As perspectivas dos professores de Educação Física sobre formas de divisões de equipes para jogos competitivos

• Autor(a) principal: Munhoz, Renato Pereira [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203177; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000913427.pdf
• topic: Educação fisica; Equipes de esportes; Escolas - Exercicios e jogos; Competição (Esporte); Sports teams

Although the sportivist model has been left behind in Physical School Education, sport continues being treated as almost exclusive content in classrooms. In developing such content the teacher should enable the active participation of all students in the class as well as encourage the understanding of the context and the cultural issues that involve sports. For this, the teacher has numerous challenges, one of them corresponds to the ways of dividing the teams in games and class activities. Thus, the aim of this study was to analyze which forms of division of teams the Physical Education teachers have used. The methodology comprised the qualitative approach and the collections were realized through semi-structured interviews. The study participants were eight Physical Education teachers who taught in public schools in Bauru and its region. The results were presented according to the following categories: 4.1 Forms of team divisions and their respective criteria; 4.2 Manifestations of the students in the face of the choice of teams divisions; 4.3 Strategies to increase student participation in competitive games. It was possible to identify that the teachers use different forms of teams divisions, although they have the higher education at the same educational institution. Highlight the importance of the game and make the student feel important were the aspects most pointed by the teachers for an effective division in competitive games. According to the teachers, each class has its own particularity and the manifestations are common, the ideal is to know what strategies work in these differences and, with that, to promote the increase in participation of the class.