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Authors
Abstract(s)
Resumo 1 O mestrado em Ensino de Educação Física (EF) nos ensinos Básico e Secundário é constituído por
uma vertente teórico-prática e por uma uma vertente prática. Ao longo dos dois anos do
mestrado a vertente teórico-prática está sempre presente, embora seja mais significativa no
primeiro ano. O estágio pedagógico insere-se no segundo ano do mestrado, tendo como objetivo
que os alunos experienciem a realidade escolar e todas as funções de um Professor.
Enquanto Professor Estagiário, procurei cumprir as diversas atividades nas diferentes funções que
competem a um Professor.
Ao longo do ano letivo de 2014/2015, lecionei 4 níveis diferentes (9º, 10º, 11º e 12º anos) e
acompanhei, ao longo de todo o ano, uma turma do 3º ciclo (9ºB). Na lecionação foi ainda
possível experienciar como é dar aulas a um curso profissional uma vez que lecionei um módulo
ao 12º ano. Além da lecionação, orientei ainda treinos de basquetebol e badminton no tempo
dedicado ao Desporto Escolar. Durante este tempo também acompanhei as equipas de
basquetebol masculino e feminino e de badminton a competições e auxiliei as Professoras
responsáveis pelas equipas sempre que necessário.
Parte da minha intervenção passou também pela área da direção de turma e pela organização e
dinamização de atividades na escola. Na área da Direção de Turma, realizei a caraterização da
turma do 10ºB, aprendi a funcionar com o programa de marcação de faltas e sumários,
justifiquei faltas, participei em reuniões de avaliação intercalares e de final de período e
aprendi a definir estratégias de ensino adequadas a cada aluno. Na área de organização e
dinamização de atividades, participei na organização de diversas atividades, incluídas no Plano
Anual de Atividades Grupo de EF e no plano de atividades do Núcleo de Estágio. Nas atividades
do Grupo de Educação Física, assumi sempre uma atitude proactiva, apresentando sugestões e
colaborando com os Professores do Grupo em tudo o que foi necessário. Nas atividades do Núcleo
de Estágio, assumi, em conjunto com a minha colega, a responsabilidade de conceber, organizar
e dinamizar as atividades.
À partida para este ano letivo, tinha como principais objetivos colocar em prática os
conhecimentos adquiridos, conseguindo lidar com os diferentes tipos de personalidade dos
alunos, gerindo os conflitos de sala de aula, e desenvolver competências do planeamento e da
gestão de aulas. Julgo que estes objetivos foram cumpridos e que terminei o estágio pedagógico
com um conhecimento mais completo de todas as áreas de intervenção inerentes à função de
Professor. Resumo 2
Vários estudos afirmam que o esforço físico dos alunos durante as aulas de Educação Física (EF) é
baixo, ficando muitas vezes aquém das intensidades desejáveis para provocar adaptações e
melhoria da Aptidão Física.
Neste estudo, pretendemos analisar os valores médios de Frequência Cardíaca (FC) durante
diferentes fases da aula de EF, procurando identificar possíveis diferenças entre aulas de
desportos coletivos e de desportos individuais (basquetebol e ginástica de aparelhos).
A amostra foi constituída por um grupo de 15 alunos, 5 do sexo feminino e 10 do sexo masculino
(15,2 ± 0.56 anos) e o estudo foi realizado ao longo de 10 aulas (5 de cada modalidade),
registando-se os valores da FC, em batimentos por minuto (bpm), através da utilização de
monitores de FC (Polar Electronic, modelo FT1). Após a análise exploratória dos dados
verificaram-se diferenças significativas na fase de transição ( basquetebol: 146 ± 27.2 bpm,
p=0.001; ginástica de aparelhos: 138.4 ± 25.8 bpm, p=0.001) e na fase de exercitação
(basquetebol: 151.2 ± 26.1 bpm, p=0.000; ginástica de aparelhos: 143.0 ± 27.0 bpm, p=0.000).
Na fase de organização as diferenças não foram significativas (basquetebol: 136.8 ± 26.2 bpm,
p=0.526; ginástica de aparelhos: 132.3 ± 23.9 bpm, p=0.526).
Desta forma, consideramos que os professores de EF deveriam planear aulas que proporcionem
maior tempo de atividade, e níveis de intensidade mais elevados aos alunos, especialmente em
períodos de exercitação, independentemente do tipo de aula.
Abstract 1 The Masters degree in Physical Education (PE) Teaching is composed of both theoretical-practical and practical components. Throughout the two years of the course, the theoretical-practical component is always present, although more dominantly during the first year. The teaching internship is a part of the Masters’ second year and its main goal is to give the students an opportunity to fully experience the reality of schools and all the roles related to the teaching profession. As a trainee Teacher, I tried to meet the demands of the multiple activities within the different roles of a Teacher. During this last school year, I was responsible for PE lessons in 4 different levels (9th, 10th, 11th and 12th grades), having been in charge of the 9th grade class (9ºB) for the whole year. I had also the chance to experience teaching in a Professional course class (12th grade). Besides teaching, School Sports was another one of the roles I performed, having coached some training sessions for the Basketball and Badminton teams. I also accompanied the Schools Sports teams in competitions and helped the Teacher-Coach in charge, all through the year. Part of my role was also to perform Class-Teacher tasks and to organize and promote events within the school. In the Class-Teacher role I did a comprehensive description of the 10th grade class (10ºB), learned how to use the summary and attendance records program, handled students’ justifications for absences, took part in teacher meetings and learned how to set individualized teaching strategies. As for organizing and promoting activities, I took part in different events; included the PE annual activities plan and in the Internship Group plan. Within the PE Group activities, my role was always a proactive one, giving suggestions and cooperating with the PE Group teachers whenever necessary. In the internship Group events I assumed, along with my colleague, the responsibility of conceiving, organizing and promoting the events. When starting this school year, my main goals were putting the acquired knowledge into practice, being able to handle different kinds of students, managing possible conflicts within the class, and developing class planning and managing skills. I believe these goals were attained and that I have finished my teaching internship with a more complete knowledge of all the roles pertaining to the teaching profession. Abstract 2 Several studies claim that the physical effort of students during Physical Education (PE) class is low and often falls short of the intensity necessary to promote adaptation and improve physical fitness. In this study, we analysed average Heart Rate (HR) values during different phases of PE class, trying to identify possible differences between team sports and individual sports classes (basketball and apparatus gymnastics). The sample consisted of a group of 15 students, 5 females and 10 males (15.2 ± 0.56 years) and the study was conducted over 10 classes (5 for each type of sport). HR values, in beats per minute (bpm), were recorded using HR monitors (Polar Electronic, FT1model). Após a análise exploratória dos dados verificaram-se diferenças significativas na fase de transição After exploratory data analysis significant differences were found in the transition phase (basketball: 146.0 ± 27.2 bpm; p = 0.001; apparatus gymnastics: 138.4 ± 25.8 bpm; p = 0.001) and in the exercising phase (basketball: 151.2 ± 26.1 bpm; p = 0.000; apparatus gymnastics: 143.0 ± 27.0 bpm p = 0.000). In the organization phase, differences were not significant (basketball: 136.8 ± 26.2 bpm p = 0.526; apparatus gymnastics: 132.3 ± 23.9 bpm; p = 0.526). Thus, we believe that PE teachers should plan classes that promote increased activity time and increased intensity for the students, especially during exertion periods, regardless of the type of sports.
Abstract 1 The Masters degree in Physical Education (PE) Teaching is composed of both theoretical-practical and practical components. Throughout the two years of the course, the theoretical-practical component is always present, although more dominantly during the first year. The teaching internship is a part of the Masters’ second year and its main goal is to give the students an opportunity to fully experience the reality of schools and all the roles related to the teaching profession. As a trainee Teacher, I tried to meet the demands of the multiple activities within the different roles of a Teacher. During this last school year, I was responsible for PE lessons in 4 different levels (9th, 10th, 11th and 12th grades), having been in charge of the 9th grade class (9ºB) for the whole year. I had also the chance to experience teaching in a Professional course class (12th grade). Besides teaching, School Sports was another one of the roles I performed, having coached some training sessions for the Basketball and Badminton teams. I also accompanied the Schools Sports teams in competitions and helped the Teacher-Coach in charge, all through the year. Part of my role was also to perform Class-Teacher tasks and to organize and promote events within the school. In the Class-Teacher role I did a comprehensive description of the 10th grade class (10ºB), learned how to use the summary and attendance records program, handled students’ justifications for absences, took part in teacher meetings and learned how to set individualized teaching strategies. As for organizing and promoting activities, I took part in different events; included the PE annual activities plan and in the Internship Group plan. Within the PE Group activities, my role was always a proactive one, giving suggestions and cooperating with the PE Group teachers whenever necessary. In the internship Group events I assumed, along with my colleague, the responsibility of conceiving, organizing and promoting the events. When starting this school year, my main goals were putting the acquired knowledge into practice, being able to handle different kinds of students, managing possible conflicts within the class, and developing class planning and managing skills. I believe these goals were attained and that I have finished my teaching internship with a more complete knowledge of all the roles pertaining to the teaching profession. Abstract 2 Several studies claim that the physical effort of students during Physical Education (PE) class is low and often falls short of the intensity necessary to promote adaptation and improve physical fitness. In this study, we analysed average Heart Rate (HR) values during different phases of PE class, trying to identify possible differences between team sports and individual sports classes (basketball and apparatus gymnastics). The sample consisted of a group of 15 students, 5 females and 10 males (15.2 ± 0.56 years) and the study was conducted over 10 classes (5 for each type of sport). HR values, in beats per minute (bpm), were recorded using HR monitors (Polar Electronic, FT1model). Após a análise exploratória dos dados verificaram-se diferenças significativas na fase de transição After exploratory data analysis significant differences were found in the transition phase (basketball: 146.0 ± 27.2 bpm; p = 0.001; apparatus gymnastics: 138.4 ± 25.8 bpm; p = 0.001) and in the exercising phase (basketball: 151.2 ± 26.1 bpm; p = 0.000; apparatus gymnastics: 143.0 ± 27.0 bpm p = 0.000). In the organization phase, differences were not significant (basketball: 136.8 ± 26.2 bpm p = 0.526; apparatus gymnastics: 132.3 ± 23.9 bpm; p = 0.526). Thus, we believe that PE teachers should plan classes that promote increased activity time and increased intensity for the students, especially during exertion periods, regardless of the type of sports.
Description
Keywords
Educação Física Estágio Pedagógico Lecionação