Eficácia dos modelos de ensino nos jogos desportivos colectivos no contexto escolar
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2011
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O estudo teve como principal objectivo averiguar a eficácia dos modelos de ensino em jogos desportivos colectivos, nomeadamente no futsal, no basquetebol e também no andebol, com o intuito de os alunos melhorarem a sua compreensão do jogo e as habilidades motoras específicas. Participaram no estudo 18 alunos referentes ao 6º ano de escolaridade (7 do género feminino e 11 do género masculino), sendo divididos de acordo com as notas de educação física por três grupos de ensino: técnica, táctica e controlo. Em cada modalidade foram aplicados um pré-teste e pós-teste, sendo administradas 5 sessões de aulas de 90 minutos, tendo como instrumento de observação o Game Performance Assessment Instrument -GPAI (Oslin, Mitchell & Griffin, 1998) para o jogo nas três modalidades. Quanto às habilidades motoras no basquetebol o instrumento utilizado foi o AAHPERD (Kirkendall, Gruber & Johnson, 1987), no andebol foi utilizado a bateria de Seco e Maldonado (1989) e no futsal o instrumento aplicado foi uma bateria da Federação Portuguesa de Futebol (1986) e de duas provas sugeridas por Kirkendall e colaboradores (1987).
Os resultados obtidos mostraram o ensino da educação física em jogos desportivos colectivos deve incidir no jogo, tendo sempre em conta o nível de aprendizagem dos alunos. No entanto o que se verificou neste estudo é que independentemente do modelo aplicado aos grupos com a componente do jogo, todos os alunos conseguiram desenvolver as habilidades técnicas e sobretudo foram capazes de compreender e obter um conhecimento prévio sobre os aspectos tácticos do jogo. Denotou-se uma melhoria, por parte dos alunos do pré-teste para o pós-teste, os alunos mostram-se alunos mais presentes no jogo conseguindo pensar o que fazer e como fazê-lo em determinado momento do jogo.
The purpose of this study was to ascertain the effectiveness of teaching models in team sports, particularly in soccer, basketball and handball in order to students to improve their understanding of the game and the specific motor skills. The universe of study included 18 students of the 6 th grade (7 girls and 11boys), divided according to the notes of physical education for three teaching groups: technique, tactics and control. In every sport there was applied a pre-test and post-test being administered five sessions of 90 minutes, through the instrument of observation Game Performance Assessment Instrument - GPAI (Oslin, Mitchell& Griffin, 1998) for the game in three sports and as to motor skills in basketball the instrument used was the AAHPERD (Kirkendall, Gruber & Johnson, 1987), in handball was used one battery of Seco e Maldonado (1989) and in futsal the instrument used was a battery of Federação Portuguesa de Futebol (1986) and two tests suggested by Kirkendall & collaborators (1987). The results showed that teaching physical education in team sports should focus on game taking into account the level of student learning. However what I discovered in this study is that regardless of the model applied to the groups with the game, all students were able to develop the technical skills and especially were able to understand and obtain prior knowledge about the tactical aspects of the game. There has been an improvement by students the pre-test to post-test, the students showing more involved in the game able to think what to do and how to do it at some point in the game.
The purpose of this study was to ascertain the effectiveness of teaching models in team sports, particularly in soccer, basketball and handball in order to students to improve their understanding of the game and the specific motor skills. The universe of study included 18 students of the 6 th grade (7 girls and 11boys), divided according to the notes of physical education for three teaching groups: technique, tactics and control. In every sport there was applied a pre-test and post-test being administered five sessions of 90 minutes, through the instrument of observation Game Performance Assessment Instrument - GPAI (Oslin, Mitchell& Griffin, 1998) for the game in three sports and as to motor skills in basketball the instrument used was the AAHPERD (Kirkendall, Gruber & Johnson, 1987), in handball was used one battery of Seco e Maldonado (1989) and in futsal the instrument used was a battery of Federação Portuguesa de Futebol (1986) and two tests suggested by Kirkendall & collaborators (1987). The results showed that teaching physical education in team sports should focus on game taking into account the level of student learning. However what I discovered in this study is that regardless of the model applied to the groups with the game, all students were able to develop the technical skills and especially were able to understand and obtain prior knowledge about the tactical aspects of the game. There has been an improvement by students the pre-test to post-test, the students showing more involved in the game able to think what to do and how to do it at some point in the game.
Descrição
Dissertação de Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
Palavras-chave
Jogos desportivos coletivos , Ensino/aprendizagem , Técnica , Tática