Thèses sur le sujet « Sport educativo »

In questa tesi viene descritto il percorso che ha permesso alla Cina di avvicinarsi prima e affermarsi poi nel mondo degli sport moderni occidentali, andando ad analizzare la storia dello sport e dell’educazione fisica nelle scuole e concentrandosi principalmente sui cosiddetti “Ball Games” (Calcio, Basket e Pallavolo). L'analisi è supportata da una ricerca bibliografica formata in gran numero da materiale specialistico in lingua, al fine di fornire informazioni recenti e attendibili. Negli ultimi anni, in Cina, gli sport di squadra hanno iniziato a prendere piede, anche se i risultati sono ancora deludenti. L'obiettivo del Governo Cinese è quello di formare un nuovo vivaio di atleti pronti a dominare nel palcoscenico mondiale. Per fare ciò, il ministero dell'istruzione cinese ha diramato le direttive per l'insegnamento dell'educazione fisica e dei cosiddetti Ball games nelle scuole. In questa tesi, attraverso un'analisi a tutto tondo, si cerca di capire quali siano le caratteristiche, i punti forti, i punti deboli, le peculiarità e i limiti dell'insegnamento degli sport occidentali di squadra nella sistema educativo cinese. Inoltre, verranno affrontati temi strettamente legati all'argomento principale come la cultura sportiva, la mentalità, il senso di competizione, il lavoro di squadra ecc. in ambito sportivo.

IX n.s.
Le nuove generazioni, soprattutto quelle nate a cavallo tra la fine degli anni 80’ e gli inizi degli anni 90’ del secolo scorso, sono state formate in Italia all’interno di una tensione ideale, quella di dover contribuire alla costituzione di una nuova dimensione sociale e culturale nonché nazionale: l’Unione Europea. Tra gli adolescenti e i giovani italiani questo imperativo educativo è stato letto e tradotto in una percezione alquanto peculiare della storia recente: i “nonni”, ovvero i costituenti dell’Unione Europea, all’indomani della II guerra mondiale, erano quelli che guardavano all’Europa solo in termini di abbattimento di frontiere, creazione strutture economiche interdipendenti e di un corpus legislativo comune, in quanto elementi atti a garantire la pace in Europa e scongiurare per sempre gli orrori dei campi di battaglia, delle città bombardate, delle popolazioni deportate; i “padri”, alias l’establishment governativo che conduceva verso l’euro, la comune moneta europea, erano quelli che guardavano all’Europa solo in termini di possibilità di crescita economica all’interno di un comune spazio di libera circolazione delle merci. Di contro la cultura adolescenziale e giovanile, intesa come un insieme di valori, definizioni della realtà e codici di comportamento condivisi da persone che hanno in comune uno specifico modo di vita , era già europea. I nonni e i padri non dovevano, per creare una nuova identità comunitaria, che rincorrere! Nello specifico i membri delle nuove generazione, proiettati nell’orizzonte geografico europeo, si percepivano già come comunità sentendo di avere in comune, pur nelle diversità, stesse origini, una cultura condivisa, un canale di comunicazione linguistica comune, valori, costumi, forme di alimentazioni, forme letterarie e artistiche gruppali, adolescenti e giovani europei erano consapevoli di ascoltare la stessa musica, leggere gli stessi autori e le stesse riviste, guardare gli stessi programmi televisivi, avere stessi valori e modelli culturali di riferimento, bere, mangiare e vestire le stesse cose e, nelle rispettive forme linguistiche nazionali, parlare con strutture gergali similari. Nell’incontrarsi sul comune suolo europeo queste generazioni, le prime a muoversi con grande disinvoltura tra una capitale e l’altra, grazie anche al codice comunicativo inglese, scoprivano velocemente che ciò che accomunava era di gran lunga superiore a ciò che differenziava. I giovani europei sentivano d’agire già come un unico popolo, insistente su di uno spazio geografico omogeneo, e, in virtù di tale comunanza, gli adulti dovevano e potevano, nel rispetto del loro ruolo di garanti della trasmissione intergenerazionale, organizzarsi in stato sovrano. In realtà i costituenti dell’Unione Europea, nel creare i presupposti comunitari, avevano come obiettivo quello di costruire un quadro comune di valori universali ai quali ispirarsi per edificare una “casa comune” fatta non più di mattoni condivisi ma condivisibili. Nel loro ambito riflessivo i costituenti attribuivano al termine valori, come in una parabola discendente, un significato che andava da quello di orientamenti, a fatti sociali e a fatti propri. Nel primo caso, per essere chiari, i valori sono intesi come orientamenti dai quali discendono i fini delle azioni umane, fini trascendenti rispetto all’esistente ed indicanti, pertanto, un dover essere, una tensione verso uno stato di cose ritenuto ideale e desiderabile, ma che non è, o non ancora, realizzato; nel secondo i valori sono intesi come fatti sociali in quanto fatti di gruppi sociali i quali orientano in base ad essi il proprio agire, e quindi valori come motivazioni dei comportamenti; nel terzo i valori sono intesi come fatti propri, adottati da individui o gruppi mediante processi, più o meno consapevoli, di scelta . Quanto più, in una società, i valori slittano da fatti propri a fatti sociali e, infine, ad orientamenti, divenendo la tensione di cui sopra, tanto più essi cessano di essere particolari per assurgere ad universali, espressione non più di una forma mentis soggiacente ad un dato spazio e ad un dato tempo ma presupposto di una società giusta nella sua derivazione etimologica da ius (ossia il diritto e quindi patto). Secondo i costituenti la nascita dell’UE doveva avvenire non solo in riconoscimento dei profondi legami storici che accomunavano le sorti delle popolazioni europee a partire dal IV secolo d.c., non solo per i profondi legami culturali letterali, artistici, ecc., che si erano creati nel trascorrere dei tempi, per la comune religiosità, per lo spazio geografico e climatico alquanto omogeneo, ma quanto per la scelta effettuata dai popoli comunitari: valori universali, valori “ di tutti” cui aspirare, in cui riconoscersi e specchiarsi, presidi dei confini del vivere civile, base, irrinunciabile e imprescindibile, definente la natura del patto sociale. In tal senso i costituenti definirono la pace come valore per la nascente UE poiché ripudiarono l’idea dell’esaltazione, presente nella cultura europea dalla caduta dell’Impero Romano sino alla prima metà del Novecento, della guerra come valore sul quale misurare la virtù e la dignità e l’onore dei popoli. Accanto al valore della pace nei rapporti tra i popoli europei, posero il valore della reciprocità e del rispetto, della libertà, dell’eguaglianza e della dignità della persona umana. Riconobbero, altresì, proprio perché si era alla presenza di una collettività di cittadini che stavano scegliendo un insieme di diritti e doveri alla base della loro società ideale, che nella costituzione dell’Unione la formazione dello stato avrebbe preceduto quello di costituzione della nazione. Avvertirono subito anche il pericolo di un soffocamento della formazione di una coscienza europea, di un’area culturale europea che potesse chiamarsi nazione, da parte di un apparato eurostatale qualora non controbilanciato da processi di interazione e integrazione dei meccanismi degli stati membri. Una siffatta situazione agli italiani, così come alle genti germaniche, è nota, giacché rammenta la formazione di uno stato nazionale come unificazione di una pluralità di stati regionali sotto la spinta egemonica di uno di essi . Per ovviare a ciò, per superare gli egoismi dei vari stati membri, previdero un lungo periodo di incontro-confronto tra gli apparati nazionali grazie al quale ciascuno potesse analiticamente conoscere e ri-conoscere l’altro, avviare un processo di accettazione e giustificazione delle diversità e un processo orizzontale di acculturazione nel suo significato di cambiamento culturale e psicologico dovuto al contatto duraturo con persone appartenenti a culture differenti (Sam, D.L. 2006). In tal senso attribuirono grande importanza alle istituzioni scolastiche come mezzo attraverso cui creare, nella centralità della persona, una nuova cittadinanza, un nuovo umanesimo, un nuovo patrimonio culturale di ispirazione valoriale universale. Negli ultimi anni la materia legislativa comunitaria, per l’istruzione e la formazione, si è limitata però a delle direttive per aumentare il grado di competizione dei cittadini europei, la mobilità sociale e, quindi, la coesione sociale. Nulla o poco è stato fatto in termini di un confronto, politicamente programmato, sistematico e non occasionale, tra i diversi sistemi scolastici che ne evidenziassero le specificità, i punti di contatto, i punti di forza e debolezza, rispetto ad esempio alle competenze, come riflessione sul concetto di competenza, rapporto tra sapere e saperi, conoscenza conoscenze e competenze, ruolo delle competenze trasversali nel processo di apprendimento, rapporto tra saperi disciplinari e competenze, o piuttosto alle metodologie, come motivazione degli alunni, metodi per un apprendimento consapevole, organizzazione di tempi, luoghi, strumenti e modalità della didattica, come necessità di mettere in rete le scuole, o infine alle scelte valoriali. Eppure come è possibile pensare un processo di integrazione tra i sistemi formativi nazionali al fine di creare strutture comunitarie che diano, equamente, ad ogni cittadino dell’UE le stesse possibilità se non si parte dalla reciproca conoscenza? Stesse possibilità intese non solo come spendibilità competitiva ma come piena espressione del sé di ogni cittadino, delle individuali potenzialità all’interno di una cornice di reciprocità, di dignità umana e libertà e universalità valoriale come pensato dai costituenti. Il presente lavoro vuole, anche solo in parte, provare ad ovviare a ciò offrendo una comparazione tra sistemi scolastici nazionali dell’UE e quindi consentire una maggiore comprensione delle modalità di cura del fanciullo, vero specchio di una società, nei diversi luoghi comunitari. Le nazioni che sono state prese in esame, oltre all’Italia, sono state la Spagna, il Regno Unito e il Belgio. La scelta è innanzitutto ricaduta sulle nazioni non di recente adesione all’UE sia per motivazioni strettamente correlate alla reperibilità di fonti sia perché si tratta di paesi che, in una certa misura, hanno già avviato politiche di integrazione se non altro per ciò che concerne gli obiettivi competitivi formativi comunitari. La scelta è stata fatta poi tenendo conto che molteplici credenze e abitudini intellettuali concorrono a formare lo spazio culturale comunitario, che tale variabilità rappresentino, ad un tempo, un fattore critico ed un elemento di ricchezza e che esse si riflettono tutte nell’agenzia formativa per eccellenza: la scuola. Ad esempio, l’Italia, la Spagna e il Belgio sono paesi a prevalenza cattolica, il Regno Unito invece è prevalentemente rientrante in quell’ambito religioso che per semplicità definiamo protestante. Pur assistendo nelle società moderne ad un processo di secolarizzazione è indubbio che esista un’interazione tra aspetti religiosi ed ordine morale. Sebbene lo spazio geografico europeo sia improntato alla tradizione giudaico-cristiana, i paesi cattolici hanno, in termini di mentalità, una maggiore correlazione con la tradizione cristiana e, di contro, quelli protestanti con la tradizione giudaica. Ne consegue un atteggiamento diverso, come substrato culturale, nei confronti della ricchezza (e della povertà) che si riflette nei fini valoriali formativi. Ancora, tutti e quattro i paesi presi in esame devono confrontarsi al loro interno con istanze autonomistiche che trovano la loro massima espressione nelle aspirazioni via via sempre più separatiste della componente francofona e fiamminga belga. Al di là degli elementi di attualità è interessante vedere come il Belgio ha provato ha riflettere il riconoscimento dell’alterità e della dignità umana delle “minoranze” nelle strutture formative, banco di sfida delle future strutture comunitarie. L’esistenza di una componente non minoritaria belga fiamminga, ovvero olandese, ovvero del germanico ovest, rimanda, inoltre, in termini linguistici (e non solo) alla maggiore vicinanza tra l’inglese e l’olandese (nonché tedesco) rispetto alla componente francofona di derivazione latina come lo spagnolo e l’italiano. Le strutture linguistiche, che rimandano a ceppi diversi del tipo europide, riflettono, poiché è la parola che struttura il cervello, habitus mentali differenti, approcci alla conoscenza diversificati. La comparazione tra sistemi scolastici apre così interessanti spunti di riflessione non solo sul concetto di competenze ma su come la correlazione tra cultura e corporeità modifichino il concetto stesso di competenze nel quadro comune di riferimento europeo. Gli esempi fatti rimarcano come la comparazione tra i sistemi scolastici non abbia solo un valore di ontologica conoscenza ma possa offrire spunti interessanti di riflessione sulle diverse modalità di intendere l’apprendimento, gli obiettivi formativi, i fini valoriali, ma anche di risolvere la sfida del ventunesimo secolo ossia la multiculturalità. Tutti elementi da cui una scuola comunitaria non può prescindere. [a cura dell'autore]
2009 - 2010

L'esport escolar es presenta com una activitat social que contribueix a la formació integral dels joves i es converteix en un complement útil i necessari per a l'educació. El subjecte que participa en aquestes activitats és un menor d'edat. La seva condició de subjecte en desenvolupament justifica una protecció especial per a garantir el seus drets. Els poders públics han incorporat mesures encaminades a protegir i promocionar el desenvolupament personal i social del menor en l'esport. Aquestes mesures de caràcter educatiu s'han convertit en dret positiu en el nostre ordenament. Esbrinar com s'ha ordenat el dret educatiu en l'esport escolar ha estat un primer objectiu, concluint-se que seria necessària una normativa harmonitzada que regís el desenvolupament d'aquesta activitat. L'objectiu final d'aquest estudi ha estat proposar continguts susceptibles de convertir-se en normes d'actuació que garanteixin, la protecció educativa del menor en l'esport escolar
El deporte escolar se presenta como una actividad social que contribuye a la formación integral de los jóvenes y se convierte en un complemento necesario para la educación. El sujeto que participa en estas actividades es un menor de edad. Su condición de sujeto en desarrollo justifica una protección especial para garantizar sus derechos. Los poderes públicos han incorporando medidas encaminadas a proteger y promocionar el desarrollo personal y social del menor en el deporte. Estas medidas de carácter educativo se han convertido en derecho positivo en nuestro ordenamiento. Averiguar como se ha ordenado el derecho educativo en el deporte escolar ha sido el primer objetivo, concluyendo que sería necesaria una normativa armonizada que rigiera el desarrollo de esta actividad. El objetivo final de este estudio ha sido proponer contenidos susceptibles de convertirse en normas de actuación que garanticen la protección educativa del menor en el deporte escolar.
The school sport is presented as a social activity that contributes to the integral formation of young people, and becoming a necessary complement to education. The subject who participates in these activities is a minor. His status as a developing subject justifies a special protection to ensure their rights. Public authorities have got incorporated measures to protect and promote the personal and social development of children in sport. These educational measures have become positive law in our legal system. Find out as ordered the right education in school sport has been the first objective, concluding that would require harmonized rules to govern the development of this activity. The ultimate goal of this study was proposing contents that could become norms for action that will ensure the educational protection of minors in school sport.

Sports leadership has received increased promotion during the past two decades, as a tool for providing individuals with leadership skills and in contributing towards community sport development objectives. Sports Leaders UK (SLUK) play a key role in providing sports leadership training programmes in the UK, training over 200,000 leaders each year. This aims of this research was to evaluate the work of SLUK, in contributing towards the development of sport the personal and career development of the leaders undertaking the awards. A mixed methods approach was adopted to achieve ‘enhancement’ of findings. The first quantitative phase involved binary logistic regression analysis of SLUK’s candidate database (n=76,179) and set out to identify the predictor variables associated with award completion. The second quantitative phase provided analysis of surveys (n=76), and set out to explore relationships between the leaders’ career and personal development and involvement in the SLUK awards. The final qualitative study sought to gain the views and perspectives of the sports leaders who had engaged with the SLUK awards through the use of semi-structured interviews (n=16). This study aimed to further investigate the impact of SLUK awards on career development and in contributing towards sport and other community outcomes. Results showed that the SLUK awards were perceived to contribute to developing sport, particularly within the school environment. Furthermore, with the training and development of more sports leaders who are actively leading sport, more opportunities were found to be provided across the UK. Engagement in the awards was found to increase feelings of self-worth, which in turn helped build self-esteem and confidence in the leaders. Important factors which appeared to be associated with award completion and continued leadership behaviour included location of the award (i.e. centre type) and choice of participation in the awards. The research provides original contribution to knowledge by exploring the impact of SLUK awards on the leaders’ personal development and community sport. Future delivery of sports leadership needs to be focused in communities if sports leaders are to make the transition from schools to community clubs and continue volunteering. Support from mentors was found to be crucial in ensuring that sports leaders sustain their voluntary leadership.

Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xii, 147 p. Includes abstract and vita. Advisor: Packianathan Chelladuria, Dept. of Education. Includes bibliographical references (p. 101-106).

Lietuvos kurčiųjų krepšininkų varžybų rezultatai rodo, kad šios socialinės grupės žmonės gali pasiekti ženklius sportinius laimėjimus. Vadinasi, reikšminga krepšinio treniruotės teorijai ir praktikai bei varžybinei veiklai ištirti ir susisteminti Lietuvos kurčiųjų krepšininkų fizinio išsivystymo, parengtumo, jų varžybinės veiklos ypatumus ir palyginti juos su sveikųjų komanda. Darbo tikslas – nustatyti bei palyginti Lietuvos kurčiųjų vyrų krepšinio komandos ir sveikųjų komandos žaidėjų fizinį išsivystymą ir parengtumą, atlikti šių komandų varžybinės veiklos analizę. Tyrimų uždaviniai: 1. Nustatyti Lietuvos rinktinės kurčiųjų krepšininkų fizinį išsivystymą ir parengtumą, bei palyginti jį su sveikųjų komandos žaidėjų fiziniu išsivystymu ir parengtumu. 2. Atlikti abiejų komandų žaidyminės veiklos analizę. 3. Palyginti komandų fizinį išsivystymą ir parengtumą bei žaidyminės veiklos rodiklius. Tyrimo subjektas – Lietuvos kurčiųjų vyrų krepšinio rinktinės krepšininkai (n=12) ir Vilniaus "KM-SSK - Perlas" krepšinio klubo krepšininkai (n=12). Tyrimo objektas – kurčiųjų ir sveikųjų krepšininkų fizinis išsivystymas ir parengtumas, bei žaidyminė veikla. Lietuvos kurčiųjų rinktinės krepšininkų rengimas yra panašus kai ir sveikųjų krepšininkų. Abiejų komandų aukščiausi žaidėjai buvo vidurio puolėjai (jie taip pat buvo ir sunkiausi), tada sekė krašto puolėjai ir gynėjai, toks komandų komplektavimas atitinka šiuolaikines komandų sudarymo tendencijas. Aukšti žaidėjai... [toliau žr. visą tekstą]
Results of Lithuanian deaf basketball players in various competitions indicate that people belonging to this social group can achieve significant victories. Thus, it is essential to investigate and systemize Lithuanian deaf basketball players’ physical development, preparedness, peculiarities of their competitive activity and compare with those of the team with healthy players. It is important for the theory and practice of basketball trainings. The objective of the paper is to identify and compare physical development and preparedness of Lithuanian national deaf basketball team with those who are healthy. It also aims at analyzing competitive activities of these teams. Tasks of analyses are as follows: 1. to identify the development and preparedness of Lithuanian deaf basketball team with the development and preparedness of Lithuanian healthy basketball team. 2. to prepare the analysis of the competitive activity of both teams. 3. to compare the development, preparedness and game indicators of both teams. The subject of the research is Lithuanian national death men basketball team (n=12) and players from Vilnius KM-SSK – Perlas basketball team. The object of the research is physical development, preparedness and competitive activity of deaf and healthy players. The preparation of Lithuanian national deaf basketball team is similar to that of healthy basketball players. In both teams the tallest players are centers (they are also the heaviest ones), then go forwards and... [to full text]

This thesis includes seven peer reviewed publications focused on alternative, constructivist forms of games teaching instruction within both physical education and sports coaching environments. The research aimed to establish the pedagogic challenges associated with teaching and learning alternative forms of instruction as well as designing, validating and implementing a specific games teaching observation system, termed: The System for Observing the Teaching of Games in Physical Education (SOTG-PE). The qualitative data revealed that teaching and learning alternative constructivist forms of instruction, such as Teaching Games for Understanding (TGfU) and Sport Education (SE) can be difficult and challenging for both student teachers, Initial Teacher Education (ITE) tutors, sports coaches and members of the coach education workforce. Specifically, the sports coaches reported concerns surrounding conceptual, pedagogical, cultural and political dilemmas associated with learning selected constructivist principles. These included a lack of pedagogic content knowledge, maintaining a 'true' constructivist approach, negative implications in the coach/athlete relationship and a shortage of professional development opportunities. In comparison, the ITE tutors openly expressed philosophical concerns surrounding the constructivist nature of SE. They rejected the student centered nature of SE, and found difficulty in coping with a number of the pedagogic requirements. The quantitative data revealed that ITE students were motivated by the potential marriage of both TGfU and SE, however, this supposition requires additional support. There was a significant increase in student motivation from pre- intervention to post (p < .05). There were also significant increases in student effort (p < .05) and perceived levels of teaching competence (p < .05). In the validation study the mean retest coefficients to determine inter-observer reliability for the System for Observing the Teaching of Games in Physical Education (SOTG-PE) were child activity (p >.92, lesson context p> .93 and teacher intera ti 8 c tons p <. 9). Spearman's rank order correlations revealed a significant 1 ..,,----- positive relationship between student inactivity and general management (r = .62,p < .01). There were also significant negative relationships between student inactivity and locomotion (r = 0.-78,p < .05), motor response (r =.-60,p < .05), and full-game (r =.-49,p < .05). A significant positive relationship was found between motor response and applied skill practice (r = .52, P < .02). There was also a significant positive relationship between technical practice and motor/locomotion (r = .41, P < .02) and verbally promoting technical behaviour (r = .49p < .05). A significant inverse association was observed between verbally promoting tactical behaviour and technical practice (r =.-48, p < .05), however a significant positive relationship was found between verbally promoting tactical behaviour and modified game (r = .46,p < .01). There were no significant differences in the percentage of time the pupils were engaged in the various pupil activity codes across various games categories. However, there were significant differences in the time spent in the warm up (X2 (2) 12.0,p = .02), general management (X2 (2) 8.18,p = .01), technical practice (t (2) 4.81,p = .01), applied skill practice (X2 (2) 8.33,p = .01) and modified game (X2 (2) 4.80,p = .01). Teacher interactions also differed significantly between various games categories with teachers preferring to promote verbal technical behaviour (X2 (2) = 8.18, P < .05), more often than verbal tactical behaviour (X2 (2) = 7.41, P <.05). It is clear from the qualitative data that constructivist principles are difficult to learn and teach. The findings from the systematic observational studies appear to support this supposition as there was little evidence to support the use of modified games and selected constructivist principles.

Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xi, 133 p. : ill. Advisor: Packianathan Chelladurai, College of Education. Includes bibliographical references (p. 112-115).

Adults from the middle-classes are up to three times more likely to be regularly involved in sport than those from the working-class. The reason for this participation anomaly has been consistently linked to the differing lifestyles and opportunities to which young people from working and middle-class backgrounds are exposed. More specifically, working-class children are more likely to develop narrow, class-related leisure profiles and sporting repertoires during their childhood that serve to limit the likelihood of them remaining physically active in adulthood. In relation to this, one of the key aims of physical education (PE) in mainstream schools is to develop the range of skills and knowledge for all pupils and widen their sporting repertoires in an attempt to promote long-term participation throughout their lives. However, not only has PE provision in British mainstream schools been shown to be unsuccessful in promoting working-class pupils’ sporting/ability development, some suggest that the subject may even be perpetuating the social difference that has been shown to exist in relation to sports participation between social class groups. In order to address these issues the study set out to examine the extent to which the wider social background of white, working-class ‘lads’ and the actions and attitudes of their PE teachers came to impact on the way the lads influenced and experienced their PE curriculum/lessons. It also aimed to examine the impact that school PE then had on their sporting repertoires and participation in sport/active leisure outside of school. A total of 24 days were spent in Ayrefield Community School (ACS), a purposively selected, working-class state secondary school as part of a case study design. Over 60 practical PE lessons were observed that led to differing roles being adopted and guided conversations being conducted before, during, and after these lessons. Eight focus group interviews were also conducted with specifically chosen lads as well as one with the four members of male PE staff. Additional observations were also carried out during off-site trips, external visits, and in a range of classroom-based lessons. The findings were then considered and examined in relation to the work of the sociologists Norbert Elias and Pierre Bourdieu. The findings revealed that the pressures related to the modern education system and the social expectations linked to their working-class backgrounds caused a split between the lads at ACS in to three broad groups, namely: Problematics, Participants and Performers. These groupings came to impact on the ways that these lads engaged and achieved in school as well as the ways in which they came to negotiate and experience PE. The ‘Problematic’ group held largely negative views of education, but valued PE, especially when playing football, the ‘Participants’ were relatively successful at school yet apathetic regarding the content and delivery of their PE lessons, and a Performer group of lads emerged who engaged and achieved highly at school and participated in a range of activities in PE, but showed little intention of participating outside of school due to their pragmatic attitude to ‘learning’ in PE. Despite these differing school and PE experiences between the lads’ groups, the potential and actual impact of school PE on their sporting repertoires, skills, and interests was ultimately constrained by a range of issues. In the first instance the lads’ narrow, class-related leisure profiles and sporting repertoires linked closely to recreational participation with friends, alongside a lack of proactive parenting were significant limiting factors. In addition, the ability of some lads to constrain the actions of PE staff and peers to get what they wanted in PE rather than what they needed, and the negative views of most lads to skill development and structured PE lessons meant that PE at ACS was never likely to have a positive impact on the sporting repertoires and participation types/levels of its male pupils either currently or in their future lives.

The purpose of this study was to examine the following research questions in Turkish coaching context: a) How do coaches perceive sport science research? b) Which sources do coaches utilize when obtaining the knowledge they need? c) What obstacles do coaches confront when trying to access the knowledge they need? Participants were 322 coaches (256 men, 66 women) from diverse sports and coaching levels working in Ankara. &ldquo
New Ideas for Coaches&rdquo
questionnaire by Reade, Rodgers and Hall (2008) was translated and adapted into Turkish for the current study. There was a strong concurrence between Turkish coaches in terms of the belief that sport science contributes to sport (%78). Gaps exist, however, between what coaches were looking for and the research that is being conducted. Coaches were most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches. The barriers to the coaches&rsquo
access to sport science were finding out the source of information, being able to implement the knowledge that was obtained from sport sciences into field of coaching, lack of monetary support for the expenses about obtaining knowledge, and language barrier respectively. Coaches&rsquo
demographic characteristics influenced their perceptions of and preferences for obtaining new information. Strategies to remove the barriers could include providing further education opportunities for coaches and eligible scientific knowledge sources to ensure successful knowledge transfer.

Lithuanian physical education and sports sector problem analysis on scientific level is conducted fragmentarily. The most frequent research orientation consists of athletes’ training or sport science scientific problems, as well as various ages individuals’ physical activity and health, specialist training. Very little attention is dedicated to the sport sector’s management problems and the aforementioned sector strategy formation problem analysis is absent overall. The aim of the research – to investigate physical education and sports sector strategy formation theoretical aspects, constitute a management model of the physical education and sports sector and to identify strategic activity fields. The research is based on the use of general research methods – analysis and synthesis of the scientific literature, Lithuanian and other countries’ laws and other legal documents, expert interviews, statistical data analysis and graphic simulations. The first part of the dissertation covers theoretical aspects of the strategy formation conceptualization. The second part of the dissertation describes situation the physical education and sports in selected foreign countries and in Lithuania. Lithuanian physical education and sports management development, organizational and economic aspects are analyzed. The third part of the dissertation describes the physical education and sports, as the public sector, strategic management model, based on scientific literature, document analysis and... [to full text]
Lietuvoje kūno kultūros ir sporto sektoriaus problemų analizė mokslo lygmenyje atliekama fragmentiškai, dažniausiai orientuojamasi į sportininkų rengimo arba sporto mokslo problematiką, bei problemas, susijusias su įvairaus amžiaus gyventojų fiziniu aktyvumu ir sveikata, specialistų rengimu, tačiau mažai dėmesio skiriama sporto sektoriaus vadybos klausimams, o šio sektoriaus strategijos formavimo problemų analizės apskritai pasigendama. Tyrimo tikslas – ištirti kūno kultūros ir sporto sektoriaus strategijos formavimo teorinius aspektus, sudaryti šio sektoriaus strateginio valdymo modelį ir nustatyti strategines veiklos sritis. Tyrimui pagrįsti pasitelkti bendrieji mokslinio tyrimo metodai – mokslinės literatūros, Lietuvos ir kitų šalių įstatymų bei kitų teisinių dokumentų analizė ir apibendrinimas, ekspertų apklausa, statistinė duomenų analizė ir grafinis modeliavimas. Pirmoje disertacijos dalyje nagrinėjami teoriniai strategijos formavimo konceptualizacijos aspektai. Antrojoje disertacinio darbo dalyje nagrinėjama kūno kultūros ir sporto situacija pasirinktose užsienio valstybėse ir Lietuvoje, analizuojami Lietuvos kūno kultūros ir sporto valdymo raidos organizaciniai ir ekonominai aspektai. Trečiojoje disertacinio darbo dalyje pateikiamas ir aprašomas kūno kultūros ir sporto, kaip viešojo sektoriaus, strateginio valdymo modelis, remiantis mokslinės literatūros, dokumentų analizės ir ekspertų kūno kultūros ir sporto strategijos vertinimo išvadomis, nagrinėjamos kūno kultūros... [toliau žr. visą tekstą]

Advances in technology make it possible to transform the scope, duration, and format of formal coach education programs such as those operated by sport National Governing Bodies (NGBs). The United States Olympic Committee (USOC), which provides oversight to Olympic sports, has a strong interest in developing quality coach education programs. The purpose of this research is to better understand the challenges, changes, and trends in coach education administered by NGBs. We compared the findings from a 2003 survey administered by the USOC to 45 NGBs examining the content, delivery, and development of coach education programs with an updated version of the survey administered in 2015. An online, anonymous survey was sent to the individuals responsible for overseeing coach education at each of the 45 Olympic sport NGBs. The survey consisted of 32 multiple choice questions covering staffing, budget, content, and delivery of coach education programs. While 70% of NGBs have a system for identifying coaches, the majority (77.8% of NGBs) feel as if there are not enough qualified coaches in their sport. Whether this stems from an inadequate coach education system, limited appeal of the sport, or poor sport marketing, there is a clear need to enhance the education level of coaches. The number one challenge for NGBs in coach education is budget and the number two challenge is maintaining current, quality course content. Three strategies for maximizing impact with limited resources would be to partner with other organizations (e.g., National Alliance for Youth Sport), to pool resources between NGBs to create a unified foundation for a coach education program, and to create a mentorship program to allow coaches to learn in more informal settings. Mentoring is widely acknowledged as an important coach learning tool, yet only 38.9% of NGBs reported having a mentoring program.

Few activities have the power to bring people together as sports; victory is contagious, defeat unifies, and the concept of a team can create common goals and unbreakable bonds among teammates, communities, and even an entire nation. In a sense, sport has the power to change lives. The lessons that athletics can teach—preparation, competitiveness, overcoming obstacles, persistence, mental and physical health, problem solving, and setting life goals—seem particularly apt for American Indian youth today. Athletics can serve as a pathway to college for American Indian students who participate in individual or team sports. Access to higher education, in turn, offers the opportunity for larger income and greater economic opportunities. The American Indian students’ college experience, including statistics on enrollment, retention and drop-out rates, is prevalent in both quantitative and qualitative research. Moreover, research concerning the roles athletes and athletics have within higher education institutions is historically rich. The intersection of these two topics however, has received little to no attention. This dissertation will explore the impact of sports on American Indian collegiate athletes to determine the factors that both inspired and inhibited them from the pursuit of athletics in college. It will provide the first in-depth look at several American Indian collegiate athletes who can document how sports helped or failed to help them reach their educational aspirations.

Tiivistelmä. Pohja liikunnalliselle elämäntavalle luodaan varhain. Koululiikunta tavoittaa oppilaiden kaikki ikäluokat, minkä vuoksi myönteiset ja monipuoliset kokemukset koululiikunnasta ovat tärkeitä. Erilaiset oppilaat motivoituvat eri tekijöiden vaikutuksesta, mikä luo liikuntaa opettavalle opettajalle haasteita opetuksen didaktisten ja pedagogisten valintojen tekemisessä. Suurten oppilasryhmien motivoimiseksi opettajan tulisikin säännöllisesti vaihdella opetustyylejään ja pyrkiä käyttämään oppilaslähtöisiä, osallisuutta lisääviä työtapoja. Yksi oppilaan osallisuutta lisäävä opetusmalli on Sport Education -malli, jossa lajitaitojen harjoittelun lomassa oppilaat ottavat vastuuta omasta ja toisten oppilaiden oppimisesta toimiessaan erilaisissa urheiluun liittyvissä rooleissa omissa pienjoukkueissaan. Sport Education -malli on sovellus organisoidusta urheilusta, joka tuo koulun liikuntatunneille yhteisöllistä, monipuolista ja reilun pelin periaatetta arvostavaa urheilukulttuuria. Tässä tutkielmassa oli tarkoituksena selvittää, kuinka motivoituneita liikunnan perusopintoja suorittavat opettajaopiskelijat olivat Sport Education -mallin mukaisesti toteutetun jalkapallojakson aikana ja mitkä tekijät vaikuttivat heidän liikuntamotivaatioonsa. Lisäksi selvitettiin, millaisia arvioita opiskelijoilla oli Sport Education -mallin käytettävyydestä alakoulun liikunnanopetuksessa. Tutkielman teoreettinen viitekehys muodostuu opetussuunnitelman ja opettajan pedagogisen ajattelun, liikuntamotivaation sekä Sport Education -mallin tarkastelusta. Metodologiselta lähestymistavaltaan tutkimus on fenomenografinen, sillä siinä suuntaudutaan opiskelijoiden käsityksiin ympäröivästä maailmasta ja tehdään niistä päätelmiä, eli tutkitaan heidän käsityksiään toisen asteen perspektiivissä. Tutkimusaineisto kerättiin kyselylomakkeella Sport Education -mallin mukaisesti toteutetun jalkapallojakson päätteeksi. Aineisto analysoitiin käyttäen teoriaohjaavaa sisällönanalyysia. Tutkimustulosten perusteella Sport Education -mallin mukaisesti toteutettu jalkapallojakso motivoi opettajaopiskelijoita. Kannustava pienjoukkue, vertaisopiskelijoiden tuki sekä vastuulliset roolit edistivät opiskelijoiden liikuntamotivaatiota. Sen sijaan motivaatiota heikensi toimitsijavuoro, koska oppitunnilla vuorossa ollut joukkue ei päässyt ollenkaan pelaamaan. Opiskelijat arvioivat opetusmallin soveltuvan parhaiten alakoulun 5.–6.-luokkalaisten ja sitä vanhempien oppilaiden opetukseen. Opetusmallin nähtiin tarjoavan oppilaille osallisuutta ja elämyksellisyyttä. Sen käyttöönoton edellytyksinä pidettiin opettajan oppilastuntemusta sekä hyvät työskentelytaidot omaavaa oppilasryhmää. Opiskelijat arvioivat, että oppilaiden vastuu harjoitteiden suunnittelusta ei välttämättä takaa laadukasta liikunnanopetusta.

Few activities have the power to bring people together as sports; victory is contagious, defeat unifies, and the concept of a team can create common goals and unbreakable bonds among teammates, communities, and even an entire nation. In a sense, sport has the power to change lives. The lessons that athletics can teach--preparation, competitiveness, overcoming obstacles, persistence, mental and physical health, problem solving, and setting life goals--seem particularly apt for American Indian youth today. Athletics can serve as a pathway to college for American Indian students who participate in individual or team sports. Access to higher education, in turn, offers the opportunity for larger income and greater economic opportunities. The American Indian students' college experience, including statistics on enrollment, retention and drop-out rates, is prevalent in both quantitative and qualitative research. Moreover, research concerning the roles athletes and athletics have within higher education institutions is historically rich. The intersection of these two topics however, has received little to no attention. This dissertation will explore the impact of sports on American Indian collegiate athletes to determine the factors that both inspired and inhibited them from the pursuit of athletics in college. It will provide the first in-depth look at several American Indian collegiate athletes who can document how sports helped or failed to help them reach their educational aspirations.

This study investigates physical education assessment in three secondary schools, Beauview. Pembury and Countryville, through the implementation of the sport education curriculum model. The research focuses on sport education, a recent innovative curriculum model which promotes recruitment to the movement culture by attracting to sport whilst fulfilling varied roles in organising and participating in activities, as an alternative model promoting a wide range of outcomes. The research was conducted within a contemporary context where current educational initiatives, national curriculum and outcome based education, and a so-called crisis in physical education, particularly for adolescents, have been highlighted over the last five years. This context has also called for more enlightened forms of assessment, in general, and for authentic assessment in physical education in particular.

This investigation sought to examine expert-novice differences in metacognitive knowledge about action and metacognitive skill functioning, as they relate to the performance of the basketball foul shot. Twenty-four female undergraduate students served as subjects in this investigation. Twelve of the 24 subjects were classified as basketball experts (Group one) and 12 as basketball novices (Group two). Classification as either an expert or novice was dependent upon the total number of seasons having played competitive basketball. Both groups of subjects performed three tasks, each designed to assess a different aspect of their metacognitive functioning. Task one sought to identify group differences in the declarative component of metacognitive knowledge about action through the collection and comparison of instructional verbal protocols. Task two sought to identify both between group differences and the within group relationship between one's actions and the corresponding verbal description of those actions through the collection and comparison of verbal and visual protocols. It was believed that such a comparison would serve to identify group differences in the procedural component of metacognitive knowledge about action. Finally, Task three sought to identify group differences in metacognitive skill functioning as determined through each subject's ability to monitor her performance, predict performance outcomes, and explain the predictions made. When combined, the results obtained at these three tasks suggested that, specific to performance of the basketball foul shot, the level of metacognitive knowledge about action and metacognitive skill possessed by the subject within this investigation was a function of their level of expertise. The 'expert' subjects within Group one were seen to provide complete and accurate instruction in the proper execution of a basketball foul shot. Their ability to accurately describe the actions produced at Task two indicated that they possessed higher levels of the procedural component of metacognitive knowledge about action when compared to Group two subjects. Group one subjects were seen to make significantly more fouls hosts than Group two subjects at Task three and were also significantly better than Group two subjects with respect to their ability to monitor and successfully predict their performance outcomes. The results obtained at this investigation served to highlight the important, yet often overlooked, association between action and cognition.

The early identification of talented individuals is considered increasingly important across many performance domains. Traditional concepts of talent have primarily emphasized genetically driven variables, proclaiming that exceptional abilities are the result of favourable genes matched to the required performance domain. Consequently, an oversimplified concept of sporting talent exists where the focus has typically been on discrete, one-dimensional measures at unstable periods in the athlete’s development. Talent identification processes adopted by several countries around the world have evolved from this oversimplified concept of talent and are unlikely to reflect adequately how talent emerges in sport. In fact, retrospective interviews with successful athletes emphasized that a range of factors impact success within sport and these are not solely governed by genetic determinants of performance. In particular, athletes highlighted the crucial role that psychology can have on the ability of an individual to translate potential to performance. It is concluded that TI models need to place a greater emphasis on the development of potentially talented performers rather than early identification. In this thesis, the concept of talent is revised as a complex, dynamical system in which future behaviours emerge from an interaction of key determinants such as psychobehavioural characteristics, motor abilities, and physical characteristics. A generic model of talent identification and development (TID) that addresses these issues, and resources that enable its practical application, is proposed. Initial findings from this pilot study are discussed and implications for further work are provided.

The purpose of this study is to survey which competences and personal qualities the labour market, for students with examination from the Coaching and Sport management education at Vaxjo University, require. Furthermore I want to find out if the employees, videlicet the ex students, consider that their competences differentiate in relation to other employees in the organization which not have this education.

In the study a qualitative investigation method has been used where ten interviews have been implemented. The interviews have been carried out within five conceivable work areas to a student with examination from the Coaching and Sport management education at Vaxjo University. The work areas are sports association, sports union, municipal activity with sport and leisure time connection, company with health care connection and company without any kind of sport connection. Five of the persons being interviewed are ex students that now are employees within any of the elected work areas. The remaining five interviews have been carried out with the employer of respective employees.

The result of the study shows that the work which the employees perform within respective work area are relatively different but are despite everything of similar characteristic and can be deduced to the work that is included in the profession of a Sport manager. Between the work areas that have any kind of sport or health care connection their is an obvious connection between which qualifications that is demanded to recruitment and which competences and personal qualities that are important within each profession to perform its work. An obvious connection is also made clear among the competence weaknesses that the employees have, despite different work.

In the analysis the result is compared with the chosen theories to support the interpretations that are made. There are also suggestions given about changes that can be valuable to take into consideration in future planning of the course contents within the education of Coaching and Sport management at Vaxjo University.

Syftet med denna studie är att kartlägga vilka kompetenser och personliga egenskaper arbetsmarknaden, för studenter som gått Coaching och sportmanagement vid Växjö universitet, efterfrågar. Dessutom vill jag ta reda på om de anställda, det vill säga de före detta studenterna, anser att deras kompetenser skiljer sig i förhållande till andra medarbetare i organisationen som inte har denna utbildning.

I studien har en kvalitativ undersökningsmetod använts där tio intervjuer har genomförts. Intervjuerna har genomförts inom fem tänkbara arbetsområden för en student med examen från Coaching och Sportmanagementprogrammet vid Växjö universitet. Arbetsområdena är idrottsförening, idrottsförbund, kommunal verksamhet med idrotts och fritidsanknytning, företag med friskvårdsanknytning samt företag helt utan idrottsanknytning. Fem av intervjupersonerna är före detta studenter som numera är anställda inom något av de valda arbetsområdena, de övriga fem intervjuerna har genomförts med de anställda respektive arbetsgivare.

Resulatet av undersökningen visar att de arbetsuppgifter som de anställda utför inom respektive område är relativt olika men än dock av liknande karaktär och kan härledas till de arbetsuppgifter som ingår i yrket för en Sport manager. Mellan de arbetsområden som har någon form av idrotts- eller friskvårdsanknytning syns ett tydligt samband mellan vilka kvalifikationer som krävs vid rekrytering och vilka kompetenser och personliga egenskaper som är viktiga inom respektive yrke för att genomföra dess arbetsuppgifter. Ett tydligt samband går även att utläsa bland de kompetenssvagheter som de anställda besitter, trots olika arbetsuppgifter.

I analysen ställs resultatet mot de valda teorierna för att stärka de tolkningar som görs. Där ges även förslag på förändringar som kan vara värdefulla att ta i beaktande i framtida planering av kursinnehållet inom programmet för Coaching och Sport management vid Växjö universitet.

Magister Educationis - MEd
This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.

Track and field is a traditional instructional unit often taught in secondary physical education settings due to its history, variety of events, and potential for student interest. This article provides an approach to teaching this unit using the sport education model (SEM) of instruction, which has traditionally been presented as a model for team and dual sports. The application of the SEM to this individual sport provides teachers with an opportunity to provide their students with an authentic, engaging and festive environment in which to learn a sport that has been around for centuries.

A well established curriculum model which some claim has a socio-cultural component is the Sport Education model (Siedentop, Mand and Taggart, 1986). Others suggest that this model, with development, could be an appropriate vehicle for socio-critical learning outcomes that have lifelong meaning and value (Penney, Clarke and Kinchin, 2002, Taggart, 2004). An interest in developing an understanding of the relationship between the philosophical underpinnings of a Physical Education curriculum and teaching methods used to facilitate socio-critical learning outcomes is the motivation behind this research project. Through interviewing two secondary school students, their perceptions of the influence of Sport Education on their sport thinking and actions were explored to ascertain if, soci-cultural and socio-critical learning may indeed be realistic outcomes of the Sport Education model. The research provided evidence that students gave a lot of thought to specific incidents within the Sport Education unit and acted on these thoughts within the unit. Elements of critical thinking and critical action are evident in the research. Students also reported thinking about their sport involvement both from a participation point of view and also about the nature of their involvement, for example helping others, in out of school contexts. Both expressed intentions of actions they may take in sport out of school due to the influence of Sport Education. The two students' perceptions of the influence of the Sport Education model on their sport thinking and sport action has shown that educational outcomes of a socio-cultural nature can be achieved through the model.

Raktiniai žodžiai: veiklos auditas, sporto mokymo įstaigos, sporto sistema, viešosios institucijos. Darbo objektas: SMĮ veiklos auditas. Darbo tikslas: ištirti SMĮ veiklos audito patirtį, siekiant įvertinti jų atitikimą viešųjų institucijų funkcijoms. Darbo uždaviniai: 1. Apibrėžti veiklos audito sampratą, atskleidžiant jos kompleksiškumą ir identifikuoti turinį. 2. Identifikuoti veiklos audito etapus ir atskleisti kriterijų ypatumus viešųjų institucijų vertinimo kontekste. 3. Pristatyti Lietuvos sporto sistemos valdymą ir atskleisti SMĮ kaip viešųjų paslaugų tiekėją. 4. Atlikti SMĮ uždavinių atitikties veiklos rezultatams vertinimą. SMĮ yra sporto sistemos dalis. Tai valstybinės įstaigos, teikiančios viešąsias paslaugas ir yra atsakingos už kuo didesnį fizinio aktyvumo skatinimą bei saugaus, sveiko ir produktyvaus gyvenimo stiliaus poreikio formavimą ir plėtojimą. Šių įstaigų veiklos auditas prisideda prie atskaitingumo ir skaidrumo, kaip fundamentalių kiekvienos valstybės demokratinių vertybių, būtinų užtikrinant teisingą viešųjų lėšų valdymą piliečių ir mokesčių mokėtojų vardu. Darbe, taikant turinio analizės metodą, analizuojamos Kauno ir Vilniaus miestų 2006 m. ir 2010 m., iš viso 6 SMĮ, veiklos audito ataskaitos. Tyrimas atliktas metaanalizės pagrindu, t. y. vadovaujantis jau užbaigtų tyrimų analize bei jau atliktų įvertinimų įvertinimais. Siekiant gauti kuo išsamesnę informaciją veiklos audito vertinimui, duomenų rinkimo metodu buvo pasirinktas ir pusiau... [toliau žr. visą tekstą]
Keywords: performance audit, sport education organizations, sport system, public institutions. The object of the research: sport education organizations performance audit. The aim of the research: to investigate sport management organizations experience, aiming to evaluate their compliance with public institutions functions. Work tasks: 1. To determine the definition of performance audit by dislosing it‘s complexity and to identify it‘s content. 2. To identify stages of performance audit and to disclosure the peculiarities of criteria in the evaluation of public institutions. 3. To present the management of Lithuanian sport system and to disclosure sport education organization as public services provider. 4. To evaluate sport education institutions tasks compliance with activity results. Sport education institution is a part of sport system. That is state institutions, providing public services and are responsible for the promotion of physical activity, safe, healthy and productive life style formation and development. The activity audit of these institutions contributes to the accountability and transparency as to fundamental democratic values of each state, what is necessary to ensure the correct management of public money of citizens and taxpayers behalf. In this work, using method of content analysis, Kaunas and Vilnius cities sport education organizations activity audit reports of the year 2006 and of the year 2010 are analyzed, total 6 reports. Research was carrried... [to full text]

The purpose of this project is to create an iOS native mobile application for the Ability Sports & Education Festival at the California State University of San Bernardino. The iOS application will solve three business needs. First, it will allow participants to view the events, hours, schedules, coaches, and resources of the Ability Sports and Education Festival. Second, it will allow participants to route, search, and find event locations using ArcGIS. Lastly, it will allow participants to register for the event right from their phones.

The purpose of this study was to examine and explore the transition experiences of Canada's high performance athletes within Charner and Schlossberg's (1986) theoretical framework to determine the predisposing factors and effects of the transition process. More specifically, this study investigated the reasons for retirement, the individual coping strategies and support networks used by transitional athletes, as well as other variables that may have impacted on the athlete's adjustment process. This study provided an alternative, comprehensive perspective from which to examine retirement from high performance sport. Retired high performance athletes (N = 199) with international competitive experience completed the Athlete Retirement Questionnaire, a 34-item instrument developed for this study. Multivariate analyses revealed that planned retirement led to smoother adjustment than unplanned retirement. Loglinear analyses indicated that positive adjustment was also related to those transitions which caused the least disruption in the lives of the athletes. Chi-square analyses showed that those athletes who adjusted smoothly tended to retire after they had achieved their sport related goals or because they had achieved their goals in sport. Athletes who were more dissatisfied with their transition tended to feel incompetent outside of sport and tended to feel that keeping busy was not an effective coping strategy. Charner and Schlossberg's transitional framework received support in terms of overall fit, and provided direction for practical intervention suggestions. Finally, this study suggests that adjustment to retirement from high performance sport may not be as distressing or problematic for as many national team athletes as previously thought.

In-depth, open-ended interviews were conducted with 16 expert Canadian coaches from the team sports of basketball, volleyball, field hockey, and ice hockey. The purpose of the interviews was to better understand the perceptions of expert team sport coaches regarding the characteristics, knowledge, and strategies that operate within their profession, and then to conceptualize the relationships between these various elements. Interviews were transcribed verbatim, and the unstructured qualitative data were analyzed inductively following the procedures and techniques outlined by Cote, Salmela and Russell (1995b). This process allowed the meaning units of the interview transcripts to be grouped into 79 tags and then regrouped into 22 properties. Six categories emerged from the analysis: coach-centered processes, organization, training, competition, athlete-centered processes, and contextual factors. The coach-centered processes category included the coaches' characteristics, knowledge, and strategies about personal growth and development, and ways of nurturing this process through continuous learning. The tasks of organization, training, and competition were central to their profession, with organization representing the point of departure of the other two categories since it was the foundation for training competition. These coaches were more than just efficient organizers, they were also highly motivated individuals who understood the magnitude of effectively outlining a global perspective to their team and then having the players comply with this mission. Training was based upon coaches' characteristics, knowledge, and strategies in physical, tactical, and technical training. Competition was a continuation and testing of the training process and the coaches played an active, integral role during each component of pre-, during-, and post-competition. Athlete-centered processes related to how the coaches perceived and dealt with athletes in such areas as empowerment and personal development, and how they chose athletes whose characteristics were compatible with the team mission. Contextual factors, such as level of competition and job conditions, also altered the organization, training, and competition categories of coaching. This research shed insight on the pedagogical strategies of expert teachers in sport by demonstrating how their characteristics, knowledge, and strategies drove the other processes of coaching.

This thesis addresses how teachers and pupils jointly constructed a physical education classroom ecology in one case study school. Taking into account the persuasive influences facing young people in contemporary society, this research addresses the complexity of young people's agendas in physical education from a socio-cultural perspective. Situating this study in a physical education class meant that I needed to explore, not only how young people's agendas influenced the classroom ecology, but also how the classroom structure influenced the agendas the young people pursued and how these were manifested during the lesson. This study is concerned primarily with describing and explaining a case of pupil engagement in physical education and to generate at a substantive level (Glaser and Strauss, 1978) theory which can make sense of the events in the one case study school. The aim is to provide some insights into why things happened the way they did and attempt to explain these happenings. The data presented in this study endorse to some extent the values claimed for the implementation of Sport Education. However, the implementation of Sport Education did not lead to all its' advocates claim for it and, although its implementation highlighted that it is possible to modify some of the agendas young people pursue during physical education lessons, I became particularly interested in the circumstances where sport education failed to hold the many benefits it purports to. Having presented these key findings, this thesis concludes with a discussion of the implications for those working with and for young people, and for the design and implementation of policies and practice in relation to physical education. Although I outline the implications of the issues emerging from this study for future practice which, at the very least, we need to consider, this study has made particularly clear the complexities of introducing change in schools.

Orientador: Roberto Rodrigues Paes
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
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Resumo: O esporte está presente em diversos cenários da educação, sendo o foco deste estudo o cenário da educação não-formal, mais especificamente os projetos sócio-educativos inseridos no contexto das Políticas Públicas, que dentre seus objetivos buscam minimizar os problemas enfrentados por crianças e adolescentes em situações de risco social. Para tal, faz-se necessário que o esporte receba um tratamento pedagógico adequado, com uma organização sistematizada de seus conteúdos, a fim de potencializar seu significado educacional. Diante do exposto, o estudo conta com uma pesquisa que visa sustentar uma prática didático-pedagógica voltada à formação integral de crianças e adolescentes na iniciação esportiva participantes de projetos socais. Para tal, realizamos um estudo de caso no Programa Ensino Esporte e Juventude (PEEJ), uma Política Pública, mantida pelo Poder Público municipal da cidade de Taubaté, com a intenção de verificar o tratamento dado ao esporte enquanto conteúdo educacional, verificando (I) a prática pedagógica dos professores, (II) os conteúdos propostos no planejamento e (III) quais os conteúdos foram de fato aprendidos na perspectiva dos alunos. Para isto o processo metodológico passou por quatro etapas: (a) Análise documental do Planejamento esportivo; (b) Observação não participante das aulas esportivas de 10 professores; (c) entrevista semiestruturada com os professores; e (d) entrevista semiestruturada com 45 alunos entre 11 e 15 anos, através da técnica do Focus Group. Após analisar e relacionar os dados, constatamos que o (a) PEEJ apresenta um Planejamento esportivo na perspectiva dos Referenciais da Pedagogia do Esporte, contribuindo para a construção das Propostas Didáticas dos professores, (b) as aulas observadas apresentam um equilíbrio entre os três Referenciais da Pedagogia do Esporte; (c) a maioria dos professores apresentou uma visão na entrevista superando o pensamento reducionista sobre o papel do esporte, contudo alguns apresentaram dificuldades em relacioná-los com os conteúdos que ensinam nas aulas; e (d) os alunos identificam as aprendizagens adquiridas na perspectiva dos três Referenciais da Pedagogia do Esporte
Abstract: Sports is present in several educational settings, and the focus of this study is the scenario of non-formal education, more specifically the social and educational projects within the context of Public Policy, which among its objectives seek to minimize the problems faced by children and adolescents in social risk situations. Hence sports must receive an appropriate pedagogical treatment with a systematic organization of its contents, in order to enhance their educational significance. Thus, the study relies on a research that aims to sustain a didactic and pedagogic practice focused on comprehensive training of children and adolescents in sports initiation who are participating in social projects. Therefore, we have carried out a case study at Sport and Youth Education Program (PEEJ), which is a Public Policy maintained by the municipal government of the city of Taubaté, with the purpose of verifying the treatment given to sports as an educational content, checking (I) pedagogical practice of teachers, (II) the contents proposed in planning and (III) which of the contents were indeed learned from the students' perspective. So, the methodological process has gone through four steps: (a) Documental analysis of sports Planning, (b) Nonparticipating note of sports class of 10 teachers, (c) semi-structured interviews with teachers, and (d) semi-structured interviews with 45 students between 11 and 15 years old, through the Focus Group Technique. After analyzing and relating data, we have found that (a) PEEJ presents a Sports Planning from the perspective of Sports Pedagogy Reference, thus contributing to the construction of Teachers' Didactic Proposals, (b) the observed classes show a balance between the three Sports Pedagogy Reference, (c) although the majority of teachers has presented at the interview a vision that surpasses reductionist thoughts about the role of sports, some had difficulties in relating them to the content they teach in class, and (d) students identify the learning acquired on the perspective of Sport Pedagogy Reference
Mestrado
Biodinamica do Movimento e Esporte
Mestre em Educação Física