Melhoria da literacia motora em alunos do Ensino Secundário: utilização de exercícios de 10 minutos por aula
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2016-11-17
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O documento aqui apresentado tem como objetivo projetar todas as minhas
experiências e vivências enquanto professora estagiária durante o ano letivo
2013/2014, destinado ao Estágio Pedagógico, que está inserido no 2º ciclo de
estudos em Ensino da Educação Física nos Ensinos Básico e Secundário da
Universidade de Trás-os-Montes e Alto Douro ( UTAD). O Estágio Pedagógico é
considerado como o fim de uma etapa e como uma preparação para o início de
outra, tendo como intuito de servir como alicerce de toda uma formação
relativamente constante, contínua e reflexiva na vida do professor. É através deste
relatório que transmito todo o conjunto de experiências que me acompanharam ao
longo deste ano letivo como professora estagiária de EF. Aqui declaro as minhas
dificuldades, dúvidas, angústias e preocupações mas também as estratégias,
recursos e soluções utilizadas durante todo este processo de aprendizagem que
foi a minha intervenção no estágio.
Este relatório tem quatro áreas de intervenção: as tarefas do professor estagiário
no processo de ensino aprendizagem que é o estágio, a reflexão da prática de
ensino supervisionada realizada ao longo do ano, a caracterização da turma do
12ºB e, por último, as atividades desenvolvidas e nas quais o núcleo de estágio
participou no meio escolar.
Para complementar e consolidar o desenvolvimento do processo académico, este
relatório comtempla ainda um estudo sobre a melhoria da literacia motora dos
alunos secundários utilizando apenas 10 minutos por aula. Participaram neste
estudo n= 24 alunos da turma 10ºC, dos quais 8 eram alunos do sexo masculino e
16 do sexo feminino. Como instrumento de avaliação da literacia motora utilizou-se
o PLAYBasic e para análise do dados, optou-se pela discrição estatística ANOVA.
As conclusões identificadas no estudo foram: 1) 10 minutos por aula são
suficientes para que a literacia motora seja, efetivamente melhorada nos alunos do
Ensino Secundário; 2) é necessário ter em atenção todos os domínios da literacia
motora para que o desenvolvimento da mesma nos alunos seja igual em todos os
parâmetros.
The document presented has as its goal to show all my experiences and livings as a trainee teacher during the school year of 2013/2014, destined to Traineeship that is part of the 2nd cycle of studies in Teaching Physical Education in pre-secondary and secondary schools in University of Trás-os-Montes and Alto Douro. The traineeship is considered as the end of one stage and as the preparation for the beginning of another, having as intention to serve as foundation for a constant, continuous and reflexive formation throughout the life of a teacher. Through this report I transmit a whole set of experiences that I went through during this year as a physical education trainee teacher. Here I write about my difficulties, doubts, distresses and worries but also the strategies, resources and solutions that I used during all this process of learning that was my traineeship intervention. This report is divided in four areas of intervention: the trainee teacher’ works in the process of teaching and learning that is the traineeship, the reflection of the supervised teaching practice that took place during the whole year, the characterization of the class of 12ºB and, for last, the activities developed and which the Traineeship Group participated in the school environment. To complement and consolidate the development of the academic process, this report includes a study about the improvement of physical literacy of secondary pupils using 10 minutes per class. As part of the study, 24 students (n=24) of the 10ºC, which 8 were boys and 16 were girls. As a physical literacy evaluation instrument the PLAYBasic was used and for the data analysis, the statistic description ANOVA. The conclusions of the study were: 1) 10 minutes per class are enough to improve physical literacy in Secondary School; 2) it’s important to pay attention to all the physical literacy domains so that the development of it is equally.
The document presented has as its goal to show all my experiences and livings as a trainee teacher during the school year of 2013/2014, destined to Traineeship that is part of the 2nd cycle of studies in Teaching Physical Education in pre-secondary and secondary schools in University of Trás-os-Montes and Alto Douro. The traineeship is considered as the end of one stage and as the preparation for the beginning of another, having as intention to serve as foundation for a constant, continuous and reflexive formation throughout the life of a teacher. Through this report I transmit a whole set of experiences that I went through during this year as a physical education trainee teacher. Here I write about my difficulties, doubts, distresses and worries but also the strategies, resources and solutions that I used during all this process of learning that was my traineeship intervention. This report is divided in four areas of intervention: the trainee teacher’ works in the process of teaching and learning that is the traineeship, the reflection of the supervised teaching practice that took place during the whole year, the characterization of the class of 12ºB and, for last, the activities developed and which the Traineeship Group participated in the school environment. To complement and consolidate the development of the academic process, this report includes a study about the improvement of physical literacy of secondary pupils using 10 minutes per class. As part of the study, 24 students (n=24) of the 10ºC, which 8 were boys and 16 were girls. As a physical literacy evaluation instrument the PLAYBasic was used and for the data analysis, the statistic description ANOVA. The conclusions of the study were: 1) 10 minutes per class are enough to improve physical literacy in Secondary School; 2) it’s important to pay attention to all the physical literacy domains so that the development of it is equally.
Descrição
Dissertação de Mestrado em Ensino de Educação Física, nos Ensinos Básico e Secundário
Palavras-chave
Educação física , Estágios pedagógicos , Ensino secundário , Pedagogia , Literacia motora