Learning's volleyball and the formation of the concept of the game

Detalhes bibliográficos
Autor(a) principal: Miranda, Made Júnior
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Motrivivência (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2014v26n42p222
Resumo: This study investigated the knowledge of volleyball developed by 84 students of physical education acquired in earlier phases of the course discipline Volleyball graduation. The objective was to demonstrate the possible relationship between the type of training interventions and the expression of scientific or empirical theoretical knowledge. We used the comparative method in durkheimeana sociological explanation. Was considered thought and empirical concepts the 84 responses to the question about the concept of volleyball. It was concluded that student learning was marked by everyday, empirical, immediate treatment or routine of learning objects within the meaning of Vygotsky, Davydov, Libâneo and others. 
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spelling Learning's volleyball and the formation of the concept of the gameAprendizaje de voleibol y la formación del concepto sobre el juegoA aprendizagem do voleibol e a formação do conceito sobre o jogoThis study investigated the knowledge of volleyball developed by 84 students of physical education acquired in earlier phases of the course discipline Volleyball graduation. The objective was to demonstrate the possible relationship between the type of training interventions and the expression of scientific or empirical theoretical knowledge. We used the comparative method in durkheimeana sociological explanation. Was considered thought and empirical concepts the 84 responses to the question about the concept of volleyball. It was concluded that student learning was marked by everyday, empirical, immediate treatment or routine of learning objects within the meaning of Vygotsky, Davydov, Libâneo and others. Esta investigación estudió los conocimientos de Voleibol desarrollados por 84 académicos de Educación Física adquiridos en fases anteriores al curso de la disciplina Voleibol en la graduación. El objetivo fue demostrar las posibles relaciones existentes entre el tipo de las intervenciones formativas y la expresión de conocimientos teóricos científicos o empíricos. Se utilizó el método comparativo en la explicación sociológica durkheimeana. Fue considerado como pensamiento y conceptos empíricos las 84 respuestas de la cuestión sobre el concepto de Voleibol. Se concluyo que el aprendizaje de los estudiantes fue demarcado por un tratamiento habitual, empírico, inmediato al cotidiano de los objetos de aprendizaje, en la acepción de Vigotski, Davídov, Libâneo y otros. Esta pesquisa investigou os conhecimentos de voleibol desenvolvidos por 84 acadêmicos de educação física adquiridos em fases anteriores ao curso da disciplina Voleibol na graduação. O objetivo foi demonstrar as possíveis relações existentes entre o tipo das intervenções formativas e a expressão de conhecimentos teóricos científicos ou empíricos. Utilizou-se o método comparativo na explicação sociológica durkheimeana. Foi considerado  como pensamento e conceitos empíricos as 84 respostas da questão sobre o conceito de voleibol. Concluiu-se que a aprendizagem dos estudantes foi demarcada pelo tratamento corriqueiro, empírico, imediato ou cotidiano dos objetos de aprendizagem, na acepção de Vigotski, Davídov, Libâneo e outros.Universidade Federal de Santa Catarina2014-06-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2014v26n42p22210.5007/2175-8042.2014v26n42p222Motrivivência; v. 26 n. 42 (2014): Rendimento, educação e participação? As políticas públicas para o esporte no pós-1988; 222-2372175-80420103-4111reponame:Motrivivência (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2014v26n42p222/27571Miranda, Made Júniorinfo:eu-repo/semantics/openAccess2018-08-23T15:58:11Zoai:periodicos.ufsc.br:article/32664Revistahttp://www.periodicos.ufsc.br/index.php/motrivivenciaPUBhttps://periodicos.ufsc.br/index.php/motrivivencia/oai||giovani.pires@ufsc.br2175-80420103-4111opendoar:2018-08-23T15:58:11Motrivivência (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Learning's volleyball and the formation of the concept of the game
Aprendizaje de voleibol y la formación del concepto sobre el juego
A aprendizagem do voleibol e a formação do conceito sobre o jogo
title Learning's volleyball and the formation of the concept of the game
spellingShingle Learning's volleyball and the formation of the concept of the game
Miranda, Made Júnior
title_short Learning's volleyball and the formation of the concept of the game
title_full Learning's volleyball and the formation of the concept of the game
title_fullStr Learning's volleyball and the formation of the concept of the game
title_full_unstemmed Learning's volleyball and the formation of the concept of the game
title_sort Learning's volleyball and the formation of the concept of the game
author Miranda, Made Júnior
author_facet Miranda, Made Júnior
author_role author
dc.contributor.author.fl_str_mv Miranda, Made Júnior
description This study investigated the knowledge of volleyball developed by 84 students of physical education acquired in earlier phases of the course discipline Volleyball graduation. The objective was to demonstrate the possible relationship between the type of training interventions and the expression of scientific or empirical theoretical knowledge. We used the comparative method in durkheimeana sociological explanation. Was considered thought and empirical concepts the 84 responses to the question about the concept of volleyball. It was concluded that student learning was marked by everyday, empirical, immediate treatment or routine of learning objects within the meaning of Vygotsky, Davydov, Libâneo and others. 
publishDate 2014
dc.date.none.fl_str_mv 2014-06-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2014v26n42p222
10.5007/2175-8042.2014v26n42p222
url https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2014v26n42p222
identifier_str_mv 10.5007/2175-8042.2014v26n42p222
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2014v26n42p222/27571
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 Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Motrivivência; v. 26 n. 42 (2014): Rendimento, educação e participação? As políticas públicas para o esporte no pós-1988; 222-237
2175-8042
0103-4111
reponame:Motrivivência (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Motrivivência (Florianópolis)
collection Motrivivência (Florianópolis)
repository.name.fl_str_mv Motrivivência (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv ||giovani.pires@ufsc.br
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