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Abstract(s)
Capitulo 1
A finalidade deste relatório de estágio é relacionar teoria com a prática profissional dentro de um processo sistematizado de ensino-aprendizagem, aplicando os conhecimentos desenvolvidos e adquiridos durante a formação em Educação Física, mais propriamente no 1º ano do 2º ciclo de ensino, (apesar da licenciatura ter sido determinante como componente teórica). Trata-se de um relatório onde é apresentado todo o desenvolvimento do estágio pedagógico realizado na Escola Secundária Quinta da Palmeiras, no ano letivo 2014-2015 onde a amostra envolvente no estágio pedagógico foram três turmas (9º, 10º e 11º ano), com idades entre os 13 e os 17 anos. O estágio pedagógico teve a duração de 10 meses com a frequência semanal de 5 dias. Para a constructo deste relatório foi redigida uma metodologia que integrou: Caraterização da Escola, Lecionação (e os seus diferentes aspetos), recursos humanos, recursos materiais, direção de turma, atividades não letivas (como por exemplo atividades do Grupo disciplinar e atividades do grupo de estágio).
A vivência deste Estágio Pedagógico permitiu-me adquirir várias competências práticas que complementaram os conhecimentos teóricos adquiridos ao longo destes anos de aprendizagem. Em suma por entre as dificuldades encontradas, geraram-se oportunidades para evoluir e de aprender algo novo, assumindo esses mesmos obstáculos como testes para reforçar as minhas potencialidades e superar limitações. Capítulo 2
Este trabalho tem como principal objetivo analisar a influência de um programa combinado de atividade física (aquático e terreste) na melhoria dos hábitos de vida e do desenvolvimento psicomotor de um adolescente com multideficiência. Trata-se de um estudo de caso sobre um adolescente de 15 anos com multideficiência, com um défice cognitivo grave, deficiência motora, deficiência visual e epilepsia. O programa combinado teve a duração de três meses, com a frequência semanal de dois dias. Os instrumentos utilizados foram a classificação da função motora global com base no sistema de classificação da função motora global (SCFMG), uma avaliação psicomotora, criada com base na bateria de testes psicomotores (BPM) descrita por Vítor da Fonseca e um protocolo de recolha de dados tal como: Medida de Hábitos de Vida (MHAVI), baseado no modelo Disability Creation Process (DCP). Os resultados obtidos demonstram melhorias consideráveis nos aspetos psicomotores avaliados (coordenação, lateralidade, esquema corporal, respiração, e noção do corpo). A análise das figuras obtidas através dos três momentos em que se aplicou o protocolo Medida de Hábitos de Vida (MHAVI), demonstraram de que houve melhorias nos níveis de realização e tipos de ajuda, não acontecendo o mesmo nos níveis de satisfação do adolescente. Em suma, um programa combinado de atividade física aquático e terreste parece proporcionar um estímulo psicomotor positivo em adolescentes com multideficiência.
Chapter 1 The purpose of this internship report is to relate theory with professional practice in a systematic process of teaching-learning, applying knowledge developed and acquired during training in physical education, more specifically in the first year of the second cycle of education, (despite the degree have been determinant as theoretical component). It is a report where are all the development of pedagogical training course held at the high school of Palm trees, in the 2014-2015 school year where enveloping pedagogic stage sample were three classes (9th, 10th and 11th grade), aged between 13 and 17 years. The pedagogic stage lasted for 10 months with the weekly frequency of 5 days. To construct this report was drawn up a methodology that incorporated: Characterization of School, teaching (and its different aspects), human resources, material resources, direction's school activities, (e.g. disciplinary Group activities and group activities of internship). The experience of this Pedagogical Internship allowed me to acquire some practical skills that complemented the theoretical knowledge acquired during these years of learning. In short through the difficulties, generate opportunities to evolve and to learn something new, assuming those same obstacles such as tests to reinforce my potential and overcome limitations. Chapter 2 The main purpose of this work is to analyze out if the influence of a physical activity combined program (aquatic and terrestrial) leads to an improvement of the lifestyle and the psychomotor development of a multi-disabilities adolescent. It is a case study about developed in a 15 years old adolescent who has multi-disabilities and a serious deficit, such as a lack of cognitive, motor and visual capability and also epilepsy. The combined program lasted three months, with the weekly frequency of two days. Gross motor function rate was the tool used based on the Gross Motor Function Classification System (GMFCS), a psychomotor evaluation, based on the psychomotor battery (PBM), described by Vítor de Fonseca and a data collection protocol such as the Assessment of Life Habits (LIFE-H), based on the Disability Creation Process (DCP) model. The results showed considerable improvements in psychomotor aspects evaluated (coordination, laterality, body schema, breathing, and sense body). The analysis of figures obtained through the three times he applied the Life Habits measure protocol (MHAVI) showed that there were improvements in achievement levels and types of help, not happening the same in adolescent satisfaction levels. In short, a combined program of aquatic physical activity and terrestrial seems to provide a positive psychomotor stimulation in adolescents with multiple disabilities.
Chapter 1 The purpose of this internship report is to relate theory with professional practice in a systematic process of teaching-learning, applying knowledge developed and acquired during training in physical education, more specifically in the first year of the second cycle of education, (despite the degree have been determinant as theoretical component). It is a report where are all the development of pedagogical training course held at the high school of Palm trees, in the 2014-2015 school year where enveloping pedagogic stage sample were three classes (9th, 10th and 11th grade), aged between 13 and 17 years. The pedagogic stage lasted for 10 months with the weekly frequency of 5 days. To construct this report was drawn up a methodology that incorporated: Characterization of School, teaching (and its different aspects), human resources, material resources, direction's school activities, (e.g. disciplinary Group activities and group activities of internship). The experience of this Pedagogical Internship allowed me to acquire some practical skills that complemented the theoretical knowledge acquired during these years of learning. In short through the difficulties, generate opportunities to evolve and to learn something new, assuming those same obstacles such as tests to reinforce my potential and overcome limitations. Chapter 2 The main purpose of this work is to analyze out if the influence of a physical activity combined program (aquatic and terrestrial) leads to an improvement of the lifestyle and the psychomotor development of a multi-disabilities adolescent. It is a case study about developed in a 15 years old adolescent who has multi-disabilities and a serious deficit, such as a lack of cognitive, motor and visual capability and also epilepsy. The combined program lasted three months, with the weekly frequency of two days. Gross motor function rate was the tool used based on the Gross Motor Function Classification System (GMFCS), a psychomotor evaluation, based on the psychomotor battery (PBM), described by Vítor de Fonseca and a data collection protocol such as the Assessment of Life Habits (LIFE-H), based on the Disability Creation Process (DCP) model. The results showed considerable improvements in psychomotor aspects evaluated (coordination, laterality, body schema, breathing, and sense body). The analysis of figures obtained through the three times he applied the Life Habits measure protocol (MHAVI) showed that there were improvements in achievement levels and types of help, not happening the same in adolescent satisfaction levels. In short, a combined program of aquatic physical activity and terrestrial seems to provide a positive psychomotor stimulation in adolescents with multiple disabilities.
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Keywords
Alunos Contexto Escolar Educação Física Ensino-Aprendizagem Estágio Pedagógico