The physical education curriculum and life skills: Processes and intervention strategies
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.6063/motricidade.18931 |
Resumo: | Positive youth development has been used as an approach that may help physical education teachers focus on youth’s assets and foster life skills. This article aims to offer reflections that may guide curricular changes across educational contexts and help identify priorities derived from existent research in the field of positive youth development through physical education. There is the need to conduct a reflection about the perspective towards physical education present in the formal curriculum, as well as on the possible consequences of this perspective on the hidden curriculum and physical education teachers’ practices. The formal curriculum may be strategically used to make positive youth development objectives, outcomes, and strategies explicit through the existent research and communities’ needs to attain better outcomes. |
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The physical education curriculum and life skills: Processes and intervention strategiesO currículo de educação física e as life skills: Processos e estratégias de intervençãoResearch NotePositive youth development has been used as an approach that may help physical education teachers focus on youth’s assets and foster life skills. This article aims to offer reflections that may guide curricular changes across educational contexts and help identify priorities derived from existent research in the field of positive youth development through physical education. There is the need to conduct a reflection about the perspective towards physical education present in the formal curriculum, as well as on the possible consequences of this perspective on the hidden curriculum and physical education teachers’ practices. The formal curriculum may be strategically used to make positive youth development objectives, outcomes, and strategies explicit through the existent research and communities’ needs to attain better outcomes.O desenvolvimento positivo dos jovens tem sido utilizado como uma abordagem capaz de orientar a intervenção de professores de educação física para o potencial dos jovens e, assim, facilitar o desenvolvimento de life skills. Com este artigo visa-se realizar um conjunto de reflexões que podem, quer sustentar mudanças curriculares em diversos contextos educativos, quer identificar prioridades na investigação realizada na área do desenvolvimento positivo dos jovens através da educação física. Constata-se a necessidade de desencadear uma reflexão acerca da conceção de educação física presente no currículo formal, das consequências dessa perspetiva no currículo oculto e nas práticas dos professores de educação física. O currículo formal pode ser estrategicamente usado para tornar explícitos objetivos, aprendizagens e meios que podem fundamentar-se na investigação existente, assim como nas necessidades das comunidades educativas, com o propósito de alcançar melhores resultados de aprendizagem.Edições Sílabas Didáticas2020-06-30T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.6063/motricidade.18931eng2182-29721646-107XSantos, FernandoNeves, RuiPereira, PauloCardoso, Antónioinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T14:54:46Zoai:ojs.revistas.rcaap.pt:article/18931Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:30:09.258823Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The physical education curriculum and life skills: Processes and intervention strategies O currículo de educação física e as life skills: Processos e estratégias de intervenção |
title |
The physical education curriculum and life skills: Processes and intervention strategies |
spellingShingle |
The physical education curriculum and life skills: Processes and intervention strategies Santos, Fernando Research Note |
title_short |
The physical education curriculum and life skills: Processes and intervention strategies |
title_full |
The physical education curriculum and life skills: Processes and intervention strategies |
title_fullStr |
The physical education curriculum and life skills: Processes and intervention strategies |
title_full_unstemmed |
The physical education curriculum and life skills: Processes and intervention strategies |
title_sort |
The physical education curriculum and life skills: Processes and intervention strategies |
author |
Santos, Fernando |
author_facet |
Santos, Fernando Neves, Rui Pereira, Paulo Cardoso, António |
author_role |
author |
author2 |
Neves, Rui Pereira, Paulo Cardoso, António |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Santos, Fernando Neves, Rui Pereira, Paulo Cardoso, António |
dc.subject.por.fl_str_mv |
Research Note |
topic |
Research Note |
description |
Positive youth development has been used as an approach that may help physical education teachers focus on youth’s assets and foster life skills. This article aims to offer reflections that may guide curricular changes across educational contexts and help identify priorities derived from existent research in the field of positive youth development through physical education. There is the need to conduct a reflection about the perspective towards physical education present in the formal curriculum, as well as on the possible consequences of this perspective on the hidden curriculum and physical education teachers’ practices. The formal curriculum may be strategically used to make positive youth development objectives, outcomes, and strategies explicit through the existent research and communities’ needs to attain better outcomes. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-30T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.6063/motricidade.18931 |
url |
https://doi.org/10.6063/motricidade.18931 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2182-2972 1646-107X |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Edições Sílabas Didáticas |
publisher.none.fl_str_mv |
Edições Sílabas Didáticas |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130169218170880 |