Análise de um Processo Didático Multiesportivo para uma Educação Esportiva Sustentável
Palavras-chave:
Professor, Rugby, Comunicação, Competências didáticas, Alfabetização físicaResumo
O tema deste trabalho é a formação do professor de educação física. O assunto será inicialmente abordado por meio de metáforas para melhor compreender alguns conceitos do processo de formação, como o processo necessário para sua conclusão, a forma didática (arte ou racionalidade?), a competência (técnica ou empatia?) e a abordagem comunicativa do professor. Posteriormente, será ilustrado um projeto formativo em andamento baseado em um modelo integrado multiesportivo, inicialmente voltado para o instrutor federal de rugby. Seu sucesso, sustentabilidade e transferibilidade didática em cursos para instrutores de esportes juvenis serão verificados usando um método científico, cujo protocolo de estudo é descrito. O resultado da iniciativa pode confirmar a adequação do método para alcançar os objetivos de formação de profissionais no campo motor-esportivo e, de forma mais ampla, para a promoção da alfabetização física dos destinatários finais dessa formação, ou seja, as crianças.
Referências
Arnstine, B. (1990). Rational and caring teachers: Reconstructing teacher preparation. Teachers College Record, 92(2), 230-247.
Balyi, I., Way, R., & Higgs, C. (2013). Long-Term Athlete Development. Human Kinetics. https://doi.org/10.5040/9781492596318
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037//0022-3514.51.6.1173
Calabrese, S. (2012). La metafora e i neuroni: stato dell’arte. ENTHYMEMA, 0(7), 1-14. https://doi.org/10.13130/2037-2426/2676
Casey, A., & Kirk, D. (2020). Models-based Practice in Physical Education. Routledge. https://doi.org/10.4324/9780429319259
Casolo, F., Coco, D., Frattini, G., Vago, P., & Casolo, A. (2019). Effective teaching competences in Physical Education. Journal of Physical Education and Sport, 19, 1806-1813.
Ceciliani, A. (2018). Didattica integrata quali-quantitativa, in educazione motoria-sportiva, e benessere in età evolutiva. Formazione & insegnamento, 16(1 Suppl.), 183-193. https://doi.org/10.7346/-feis-XXI-01-23_01
Chng, L. S., & Lund, J. (2018). Assessment for Learning in Physical Education: The What, Why and How. Journal of Physical Education, Recreation & Dance, 89(8), 29-34. https://doi.org/10.1080/07303084.2018.1503119
Colella, D., Morano, M., Bortoli, L., & Robazza, C. (2008). A Physical Self-Efficacy Scale for Children. Social Behavior and Personality, 36(6), 841-848. https://doi.org/10.2224/sbp.2008.36.6.841
Crocker, P. R., Bailey, D. A., Faulkner, R. A., Kowalski, K. C., & McGrath, R. (1997). Measuring general levels of physical activity: preliminary evidence for the Physical Activity Questionnaire for Older Children. Medicine and Science in Sports and Exercise, 29(10), 1344-1349. https://doi.org/10.1097/00005768-199710000-00011
Curtner-Smith, M. D. (2010). Instrument for Identifying Teaching Styles (IFITS). Retrieved November 15th, 2020 from https://spectrumofteachingstyles.org/assets/files/articles/CurtnerSmith2001_IFITS.pdf
Dewi, L. R., & Kartowagiran, B. (2018). An evaluation of internship program by using Kirkpatrick evaluation model. Research and Evaluation in Education, 4(2), 155-163. https://doi.org/10.21831/reid.v4i2.22495
Estevan, I., Bardid, F., Utesch, T., Menescardi, C., Barnett, L. M., & Castillo, I. (2021). Examining early adolescents’ motivation for physical education: associations with actual and perceived motor competence. Physical Education and Sport Pedagogy, 26(4), 359-374. https://doi.org/10.1080/17408989.2020.1806995
Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British Journal of Educational Psychology, 82(4), 690-704. https://doi.org/10.1111/j.2044-8279.2011.02058.x
Gould, D., & Carson, S. (2008). Life skills development through sport: current status and future directions. International Review of Sport and Exercise Psychology, 1(1), 58-78. https://doi.org/10.1080/17509840701834573
Graham, G. (1995). Physical Education through Students’ Eyes and in Students’ Voices: Implications for Teachers and Researchers. Journal of Teaching in Physical Education, 14(4), 478-482. https://doi.org/10.1123/jtpe.14.4.478
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0
Hastie, P. A., & Wallhead, T. L. (2015). Operationalizing physical literacy through sport education. Journal of Sport and Health Science, 4(2), 132-138. https://doi.org/https://doi.org/10.1016/j.jshs.2015.04.001
Hulteen, R. M., Morgan, P. J., Barnett, L. M., Stodden, D. F., & Lubans, D. R. (2018). Development of Foundational Movement Skills: A Conceptual Model for Physical Activity Across the Lifespan. Sports Medicine, 48(7), 1533-1540. https://doi.org/10.1007/s40279-018-0892-6
Invernizzi, P. L., & Scurati, R. (2019). The “Multi-Teaching Styles Approach and Active Reflection” Project for physical activity in the primary school. Formazione & insegnamento, 17(3 Suppl.), 109–128. https://doi.org/10.7346/-feis-XVII-03-19_10
Invernizzi, P. L., Signorini, G., Scurati, R., Mauro, F., Rigon, M., Trecroci, A., D’Elia, F., & Raiola, G. (2023). Analysis of an Ontological Plan for Physical and Sports Education in the Italian Cultural Reality: A Preliminary Survey. Advances in Physical Education, 13(04), 255-287. https://doi.org/10.4236/ape.2023.134022
Kiphard, E. J., & Schilling, F. (1974). Körperkoordinationstest für Kinder KTK: Manual. Beltz Test.
Kirk, D., & MacPhail, A. (2002). Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model. Journal of Teaching in Physical Education, 21(2), 177-192. https://doi.org/10.1123/jtpe.21.2.177
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs : the four levels (3rd ed.). Berrett-Koehler San Francisco, CA. http://www.aspresolver.com/aspresolver.asp?BIZP;2341903
Li, M. H., Sum, R. K. W., Sit, C. H. P., Liu, Y., & Li, R. (2021). Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children. J Exerc Sci Fit, 19(3), 171-177. https://doi.org/10.1016/j.jesf.2021.03.001
Liukkonen, J., Barkoukis, V., Watt, A., & Jaakkola, T. (2010). Motivational climate and students’ emotional experiences and effort in physical education. The Journal of Educational Research, 103(5), 295-308. https://doi.org/10.1080/00220670903383044
López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: a review of international literature. Sport, Education and Society, 18(1), 57-76. https://doi.org/10.1080/13573322.2012.713860
Macmillan, C. J. B. (1985). Rational Teaching. Teachers College Record, 86(3), 411-422. https://doi.org/10.1177/016146818508600305
Maksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Iryna, D., & Sitovskyi, A. (2018). Original Article Developing pedagogical mastery of future physical education teachers in higher education institutions Private Higher Educational Institution Academy of Recreational Technologies and Law, Lutsk, UKRAINE. Journal of Physical Education and Sport, 2018(02), 810-815. https://doi.org/10.7752/jpes.2018.02119
McKenzie, T. L., Sallis, J. F., & Nader, P. R. (1992). SOFIT: System for Observing Fitness Instruction Time. Journal of Teaching in Physical Education, 11(2), 195-205. https://doi.org/10.1123/jtpe.11.2.195
Mehtälä, M. A., Sääkslahti, A. K., Inkinen, M. E., & Poskiparta, M. E. (2014). A socio-ecological approach to physical activity interventions in childcare: a systematic review. The International Journal of Behavioral Nutrition and Physical Activity, 11, 22. https://doi.org/10.1186/1479-5868-11-22
Méndez-Giménez, A., del Pilar Mahedero-Navarrete, M., Puente-Maxera, F., & de Ojeda, D. M. (2021). Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year. European Physical Education Review, 28(2), 1356336X2110478. https://doi.org/10.1177/1356336X211047866
Metzler, M. (2017). Instructional Models in Physical Education. https://doi.org/10.4324/9781315213521
Meyers, S., Rowell, K. R., Wells, M. R., & Smith, B. C. (2019). Teacher Empathy: A Model of Empathy for Teaching for Student Success. College Teaching, 67, 160-168.
Miller, T. C. (1993). The Duality of Human Nature. Politics and the Life Sciences, 12(2), 221-241. https://doi.org/10.1017/S0730938400024175
Moore, J. B., Yin, Z., Hanes, J., Duda, J., Gutin, B., & Barbeau, P. (2009). Measuring Enjoyment of Physical Activity in Children: Validation of the Physical Activity Enjoyment Scale. Journal of Applied Sport Psychology, 21(S1), S116-S129. https://doi.org/10.1080/10413200802593612
Moreno-Casado, H., Leo, F. M., López-Gajardo, M. A., García-Calvo, T., & Pulido, J. J. (2023). Teachers' Verbal and Nonverbal Communication, Students' Psychological Needs, and Positive and Negative Outcomes in Physical Education. Journal of Sport & Exercise Psychology, 45(5), 269-278. https://doi.org/10.1123/jsep.2022-0240
Morin, E. (1993). Introduzione al pensiero complesso. Sperling and Kupfer.
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797-813. https://doi.org/10.1177/1356336x19882054
Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The Game Performance Assessment Instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17(2), 231-243.
Pennacchio, F. (2014). Un modello avanzato di narratologia. In Linguaggio, letteratura e scienze neuro-cognitive. - ( La ragione critica ; 6). Ledizioni. http://digital.casalini.it/9788867051663
Quennerstedt, M. (2019). Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611-623. https://doi.org/10.1080/13573322.2019.1574731
Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano-Peña, G. (2022). Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability, 14(24), 16863. https://www.mdpi.com/2071-1050/14/24/16863
Sanchez, B., Byra, M., & Wallhead, T. (2012). Students’ perceptions of the command, practice, and inclusion styles of teaching. Physical Education & Sport Pedagogy, 17(3), 317-330. https://doi.org/10.1080/17408989.2012.690864
Schempp, P. G. (1987). Research on Teaching in Physical Education: Beyond the Limits of Natural Science. Journal of Teaching in Physical Education, 6(2), 111-121. https://doi.org/10.1123/jtpe.6.2.111
Sgrò, F., & Lipoma, M. (2019). Thinking about the use of Tactical Games Model in primary school. Formazione & insegnamento, 17(3 Suppl.), 193–206. https://doi.org/10.7346/-feis-XVII-03-19_16
Shane, P. (1012). Rethinking Sport Teaching in Physical Education University of Tasmania]. Launcheston. https://dx.doi.org/10.25959/23206673.v1
Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Mayfield.
Silverman, S., Tyson, L. A., & Morford, L. M. (1988). Relationships of organization, time, and student achievement in physical education. Teaching and Teacher Education, 4(3), 247-257. https://doi.org/https://doi.org/10.1016/0742-051X(88)90004-2
SueSee, B., Edwards, K., Pill, S., & Cuddihy, T. (2018). Self-reported teaching styles of Australian senior physical education teachers [journal article]. Curriculum Perspectives, 38(1), 41-54. https://doi.org/10.1007/s41297-018-0041-2
Tsang, K. K. (2011). Emotional labor of teaching. Educational Research, 2, 2141-5161.
Varghese, M., Ruparell, S., & LaBella, C. (2022). Youth Athlete Development Models: A Narrative Review. Sports Health, 14(1), 20-29. https://doi.org/10.1177/19417381211055396
Yoo, J. (2015). Perceived autonomy support and behavioral engagement in physical education: A conditional process model of positive emotion and autonomous motivation. Perceptual and Motor Skills, 120(3), 731-746. https://doi.org/10.2466/06.PMS.120v20x8
Downloads
Publicado
Como Citar
Licença
Copyright (c) 2024 Pietro Luigi Invernizzi, Marta Rigon, Gabriele Signorini, Domenico Cherubini, Raffaele Scurati
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
