necessary for the elaboration of this research, was used the following instruments: 1) Activity Sport Questionnaire, Telama (1997); 2) Borg Scale –Borg (1992); 3) Recording the classes in digital support; 4) Battery tests of FitnessGram. All data was treated using the statistic tool EzAnalyse 3.0. Trough the results obtained we can conclude that there are significant differences between sexes and between different teaching models, and teaching models in stages presents values significantly higher in relation to the teaching model in blocks. Regarding the evolution of motor skills, it was observed that in both teaching models there were profit, but in teaching models in stages the profits was higher. Comparing the lever of physical activity and subjective perception of effort in physical education, it was apparent that extra physical education activity has a significant influence on the subjective perception of effort in students.
The purpose of this research was to analyze the evolution of physical fitness levels in students whose teachers use models of teaching different: teaching model in block and teaching model in stages. This research was carried out in Escola Secundária Pedro Alexandrino, being the sample of 90 students (44 girls and 46 boys) with an average of ages 16,02 ± 1,15. To collect all data necessary for the elaboration of this research, was used the following instruments: 1) Activity Sport Questionnaire, Telama (1997); 2) Borg Scale –Borg (1992); 3) Recording the classes in digital support; 4) Battery tests of FitnessGram. All data was treated using the statistic tool EzAnalyse 3.0. Trough the results obtained we can conclude that there are significant differences between sexes and between different teaching models, and teaching models in stages presents values significantly higher in relation to the teaching model in blocks. Regarding the evolution of motor skills, it was observed that in both teaching models there were profit, but in teaching models in stages the profits was higher. Comparing the lever of physical activity and subjective perception of effort in physical education, it was apparent that extra physical education activity has a significant influence on the subjective perception of effort in students.
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Orientação: Jorge Proença
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DESPORTO, EDUCAÇÃO FÍSICA, CURRÍCULOS ESCOLARES, APTIDÃO FÍSICA, SPORT, PHYSICAL EDUCATION, SCHOOL CURRICULA, PHYSICAL FITNESS, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, MODELOS DE APRENDIZAGEM, LEARNING STYLES, ENSINO SECUNDÁRIO, SECONDARY EDUCATION