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| Documento em Acesso Embargado até dia 27-06-2028. Tente solicitar cópia ao autor carregando no ficheiro | 4.55 MB | Adobe PDF |
Abstract(s)
O presente relatório foi desenvolvido no âmbito da Unidade Curricular de Estágio Pedagógico, integrada no 2.º Ciclo de estudos do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário da Universidade da Beira Interior. O seu principal objetivo é documentar e refletir sobre a prática de ensino supervisionada realizada ao longo do ano letivo de 2024/2025, na Escola Secundária Campos Melo. A estrutura do relatório contempla dois capítulos, sendo o primeiro designado “Intervenção Pedagógica”. Este capítulo tem como objetivo expor o trabalho realizado com os diferentes ciclos de ensino, descrever as atividades desenvolvidas ao longo do ano letivo, bem como a participação nas dinâmicas do Desporto Escolar, destacar a colaboração prestada no acompanhamento da Direção de Turma e refletir sobre o processo de integração da Professora Estagiária na comunidade escolar. O segundo capítulo, intitulado “Investigação e Inovação Pedagógica”, apresenta o Projeto de Investigação desenvolvido ao longo do ano letivo. Este estudo teve como objetivo principal analisar as diferenças no empenhamento motor entre rapazes e raparigas, nas diferentes modalidades lecionadas nas aulas de Educação Física, utilizando pedómetros como instrumento de monitorização da atividade física. A investigação envolveu uma amostra de 20 alunos do ensino secundário e adotou uma metodologia quantitativa, recorrendo exclusivamente à recolha de dados através do número de passos registados pelos pedómetros. Através deste estudo foi possível concluir que os alunos demonstraram maior empenhamento motor nas aulas de desportos coletivos, com os rapazes a registarem, em média, mais passos do que as raparigas. Verificou-se também uma correlação negativa e estatisticamente significativa entre o IMC e a aptidão física (r = –0,616; p = 0,004); adicionalmente, valores mais altos de IMC estavam associados a um menor empenho motor, ainda que sem significância estatística. Estes resultados sublinham a importância de estratégias pedagógicas diferenciadas, que promovam a participação ativa e equilibrada de todos os alunos, independentemente do género ou condição física.
This report was developed within the scope of the Pedagogical Internship curricular unit, part of the 2nd Cycle of studies in the Master's Degree in Physical Education Teaching in Basic and Secondary Education at the University of Beira Interior. Its main objective is to document and reflect on the supervised teaching practice carried out throughout the 2024/2025 academic year at Campos Melo Secondary School. The report is structured in two chapters, the first entitled “Pedagogical Intervention.” This chapter aims to present the work carried out across different educational levels, describe the activities developed during the school year, highlight the participation in School Sports dynamics, detail the support provided in class management, and reflect on the integration process of the trainee teacher within the school community. The second chapter, entitled “Research and Pedagogical Innovation,” presents the research project developed throughout the academic year. The main objective of this study was to analyze the differences in motor engagement between male and female students in the various sports disciplines taught in Physical Education classes, using pedometers as a tool to monitor physical activity. The investigation involved a sample of 20 secondary school students and adopted a quantitative methodology, relying exclusively on data collected through the number of steps recorded by the pedometers. The study concluded that students exhibited higher motor engagement in team sports classes, with male students recording, on average, more steps than female students. There was also a trend indicating that students with better physical fitness showed higher levels of activity, while higher BMI values were associated with lower engagement. A negative and statistically significant correlation was found between BMI and physical fitness (r = –0.616; p = 0.004), and although the correlation between BMI and motor engagement was not statistically significant, it showed an inverse tendency. These results underscore the importance of differentiated pedagogical strategies that promote active and balanced participation among all students, regardless of sex or physical condition.
This report was developed within the scope of the Pedagogical Internship curricular unit, part of the 2nd Cycle of studies in the Master's Degree in Physical Education Teaching in Basic and Secondary Education at the University of Beira Interior. Its main objective is to document and reflect on the supervised teaching practice carried out throughout the 2024/2025 academic year at Campos Melo Secondary School. The report is structured in two chapters, the first entitled “Pedagogical Intervention.” This chapter aims to present the work carried out across different educational levels, describe the activities developed during the school year, highlight the participation in School Sports dynamics, detail the support provided in class management, and reflect on the integration process of the trainee teacher within the school community. The second chapter, entitled “Research and Pedagogical Innovation,” presents the research project developed throughout the academic year. The main objective of this study was to analyze the differences in motor engagement between male and female students in the various sports disciplines taught in Physical Education classes, using pedometers as a tool to monitor physical activity. The investigation involved a sample of 20 secondary school students and adopted a quantitative methodology, relying exclusively on data collected through the number of steps recorded by the pedometers. The study concluded that students exhibited higher motor engagement in team sports classes, with male students recording, on average, more steps than female students. There was also a trend indicating that students with better physical fitness showed higher levels of activity, while higher BMI values were associated with lower engagement. A negative and statistically significant correlation was found between BMI and physical fitness (r = –0.616; p = 0.004), and although the correlation between BMI and motor engagement was not statistically significant, it showed an inverse tendency. These results underscore the importance of differentiated pedagogical strategies that promote active and balanced participation among all students, regardless of sex or physical condition.
Description
Keywords
Estágio Pedagógico Escola Secundária Campos Melo Educação Física Empenhamento Motor Pedómetros Pedagogical Internship Physical Education Motor Engagement Pedometers