Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i4.10635 |
Resumo: | The present study focuses on the perceptions of elementary school teachers regarding the Physical Education Interin Benchmarks Assessment (PEIBA) carried out by the students of the 2nd year of school in 2016/2017. With the role of assessing students’ level of development, performance and motor response, these tests were structured around competences of 3 program blocks (Skills and Manipulations, Displacements and Balance and Games). For the data collection, a questionnaire submitted to previous validation was structured, which was answered online by 239 elementary school teachers in the exercise of functions in several areas of the country. The data were treated in terms of descriptive statistics and content analysis. The results point to a low valorization of PEIBA simultaneously with a great dispersion of opinions about its importance. The teachers generally consider the students prepared positively for the PEIBA, hoping that they have less difficulties in the field of “Children’s Games”, at the same time that their vast majority has not changed in their Physical Education classes due to the realization of PEIBA. |
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Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectationsProvas de Aferição em Expressão e Educação Físico-Motora no 1º ciclo em Portugal – expectativas dos professoresThe present study focuses on the perceptions of elementary school teachers regarding the Physical Education Interin Benchmarks Assessment (PEIBA) carried out by the students of the 2nd year of school in 2016/2017. With the role of assessing students’ level of development, performance and motor response, these tests were structured around competences of 3 program blocks (Skills and Manipulations, Displacements and Balance and Games). For the data collection, a questionnaire submitted to previous validation was structured, which was answered online by 239 elementary school teachers in the exercise of functions in several areas of the country. The data were treated in terms of descriptive statistics and content analysis. The results point to a low valorization of PEIBA simultaneously with a great dispersion of opinions about its importance. The teachers generally consider the students prepared positively for the PEIBA, hoping that they have less difficulties in the field of “Children’s Games”, at the same time that their vast majority has not changed in their Physical Education classes due to the realization of PEIBA.La présente étude se concentre sur les perceptions des enseignants de l’école primaire concernant les Tests d’Expression et Moteur d’Education Physique (TEMEP) réalisées par les élèves de 2ème année en 2016/2017. Dans le but d’évaluer le niveau de développement, de performance et de réaction motrice des élèves, ces tests ont été structurés autour de trois blocs de programmes (Compétences et Manipulations, Déplacements et Equilibres et Jeux). Pour la collecte des données, un questionnaire soumis à la validation préalable a été structuré, au quel 239 enseignants de l’école primaire ont répondu en ligne dans l’exercice des fonctions dans plusieurs zones du pays. Les données ont été traitées en termes de statistiques descriptives et d’analyse de contenu. Les résultats indiquent une faible valorisation du TEMEP en même temps qu’une grande dispersion des opinions sur son importance. Les enseignants considèrent que les étudiants sont positivement préparés pour le TEMEP, en espérant qu’ils ont moins de difficultés dans le domaine des «Jeux pour enfants», alors que la plupart d’entre eux n’ont pas changé dans leurs classes de Education Physique en raison du TEMEP.O presente estudo centra-se sobre as perceções de professores do 1º ciclo do ensino básico (ceb) relativamente às Provas de Aferição de Expressão e Educação Físico-Motora (PAEEFM) realizadas pelos alunos do 2º ano de escolaridade em 2016/2017. Com o papel de aferir o nível de desenvolvimento, desempenho e resposta motora dos alunos, estas provas foram estruturadas em torno de competências de 3 blocos programáticos (Perícias e Manipulações, Deslocamentos e Equilíbrios e Jogos). Para a recolha de dados foi estruturado um questionário submetido a validação prévia, que foi respondido on-line por 239 professores do 1º ceb em exercício de funções em várias zonas do país. Os dados foram tratados em termos de estatística descritiva e análise de conteúdo. Os resultados apontam para uma reduzida valorização das PAEEFM em simultâneo com uma grande dispersão de opiniões sobre a sua importância. Os professores consideram globalmente os alunos preparados positivamente para as PAEEFM, esperando que estes tenham menos dificuldades no domínio dos “Jogos Infantis”, ao mesmo tempo que a sua grande maioria nada mudou nas suas aulas de EEFM em função da realização das PAEEFM.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-12-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i4.10635https://doi.org/10.34624/id.v11i4.10635Indagatio Didactica; Vol 11 No 4 (2019); 209-222Indagatio Didactica; Vol. 11 Núm. 4 (2019); 209-222Indagatio Didactica; Vol. 11 No 4 (2019); 209-222Indagatio Didactica; vol. 11 n.º 4 (2019); 209-2221647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/10635https://proa.ua.pt/index.php/id/article/view/10635/6965Silva, Maria JoãoPereira, MarianaQueirós, RafaelaFerreira, SamuelNeves, Ruiinfo:eu-repo/semantics/openAccess2023-09-22T10:18:00Zoai:proa.ua.pt:article/10635Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:19.942717Repositório 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 |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations Provas de Aferição em Expressão e Educação Físico-Motora no 1º ciclo em Portugal – expectativas dos professores |
title |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations |
spellingShingle |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations Silva, Maria João |
title_short |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations |
title_full |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations |
title_fullStr |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations |
title_full_unstemmed |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations |
title_sort |
Physical Education Interim Benchmarks Assessment at Elementary School in Portugal - teachers’ expectations |
author |
Silva, Maria João |
author_facet |
Silva, Maria João Pereira, Mariana Queirós, Rafaela Ferreira, Samuel Neves, Rui |
author_role |
author |
author2 |
Pereira, Mariana Queirós, Rafaela Ferreira, Samuel Neves, Rui |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Silva, Maria João Pereira, Mariana Queirós, Rafaela Ferreira, Samuel Neves, Rui |
description |
The present study focuses on the perceptions of elementary school teachers regarding the Physical Education Interin Benchmarks Assessment (PEIBA) carried out by the students of the 2nd year of school in 2016/2017. With the role of assessing students’ level of development, performance and motor response, these tests were structured around competences of 3 program blocks (Skills and Manipulations, Displacements and Balance and Games). For the data collection, a questionnaire submitted to previous validation was structured, which was answered online by 239 elementary school teachers in the exercise of functions in several areas of the country. The data were treated in terms of descriptive statistics and content analysis. The results point to a low valorization of PEIBA simultaneously with a great dispersion of opinions about its importance. The teachers generally consider the students prepared positively for the PEIBA, hoping that they have less difficulties in the field of “Children’s Games”, at the same time that their vast majority has not changed in their Physical Education classes due to the realization of PEIBA. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-19 |
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/10.34624/id.v11i4.10635 https://doi.org/10.34624/id.v11i4.10635 |
url |
https://doi.org/10.34624/id.v11i4.10635 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/10635 https://proa.ua.pt/index.php/id/article/view/10635/6965 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 4 (2019); 209-222 Indagatio Didactica; Vol. 11 Núm. 4 (2019); 209-222 Indagatio Didactica; Vol. 11 No 4 (2019); 209-222 Indagatio Didactica; vol. 11 n.º 4 (2019); 209-222 1647-3582 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 |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133571367043072 |