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Abstract(s)
Capítulo 1.
Este relatório pretende dar a conhecer o trabalho desenvolvido no ano letivo de 2013/2014 no âmbito do estágio pedagógico, conducente ao grau de mestre em Ensino de Educação Física nos Ensinos Básico e Secundário, da Universidade da Beira Interior. O estágio pedagógico realizou-se no Agrupamento de Escolas do Fundão, e teve como orientadores o Professor Doutor Júlio Martins pelo Departamento de Ciencias do Desporto da Universidade da Beira Interior, e o Professor Luís Moreira como orientador pela escola. Ao longo deste ano letivo tive à minha responsabilidade uma turma de 10º ano (LH) e uma turma profissional (GPI 11). Semanalmente, acompanhei o desporto escolar na modalidade de ginástica artística e rítmica e o trabalho de direção de turma foi realizado com a turma do 10º ano (LH). Este documento foi encarado, tal como o Estágio Pedagógico, como ponto de partida para uma futura integração no mercado de trabalho na área de docência da Educação Física, constando no mesmo todos os conhecimentos e aprendizagens que possam ser úteis num futuro próximo. Capítulo 2.
O presente projeto de investigação prende-se com a necessidade de avaliar a influência dos dois modelos de ensino no desempenho técnico (habilidades técnicas) dos discentes, percecionando ainda o grau de motivação dos alunos segundo o tipo de modelo de ensino aplicado (ao longo de uma unidade didática de basquetebol, com a duração de 8 aulas). Os dois modelos de ensino remetem para diferentes abordagens de instrução. Para a execução deste projeto foram utilizados os seguintes instrumentos: o Inquérito por Questionário incidente na Motivação para as Atividades Desportivas (QMAD) e a Bateria AAHPERD (Kirkendall, 1987 e Strand e Wilson, 1993). Após a aplicação dos instrumentos aferimos que, tendo em conta a aplicação do método de ensino TGFU ao grupo B e a aplicação do Método de Ensino Tradicional ao grupo A. O grupo B apresentou um nível de aprendizagem das técnicas da modalidade de basquetebol superior ao do grupo A. Em termos médios constatou-se um aumento nas aprendizagens do passe e do lançamento nos dois grupos, embora esta evolução se apresente mais evidente no grupo B. Em conclusão, é possível aferir que o grupo que apresenta um maior nível de aprendizagem ao longo das 8 aulas, face ao método de ensino utilizado, é o grupo B, correspondendo ao grupo onde se aplicou o método de ensino TGFU.
Chapter 1. This report aims to present the work developed during the academic year 2013/2014 as a Pedagogical Training, leading to the atribution of a degree of Master in Teaching Physical Education in Primary and Secondary Education Level, in University of Beira Interior. The practical training was held in Schools Group of Fundão, under the guidance of Professor Júlio Martins by the Department of Sport Sciences, in University of Beira Interior, and Teacher Luis Moreira as School Grouping counselor. Throughout this period I had responsibility over two diferent classes, a class of year 10 (LH) and a professional class (GPI 11). I assisted weekly classes of school sports in the form of artistic and rhythmic gymnastics during the above mentioned period, assuming class management with the class of year 10 (LH). This document has been seen, with the Pedagogical Training, as a starting point for future integration into the labor market in the area of teaching Physical Education, stating knowledge and learning experiences that can be useful in the near future. Chapter 2. This research project is based on the need to assess the influence of the two teaching models in the technical performance (technical skills) of students, assessing the degree of motivation of the students according to each teaching model (along 8 lessons didactic unit basketball). Each teaching model requires different training approaches. For the implementation of this project the following instruments were used: Survey Questionnaire into the Motivation for Sports Activities (QMAD) and Battery AAHPERD (Kirkendall, 1987, Strand and Wilson, 1993). After the instruments application we found that, taking into account the application of the method of teaching TGFU to group B and application of Traditional Teaching Model to group A, we verified that group B shows a higher learning level of basketball techniques than group B. On average, we assess an increase in the pass and the throw in both groups, although this evolution in group B presents itself more evident. Finally it is possible to conclude that the group that has achieved a higher level of learning over the 8 classes over the Teaching Models used, is group B, where we applied the TGFU Model.
Chapter 1. This report aims to present the work developed during the academic year 2013/2014 as a Pedagogical Training, leading to the atribution of a degree of Master in Teaching Physical Education in Primary and Secondary Education Level, in University of Beira Interior. The practical training was held in Schools Group of Fundão, under the guidance of Professor Júlio Martins by the Department of Sport Sciences, in University of Beira Interior, and Teacher Luis Moreira as School Grouping counselor. Throughout this period I had responsibility over two diferent classes, a class of year 10 (LH) and a professional class (GPI 11). I assisted weekly classes of school sports in the form of artistic and rhythmic gymnastics during the above mentioned period, assuming class management with the class of year 10 (LH). This document has been seen, with the Pedagogical Training, as a starting point for future integration into the labor market in the area of teaching Physical Education, stating knowledge and learning experiences that can be useful in the near future. Chapter 2. This research project is based on the need to assess the influence of the two teaching models in the technical performance (technical skills) of students, assessing the degree of motivation of the students according to each teaching model (along 8 lessons didactic unit basketball). Each teaching model requires different training approaches. For the implementation of this project the following instruments were used: Survey Questionnaire into the Motivation for Sports Activities (QMAD) and Battery AAHPERD (Kirkendall, 1987, Strand and Wilson, 1993). After the instruments application we found that, taking into account the application of the method of teaching TGFU to group B and application of Traditional Teaching Model to group A, we verified that group B shows a higher learning level of basketball techniques than group B. On average, we assess an increase in the pass and the throw in both groups, although this evolution in group B presents itself more evident. Finally it is possible to conclude that the group that has achieved a higher level of learning over the 8 classes over the Teaching Models used, is group B, where we applied the TGFU Model.
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Educação Física Estágio Pedagógico Professor