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Abstract(s)
O atual relatório apresenta as aprendizagens obtidas ao longo do Estágio Pedagógico realizado no ano
letivo de 2023/2024 na Escola Secundária Quinta das Palmeiras (ESQP), na Covilhã. Este relatório
retrata a minha intervenção pedagógica em três ciclos de ensino diferentes, intervenção no desporto
escolar e demais atividades desenvolvidas, assim como o acompanhamento da Direção de Turma, e a
integração na comunidade escolar. Numa segunda vertente do relatório expõe-se um projeto de
investigação que visa compreender os efeitos dos feedbacks motivacionais no desempenho dos testes
FITescola de modo a compreender a eventual a influência da motivação extrínseca e do feedback
positivo nos resultados dos alunos.
Neste estudo participaram trinta e oito estudantes do 11ºano da ESQP (16.39 ± 0.595), de duas turmas
constituindo uma o grupo experimental onde se aplicaram feedbacks motivacionais durante a
realização de testes FITescola e outra turma de controlo onde os mesmos testes foram aplicados sem
qualquer intervenção. A ambos os grupos foi igualmente aplicado um questionário elaborado para o
efeito visando conhecer a perceção dos participantes sobre a importância que atribuem à motivação
extrínseca na disciplina de Educação Física. Os resultados evidenciaram que embora não exista uma
correlação direta entre a perceção do feedback e o desempenho, observou-se uma melhoria assinável
no grupo experimental. Ao analisar o questionário, foi observável uma unanimidade de respostas a
favor do feedback.
Estes resultados sugerem uma eficácia do feedback motivacional em contextos educacionais, mais
especificamente nos testes FITescola, bem como eventualmente no desempenho durante as aulas de
educação física. Para além disso, o questionário sugere que os alunos têm uma perceção positiva sobre
o mesmo, podendo advir de experiências anteriores.
This report presents the lessons I learned during my teaching internship in the 2023/2024 school year at Quinta das Palmeiras Secondary School (ESQP) in Covilhã. This report portrays my pedagogical intervention in three different teaching cycles, intervention in school sports and other activities developed, as well as monitoring the Class Management, and integration into the school community. The second part of the report presents a research project aimed at understanding the effects of motivational feedback on performance in the FITescola tests, in order to understand the possible influence of extrinsic motivation and positive feedback on student results. Thirty-eight 11th grade ESQP students (16.39 ± 0.595) took part in this study, from two groups: one was the experimental group, where motivational feedback was applied during the FITescola tests, and the other was the control group, where the same tests were applied without any intervention. A questionnaire designed for this purpose was also administered to both groups in order to find out the participants' perceptions of the importance they attach to extrinsic motivation in Physical Education. The results showed that although there is no direct correlation between the perception of feedback and performance, there was a noticeable improvement in the experimental group. When analyzing the questionnaire, there was a unanimous response in favor of feedback. These results suggest the effectiveness of motivational feedback in educational contexts, more specifically in the FITescola tests, as well as possibly in performance during physical education classes. In addition, the questionnaire suggests that students have a positive perception of it, which may come from previous experiences.
This report presents the lessons I learned during my teaching internship in the 2023/2024 school year at Quinta das Palmeiras Secondary School (ESQP) in Covilhã. This report portrays my pedagogical intervention in three different teaching cycles, intervention in school sports and other activities developed, as well as monitoring the Class Management, and integration into the school community. The second part of the report presents a research project aimed at understanding the effects of motivational feedback on performance in the FITescola tests, in order to understand the possible influence of extrinsic motivation and positive feedback on student results. Thirty-eight 11th grade ESQP students (16.39 ± 0.595) took part in this study, from two groups: one was the experimental group, where motivational feedback was applied during the FITescola tests, and the other was the control group, where the same tests were applied without any intervention. A questionnaire designed for this purpose was also administered to both groups in order to find out the participants' perceptions of the importance they attach to extrinsic motivation in Physical Education. The results showed that although there is no direct correlation between the perception of feedback and performance, there was a noticeable improvement in the experimental group. When analyzing the questionnaire, there was a unanimous response in favor of feedback. These results suggest the effectiveness of motivational feedback in educational contexts, more specifically in the FITescola tests, as well as possibly in performance during physical education classes. In addition, the questionnaire suggests that students have a positive perception of it, which may come from previous experiences.
Description
Keywords
Educação Física Estágio Pedagógico Fitescola Lecionação Motivação Extrínseca