Rozprawy doktorskie na temat „Sports Class Learning Climates”

Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.

Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
Thesis (PhD Doctorate)
School of Education and Professional Studies
Full Text

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.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Tom Martinek; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 127-142).

The economy of The Bahamas relies heavily on leisure visitor tourism (cruise ships, resorts, holiday trips) which leaves the country vulnerable to changes in visitor travel habits. Because the country is so reliant on investments in resorts, casinos and cruise ships, it leaves a wide capacity of other touristic opportunities. One opportunity is sports tourism. The purpose of this study is to analyze the strategic board capability of the Rolex Kentucky Three Day Event’s (RK3DE) board governance using the Ferkins and Shilbury (2012) model as the theoretical construct and make recommendations regarding the application of these successful aspects to the governance of world-class annual sport championships in The Bahamas. Members of the RK3DE board were interviewed using specific questions developed from the Ferkins and Shilbury (2012) model. Findings showed the Ferkins and Shilbury (2012) model concepts hold true however remained very broad in its prescriptions. On the other hand, a revised model provides a more specific guide to the necessary attributes and capabilities that need to be in place to run an effective and strategically capable board for world-class annual sport championships.

碩士
國立體育大學
體育研究所
105
The main purpose of this study is to figure out the learning adaptations and further study aspirations of sportsman in junior high schools with and without sports class. The method of a semi-structured interview was applied in the research, and four students from the basketball and wrestling teams of one school with sports class and one school without sports class and two coaches in New Taipei city were invited to the interview. The content of the research is particularly to investigate the difference in the learning adaptations and further study aspirations between the sportsman who are in the school teams with and without sports class. The result of this study can offer the various stages of educational units and the education scene to understand the dilemma of the learning adaptation of sportsman who are from the sports class and the non-sports class and the factors that affect further study aspirations. Hence, there are three main conclusions in the results of the study, including : (1) After exercise training for a certain period, sportsman in the schools with or without sports class will modify not only their living habits but also their personalities, and most students will make achievements from participating in sports competitions. (2) Sports class players are better at combining their training results to the results of competition, however, non-sports class players view the contest results as a reward and a swap. Both need to be achieved by the remedial teaching, and places an importance on interpersonal relationships. Furthermore, there is a sense of distance in the interactions between the students and the coaches in the sports class. (3) The major factor that influences the students’ willingness to pursue further study are the parents. Therefore, creating the related policies of the student athletes, and completing the remedial courses can help the student athletes to own the full learning career, show their talents in the sports field, and finally experience real happiness and moved in the sports movement.

碩士
國立體育大學
體育研究所
105
The purpose of this study is to understand the situation of learning adaptation and further study intention of sports merit students and athletic students in high school sports class in Taipei. In the present study, learning adaptation is divided into four aspects: academic learning, sports training, interpersonal relationship and learning environment. Further study preference refers to the tendency of considering future path of study, which was captured by exploring the key factors of college and department (major) selection. Through this investigation, the obtained findings can recognize the learning difficulties and dilemmas of sports merit students and athletic students in high school sports class in different learning environments and provide theoretical and practical implications to education-related institutions. Four critical results were found from six sports merit students and athletic students in high school sports class in Taipei by using semi-structured interview method. First, there were several difficulties athletic students in high school sports class faced, such as insufficient course content, unfavorable learning environment, and overload in balancing and maintaining sport training and academic learning. Second, since sports merit students perceived highly pressure when they studied in general class, they were required to keep proactive learning attitude were possible to achieve both sport and academic goals. Third, the results suggested that educators should build and cultivate a good learning atmosphere to support students on their academic learning. Four, six participants from sport athletic students in high school sports class expressed that the reasons of pursuing higher education was related to career interesting and most of athletic students expected to develop their career in sport-related disciplines. In contrast, sports merit students hope to develop their career to other discipline.

碩士
臺北巿立體育學院
運動教育研究所
97
The purpose of this study was to investigate 1. the satisfaction of learning and the effect of learning about which the student felt currently and what they have learned after joining the sport clubs after class, 2.the reasons why the students want to join these sport clubs, 3.the discrepancy resulting from students with different backgrounds and their attitudes toward the satisfaction of learning and the effect of learning, 4.the relationship between the satisfaction of learning and the effect of learning, 5.the influence that the satisfaction of learning inflicts on the effect of learning. Included in this questionnaire used to collect the information required is 1.the student’s background, 2.the reason why he/she wants to join the sport blub after class, 3.the satisfaction of learning chart, 4.the effect of learning chart. The research, based on the researcher’s newly designed questionnaire named “A questionnaire on the satisfaction and effect of learning for students who want to join the sport club after class”, analyzed, on a random basis, some of the fifth and sixth graders in Taipei in 2008. 800 questionnaires were dispatched and 782 returned. The rate of effectiveness is 97.75%. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and Multiple Stepwise Regression were computed for data analysis. The result indicates that 1.students joining the sport clubs after class are satisfied with these clubs and the effect of learning is what the students are most satisfied with and which is followed by the teachers’ instruction, the interaction between the students, the facilities they used and the school administration, 2.the effect of learning is in accordance, for the most part, with their perception and the effect in skill together with that in sentiment and perception account for the degree about which the students feel, 3.personal satisfaction, better health, better skill, friends making and parents’ arrangement can best explain the reasons why the students want to join the sport clubs after class, 4.gender has no, if any, connection with their satisfaction with the sport clubs after class and it is the teacher’s instruction for each grade, the student’s physical condition, his/her performance in school together with the support from his/her parents that make the differences, 5.gender and grade do not inflict much influence on the student’s satisfaction with the effect of learning but his/her physical condition, performance in school and parents’ support do, 6.the satisfaction of learning is in positive proportion to the effect of learning, 7.the effect of learning can be predicted through the efficacy of learning, the interaction between the students and the teacher’s instruction within the category of the satisfaction of learning.

碩士
國立體育學院
體育研究所
93
This research was based on the United States Physical Education Scholar, Siedentop’s Sports Education Model theory to conduct a curriculum experiment. The purpose of this research was to investigate the effects of Sports Education Model theory on students learning tchoukball (cognitive, skill, affective, fitness and competition performance), and to compare it with traditional sports education model so the differences of these two sports education models could be understood. The subject was 41 elementary school students (24 males, 17 females) from two classes at 6th grade, all of them do not have previous Tchoukball experience. The students were divided into 2 groups, group A and B. Group A was experiment group (20 students with 12 males and 8 females) and group B was compare group (21 students with 12 males and 9 females). Twelve different model of teaching lessons were given and were recorded for observation analysis. Prior to the experimental curriculum, pre-tests were given and after the experimental lessons, a post-test and an interview were conducted. Through the pre and post-tests, the improvement and differences of the students’ learning effects were understood; through the interview analysis, the reaction and differences of receiving different Sports Education Models were also understood. Statistic: Independent specimen t-test, dependent specimen t-test, and analysis of covariance were used. Results: 1. Students received the Sports Education Model of teaching; all students showed significant improvement in cognitive, skill, affective, fitness and competition performance learning effects of the Tchoukball learning outcomes. 2. Students received the Sports Education Model of teaching; both male and female students showed significant differences in fitness development and competition performance and males better than females, there was no significant difference in cognitive and skill learning effects. 3. Students received different Sports Education Models of teaching, it showed significant differences in affective and fitness, and the Experiment Group A was better than the Compare Group B in Tchoukball learning effects, there was no significant difference in cognitive, skill and competition performance learning effects. Interview analysis results: 1. All students from both groups showed strong interests in attending P.E. classes before and after the experiment. Therefore, students’ interests in P.E classes were affected by the teaching ability of the teacher and the sport being taught. 2. Would you ask for help or help the others ？ The two groups showed significant differences (88％of experiment group and 50％of compare group said Yes), the result was correlated with the frequent group practices and competitions. 3. Would you discuss the strategy with your teammates ？All people from the experiment group and only 38％ from compare group showed positive, which was correlated with learning attitude, competition and victory. 4. Did you create any new movements ？It showed differences between the two groups, 63％of the experiment group answered Yes, and only 13％of the compare group said Yes, the reason is that the experiment group had more competition opportunities, and competition performance might cause students to create new movements. 5. Could you understand the referee’s judge？There was a 25％difference between the two groups(A100％,B75％), the reason that experiment group had better understandings and impression was due to having more competition and referee experiences. 6. Would you cooperate with others ？ All the students said yes and thought that teamwork would increase their experiences and cause improvement, which would lead them to victory. Conclusion of the interviews conducted after the experiment: Students received different sports education models of teaching in the Tchoukball learning outcome. As the result of this experiment showed Group A students were more actively and had better cooperative with teammates, which was correlated with more competition opportunities and the experiences of different roles, example: the referee, the timekeeper, the recorder, etc.

碩士
國立臺北教育大學
自然科學教育學系碩士班
98
This study used cooperative learning strategies to design activities for the science and technology course, and the purpose of it was to find out how students performed during the teaching process. This study was a qualitative research. It adopted interviews, worksheets and the teacher's journals to investigate the students' performances in the science field and the improvements that the teacher made. The participants of the study were the 26 6th graders from a Sports Class of an elementary school in Taipei County. The study lasted 10 weeks. The total teaching time amounted to 1200 minutes, with 3 40-minute periods weekly. In addition, during the teaching process, the researcher spent 4 periods undertaking cooperative skills. After analyzing all the data collected from the 26 participants, the researcher drew the conclusions as follows. 1. The students' performances: As for the cooperative skills, this study put more emphasis on encourging students to speak up, to listen attentively and to praise their partners in class. In general, the students made more improvements in speaking up and listening attentively in class. As for praising their partners, the improvements they made were not so obvious. Besides, the whole class paid more attention to the teacher's lectures. In group discussion, the students worked as a team to finish the projects that the teacher assigned to them. They discussed worksheets, did experiments and made posters in groups. Together they could achieve the goals that the teacher set for them. Moreover, the interaction among the students and between the teacher and the students had also greatly improved. For the students, tests were not nightmares anymore. Because by doing well on tests, they could get some points for their group. The students loved the awards and gifts given to their group for it was a honor and an encouragement for them. In short, through a series of learning activities, the students made great progess in their performances in learning. 2. The teacher's improvements in teaching: In this study, the researcher applied both cooperative skills and cooperative learning strategies to his teaching. Since both were new experiece for the researcher, the researcher did face many challenges at the beginning. However, with the assistance and the support from the colleagues and the advisors, the researcher finally overcame all the difficulties he had met in the teaching processes. By employong cooperative learning strategies in teaching, the researcher has greatly advanced in professional teaching knowledge. The researcher has also adjusted his attitude towards teaching. In the future, the researcher will work even harder to better himself as a teaching.

碩士
正修科技大學
休閒與運動管理所
107
The purpose of this study is to understand the differences between Kaohsiung City Middle School students in the future and the current situation and factors of learning adaptation discuss the relevant situations such as the willingness to go to school and learning adaptation. This questionnaire was conducted by questionnaire survey. The Kaohsiung City Middle School Sports Class Students' Learning Adaptation and Future Willingness Survey Questionnaire was used as a research tool. A total of 416 questionnaires, the recovery rate was 92.44%, using the "SPSS20.0 statistical package software" for analysis, the results obtained are as follows: First, the students in the physical education class are mostly male, the age is concentrated at 14 years old (eighth grade in middle school), the highest score is the top four in the county, the training days are 3 to 5 days, and the training hours are 2.5-3.5 hours. After the self-study, 1 hour is the majority. Second, there are no significant differences in gender, grade, and background disguise. The disguised backgrounds such as competition scores, training days, and training hours are significantly different in the specialty training adaptation factors, and the after-school self-study has obvious differences in subject learning adaptation factors. Third, gender, competition scores, training days, and after-school self-study background disparity were significantly different; however, there was no significant difference in grades, training days, and background disguise guidance. Fourth, students in the Kaohsiung City Middle School Sports Class showed a significant positive and medium correlation between learning adaptation and the willingness to go to school.

碩士
高雄師範大學
體育學系
98
The purpose of this study were to explore the actual condition and the relationship between elementary school high-grade students’ learning achievements of physical education (PE) class and their attitudes toward recreational sports in Kaohsiung city. The questionnaire survey was conducted to accumulate data needed. The subjects of the research were randomly selected from 88 elementary schools in Kaohsiung City in the School Year 2009. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffé method, Pearson Product-Moment correlation coefficient, and stepwise multiple regression analysis. Findings from the analysis were summarized as follows: 1.The sex ratio of the students was 1:1; the majority of PE teachers were male,and their proportion was approximately 7:3; the ratio of teachers who graduated from PE department to those who were not was about 1:1; the majority scale of school was 25-59 classes. 2. The students’ learning achievements of PE class were pretty good. 3. The students’ attitudes toward recreational sports were positive on sport benefit, achievement and psychology satisfaction, viability and technology, and the whole attitude toward recreational sports except sport investment. 4. The students with different genders, grades, teachers whether graduated from PE department had different learning achievements of PE class. The teachers’ genders and the scale of schools did not have any effect on the students’ learning achievements of PE class. 5. Only students with different grades had different attitudes toward recreational sports. 6. The students who had better performances on cognition, affection, and skill of learning achievements of PE class would also have better attitudes toward recreational sports. Sports skill had the greatest influence among these three learning achievements.

碩士
臺北巿立體育學院
運動教育研究所
101
Purpose: To explore the Impact of Goal Setting on the learning motivation of low-skilled junior high school students in the physical education class and the expectations and value of sports. Methodology: The experimental group with goal setting consists of 32 people, and the control group without goal setting consists of 32 people. Tools: The “scale for the expectations and value of sports” and the “scale for the learning motivation in the physical education class” were adopted as the research tool. After collecting the various pre-test and post-test data, the one-way analysis of covariance (ANCOVA) analysis, Pearson product-moment correlation, and stepwise multiple regression were adopted to conduct a statistical test. Results: (1) The “ability expectations and value of work” of students in the experimental group are significantly higher compared to the control group. Additionally, the post-test scores of the students in the experimental group are also significantly higher than the pre-test scores. However, the pre-test and post-test scores of the students in the control group showed no significant differences; (2) The “confidence” and “satisfaction” of the students in the experimental group are significantly higher compared to the control group. In addition, the post-test scores of the students in the experimental group are higher compared to their scores in the pre-test. However, the pre-test and post-test scores of the students in the control group showed no significant differences; (3) “Ability expectations” and “psychological costs of failure” contributed to the reasons affecting the learning motivation of the students in the physical education class. Based on the above-mentioned research results, it shows that the provision of clear goal setting with an appropriate degree of difficulty partially improved the expectations and value of sports, as well as the learning motivation of the students in the physical education class.

O presente relatório final constitui-se como uma análise reflexiva do processo de estágio pedagógico, integrado no Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário. O estágio foi desenvolvido na Escola Básica 2,3 D. Domingos Jardo, tendo como base o Guia de Estágio Pedagógico de 2014/2015 que explica as competências a adquirir nas quatro áreas de intervenção. Na área 1- Organização e Gestão do Ensino e da Aprendizagem, refiro a relação existente entre planeamento, condução e avaliação nas aulas de educação física. Na área 2- Inovação e Investigação Pedagógica, o núcleo de estágio desenvolveu um estudo sobre a pertinência da utilização de uma grelha comum de registos para a uniformização dos resultados das avaliações dos professores. Na área 3- Participação na Escola, estive integrada no Desporto Escolar, na modalidade de Natação Adaptada e desenvolvi a atividade “Quintal Desportivo”. Na área 4- Relação com a Comunidade, faço referência ao acompanhamento da Direção de Turma. Em cada uma das áreas será realizada uma reflexão sobre a prática pedagógica, as dificuldades encontradas e as estratégias utilizadas para as ultrapassar. Por último, realizarei uma reflexão final sobre todo o processo inerente ao estágio, referindo os contributos que este teve para a minha formação e as linhas orientadoras criadas para o meu futuro como professora de Educação Física.
This final report is a reflective analysis of the teacher training internship process as a part of my Masters in Teaching Physical Education in Middle and High School. The intership took place at Escola Básica 2,3 D. Domingos Jardo, using a Guide of Teaching Training Intership from 2014/1015 as a reference, as it defines the skills to develop throughout the four areas of intervention. In area 1 – Organization and Management of Teaching and Learning – I address the correlation between planning, directing and evaluation in Physical Education class. In area 2 – Educational Innovation and Investigation – the training group researched if the use of a common grid of records helps in the standardization of the results from teachers’ evaluations. In area 3 – Involvement in School – I took part in the School Sports program, in Adapted Swimming, and created “Quintal Desportivo” (“Sports Garden”). In area 4 – Relationship with the Community – I highlight the assistance to/of the Class Director. In each area will be presented an assessment of the teaching experience, the challenges faced and the strategies used to overcome them. Lastly, I will present my final thoughts on the process inherent to the internship, and how it contributed to my education and in establishing the guidelines for my future as a Physical Education Teacher.

O presente relatório constitui-se como uma análise reflexiva do processo de formação do Estágio Pedagógico desenvolvido na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, em Almada, no ano letivo 2013/2014. O estágio em questão integra o 2º ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Faculdade de Motricidade Humana. O relatório teve por base o Guia de Estágio Pedagógico 2013/2014, que define as competências a adquirir em quatro áreas de intervenção: (1) Organização e gestão do ensino e da aprendizagem, (2) Investigação e inovação pedagógica, (3) Participação na escola e (4) Relação com a comunidade. É feita uma contextualização do estágio seguida de uma descrição e reflexão sobre a prática pedagógica de cada área e uma reflexão sobre a contribuição das aprendizagens para o meu futuro profissional, sendo ainda lançadas algumas propostas de atividades que poderiam ter sido desenvolvidas no estágio pedagógico ou no futuro. É também realizada uma reflexão final sobre todo o processo inerente ao estágio, destacando-o como um processo interligado, e, ainda, uma reflexão sobre a importância do Plano Individual de Formação, efetuando um resumo das competências desenvolvidas ao longo do processo de estágio.
This report is a reflective analysis of the formation process of educational teaching training developed at Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, in Almada, in the school year of 2013/2014. This practicum is part of the second year of the Master in Teaching Physical Education in Primary and Secondary Education of University of Human Kinetics. The report was based on Teacher Training Guide 2013/2014, which sets out the skills to be acquired in four areas of intervention: (1) Organization and Management of Teaching and Learning, (2) Innovation and Educational Research, (3) Participation in School and (4) Relationship with the Community. Is made a contextualization of the practicum, followed by a description and reflection on teaching practice in each area and a discussion on the contribution of learning for my future career, being also released some proposed activities that could have been developed in teaching practice or in the future Is also performed a final reflection on the whole process inherent to the practicum, highlighting it as an interconnected process, and also a reflection on the importance of the Individual Training Plan, making a summary of the skills developed during the process.

O presente relatório constitui uma análise reflexiva sobre o processo de estágio pedagógico inserido no curso de Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário. O estágio foi desenvolvido ao longo do ano letivo 2014 – 2015 na Escola Básica 2,3 D. Domingos Jardo, em Mira Sintra, tendo sido utilizado o Guia de Estágio Pedagógico como documento orientador das áreas de intervenção do estagiário. A parte inicial deste relatório inclui uma contextualização do local onde decorreu o estágio, integrando uma descrição sobre a escola e agrupamento, assim como as condições disponíveis para a lecionação da disciplina de Educação Física. A segunda parte deste documento encerra uma reflexão sobre cada uma das quatro áreas de intervenção do estágio, nomeadamente: Área 1 – Organização e Gestão do Ensino e da Aprendizagem, Área 2 – Inovação e Investigação Pedagógica, Área 3 – Participação na Escola, e Área 4 – Relação com a comunidade. Para cada área foram identificados os aspetos mais relevantes da intervenção do estagiário, propondo estratégias de correção das dificuldades encontradas durante essa intervenção. Por fim, é apresentada uma reflexão final sobre o resultado de todo o processo de estágio, ressalvando os contributos que o mesmo assumiu no processo de formação do estagiário e projetando o futuro no desempenho da sua atividade como professor de educação física.
This report is a reflective analysis of the process of teaching training inserted in the course of Master of Teaching Physical Education in Basic and Secondary Education. The internship was developed during the school year of 2014 - 2015 at Escola Básica 2,3 D. Domingos Jardo, in Mira Sintra, using the Teacher Training Guide as a guiding document for the trainee intervention areas. The initial part of this report is a contextualization of where the internship took part, describing the school and grouping, as well as the conditions available to teach Physical Education. The second part of this report contains a reflection on each of the four stages of the intervention areas, namely: Area 1 - Organization and Management of Teaching and Learning, Area 2 - Innovation and Educational Research, Area 3 - Participation in School and Area 4 – Relationship with the Community. For each area was identified the most relevant aspects of the trainee intervention and proposed correction strategies of the difficulties encountered during this intervention. Finally, a final reflection is presented on the outcome of the whole training process, pointing out the contributions that it assumed in the trainee's training process and designing the future performance of his activity as a physical education teacher.

O presente relatório finaliza o estágio pedagógico realizado na Escola Secundária António Damásio que, enquanto parte integrante da formação inicial do professor, persegue um perfil de competências e objetivos, em quatro áreas de intervenção: organização e gestão do ensino e aprendizagem, inovação e investigação pedagógica, participação na escola e relação com a comunidade. A construção do conhecimento depende da possibilidade de o ir testando em contexto real. A turma seguida durante o estágio era do 10º ano do Curso Científico-Humanístico de Ciências e Tecnologias, na qual foi desenvolvido um trabalho de planeamento, condução de ensino e avaliação das aprendizagens, bem como um acompanhamento próximo nos assuntos da direção de turma. Foi ainda desenvolvido um trabalho de investigação onde se pretendeu verificar que variáveis influenciam o desempenho dos alunos das aulas de educação física. O professor de educação física desenvolve também as suas competências no contexto de treino. Neste relatório será analisado o contexto e o desempenho no seio de um núcleo de desporto escolar, particularmente na matéria de voleibol.
This report concludes the teaching practice carried out in high school António Damásio that, as part of initial teacher education, chases a role and objectives profile, in four areas: organization and management of teaching and learning, innovation and educational research, participation in school and community relations. Constructing teachers’ knowledge depends on the possibility of testing it in a real context. The class followed during stage was the 10th year of the Scientific-Humanities Course of Science and Technology, which was developed a work planning, teaching driving and assessment of learning, as well a close monitoring in the affairs of the class of direction. It was also developed a research project which was intended to verify what variables influence the performance of students in physical education classes. The physical education teacher also develops their skills in the training context. This report will analyze the context and performance developed inside of a school sports core, especially volleyball.

O presente relatório de estágio é uma análise reflexiva do processo de estágio pedagógico, inserido no Mestrado de Ensino de Educação Física dos Ensinos Básico e Secundário, pertencente à Faculdade de Motricidade Humana. Este estágio decorre na Escola Secundária Braamcamp Freire (ESBF), tendo como linhas orientadoras o Guia de Estágio Pedagógico de 2015/2016. Este explica as competências a adquirir ao longo do processo nas quatro áreas de intervenção. Na área 1 – Organização e Gestão do Ensino e Aprendizagem, Relação entre Planeamento, Condução e Avaliação. Na área 2 – Inovação e Investigação Pedagógica, está a ser desenvolvido um projeto de formação de professores relacionado com os critérios de avaliação utilizados na Área das Atividades Físicas, e a validade e fiabilidade da observação entre professores. Na área 3 – Participação na Escola, colaboração com o Núcleo de Voleibol que apesar de ser feminino e masculino em simultâneo, o meu foco será no núcleo masculino, e ainda na organização e colaboração de todas as atividades desenvolvidas pelos professores da Área Disciplinar de Educação Física. Na área 4 – Relação com a comunidade, trabalho conjunto com a Diretora de Turma no que diz respeito a todas as tarefas inerentes à função e ainda na coadjuvação e planeamento da disciplina de Cidadania. Em cada uma das áreas será feita uma descrição e reflexão sobre as minhas ações e práticas, as dificuldades com que me deparei e as soluções encontradas para ultrapassar os obstáculos que foram surgindo. No final, realizarei um balanço reflexivo sobre todo o meu processo de estágio referindo o contributo do mesmo para a minha formação e quais as bases criadas para o contínuo desenvolvimento que pretendo levar a cabo no futuro.
This final report is a reflective analysis of the process of educational teaching training included in the Master’s Degree in Physical Education in Basic and Secondary School. This training process takes place at Escola Secundária Braamcamp Freire and it’s guided by a document called Guia de Estágio Pedagógico 2015/2016 that defines the competences to achieve in each of the four areas of intervention. In Area 1 – Organisation and Management of teaching – learning process, Relation between planning, leading and evaluating. In Area 2 – Innovation and Educational Research, it’s being developed a teacher formation project concerning the evaluation criteria used and the validity and reliability of observation among physical education teachers. In Area 3 – Participation in School, I’m part of a school sports team of volleyball that besides the practices are gender connected, my focus will be on the male team, and I will help the organisation and collaborate with every activities developed by the teachers of physical education and others. In Area 4 – Relationship with the community, I assist the Class Head-Teacher in her everyday work related to the class and the planning and teaching of a citizenship subject. In each area I will reflect about my actions and practices, including my difficulties and the strategies found to overcome them. Finally, I will reflect on the whole process inherent to the teaching internship, referring to its contributions for my education and the guidelines that were created for my future as a physical education teacher.

O presente relatório final contém uma análise reflexiva sobre o trabalho desenvolvido durante o estágio pedagógico, integrado no Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário. Este estágio foi desenvolvido na Escola Básica Eugénio dos Santos, tendo como referência as competências explícitas no Guia de Estágio Pedagógico 2013-2014, a adquirir nas quatro áreas de intervenção profissional. Na Área 1 - Organização e Gestão do Ensino e da Aprendizagem, desenvolvi o planeamento, a condução e avaliação nas aulas de educação física. Na Área 2 - Inovação e Investigação Pedagógica, desenvolvi um estudo relativo à atribuição dos níveis de especificação aos alunos, por parte dos professores. Na Área 3 - Participação na Escola, realizei o acompanhamento e coadjuvação do desporto escolar, no núcleo de desportos gímnicos e implementámos uma ação de intervenção. Na Área 4 - Relação com a Comunidade, realizei o estudo da turma e o acompanhamento da direção de turma. Em cada uma das áreas realizei uma reflexão pessoal sobre a prática pedagógica, tanto nas dificuldades encontradas como nas estratégias utilizadas para as colmatar. Por fim, referi os contributos que o estágio pedagógico teve na minha formação pessoal e profissional, enquanto futuro professor.
This final report contains a reflective analysis about the work developed during the all teaching practice, integrated on the Master in Teaching Physical Education in Primary and Secondary Education. The teaching practice was developed at Escola Básica Eugénio dos Santos, with the reference to the skills that are explicit in Guide of The Pedagogical Teaching Practice 2013/2014, to be acquired at the four areas of professional intervention. Area 1 – Organization and Management of Teaching and Learning, I developed the planning, conduct and evaluation in physical education classes. Area 2 – Innovation and Pedagogical Investigation, I developed a study about the specification levels assignment to the students by teachers. Area 3 – Participation in School, I realized the monitoring and the assistance in the school sports of gymnastics and we implemented an intervention action. Area 4 – Relationship with Community, I realized the class study and the class direction monitoring. In each area, I performed a personal reflexion about my pedagogical practice, both on the difficulties found and the strategies used to overcome them. Finally, I mentioned the contributions that the teaching practice had on my personal and professional career as a future teacher.

O objetivo do presente relatório é analisar o processo de estágio pedagógico em Educação Física, desenvolvido na Escola Básica e Secundária Anselmo de Andrade, em Almada, no ano letivo de 2014/2015, e que consistiu na primeira experiência formativa de prática de ensino em contexto real. Toda a análise realizada teve em consideração as competências definidas no guia de estágio pedagógico a desenvolver nas quatro áreas de intervenção do presente processo formativo: organização e gestão do ensino e da aprendizagem (Área 1), investigação e inovação pedagógica (Área 2), participação na escola (Área 3) e Relações com a comunidade (Área 4). Para cada área foi elaborada uma descrição, análise, reflexão e projeção acerca de todo o trabalho que lhes foi inerente. Foram também apresentadas as dificuldades encontradas e as estratégias desenvolvidas para as superar. Para finalizar efetuei um balanço sobre a contribuição que o processo de estágio teve na minha formação enquanto futura docente da disciplina de Educação Física, destacando ainda o estágio como um processo interligado.
The aim of this current report is to critically review the process of teaching practice in Physical Education, developed at Escola Básica e Secundária Anselmo de Andrade, in Almada, during 2014/2015 school year. This represented the first practical teaching experience in a real-life setting. The entire analysis took into account the competencies defined in the teacher training guide to develop in the four areas of intervention of this formative process: organization and management of teaching and learning (area 1); research and pedagogical innovation (area 2); participation in school (area 3); and relationship with the community (area 4). For each area was elaborated a description, analysis, reflection and projection about all the work inherent to them. It was also presented the difficulties found and the strategies developed to overcome them. To conclude, I wrote a reflection on the contribution that this educational teaching training had in my own training as a future teacher of Physical Education, highlighting it as an interconnected process.