A história do salto triplo como subsídio para seu ensino na escola

O salto triplo existe há mais de 2000 anos e foi praticado, primeiramente, pelo povo celta, isto é, antigos habitantes da Europa Ocidental. Essa prova era praticada em competições esportivas rurais e expandiu-se pelo resto da Europa no século XIX. Atualmente, o Brasil serve como referência para outros países, já que tivemos grandes atletas que marcaram presença no cenário olímpico do salto triplo como, por exemplo, Adhemar Ferreira da Silva, Nelson Prudêncio e João Carlos de Oliveira. Apesar de ser uma das provas do atletismo mais antigas, o salto triplo ainda é muito pouco trabalhado em escolas de todo o país. Por essa razão, essa pesquisa, de caráter histórico-bibliográfico, tem como objetivo realizar um resgate histórico dessa prova, reunindo dados e informações pertinentes relacionados ao salto triplo. Nesse sentido, foram realizadas pesquisas no acervo de universidades como Unesp (Rio Claro), Unicamp e PUC-Campinas, além de web sites, com livros e artigos digitalizados, e registros diversos que pudessem contribuir para a elaboração desse trabalho. Esperamos, portanto, além de realizar o resgate histórico dessa prova, subsidiar o trabalho de professores de Educação Física no âmbito escolar, para que o ensino do salto triplo e do atletismo de forma geral se difunda e conquiste mais espaço nas escolas brasileiras

Ensino e aprendizagem do atletismo nas escolas públicas estaduais de Bauru a partir do currículo de educação física do estado de São Paulo

Athletics in most of its history, turned to competition, giving it little pedagogical knowledge, prevailing knowledge grounded in records, indexes and competitions. Thus, although it is considered a classic content of Physical Education, this modality is still not widespread in schools. The present study aimed to investigate possible progress in the teaching and learning of athletics in the State Schools of Bauru from the implementation of the Curriculum of the State of São Paulo for Teaching Physical Education. We attempted to checking the perspective of teachers and students, the changes in teaching and learning as well as difficulties encountered from the deployment. To that end, we conducted survey of the theoretical and practical alternatives developed by Physical Education teachers, about athletics theme, since the implementation of the Curriculum of the State of São Paulo for the Teaching of Physical Education in 2008, in seven (7) state schools in Bauru-Sao Paulo, randomly chosen, prioritizing different regions of the county. There was the purpose of investigating, through questionnaires, interviews (applied to teachers and students), what progress has been achieved with regard to the approach of collegiate athletics in the teaching/learning process, if there are difficulties, what are these and how they could be addressed in order to improve teaching and learning in school athletics. The collected data were analyzed comparatively, before and after implementation of the Curriculum of the State of São Paulo for Physical Education, gathering and specifying negative and/or positive aspects raised by teachers and students. It was concluded that the students' knowledge of the sport has increased, but the practice of sport is still far from being normal to them, doing so is necessary to include content from the earliest school years. Teachers attribute the greatest difficulties to lack of infrastructure and materials suitable for this...

Atletismo na educação física escolar: a elaboração colaborativa do software Atletic

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Intervenções com a atividade física em crianças e adolescentes com deficiência intelectual: uma meta-análise

Abstract Intellectual disability is development atypical conditions that involve issues on a number of factors, such as intellectual skills, adaptive behavior, interactions and social roles. Furthermore, they report higher rates of physical inactivity than the general population, as well as participating less and less of regular physical activity, as they grow and age. The participation of people with intellectual disabilities in physical activity programs promotes, benefits of prevention of diseases, particularly cardiovascular, improvement of intellectual and cognitive ability in addition, regular physical activity promotes reduction of body fat. Therefore the aim of this study was to identify through a systematic review, physical activity programs for adults with intellectual disabilities and their extension of the benefits, limitations and recommendations, moreover, the following objectives: to analyze the types of physical activity programs and determine which is the most suitable for adults with intellectual disabilities, and to determine the benefits that physical exercises programs entail for adults with intellectual disabilities. The initial electronic search resulted in 2808 manuscripts. The predetermined exclusion criteria were: review process of the studies involved reading titles, abstracts and full texts checking. After all these phases, eight manuscripts met the inclusion criteria of the review. Articles presented participants aged between 18 and 67 years with mild to moderate intellectual disability. The intervention period was from 2.5 months studies ranged up to 9 months and the weekly frequency was from one to three times a week. The intervention types differ between the articles analyzed, including leisure and recreation activities, combined exercises of strength and muscular endurance, aerobic activities of hiking, with races and exercise bikes, widespread activities and sports specialization, athletics and...

“100 metros rasos”: objeto de aprendizagem para o ensino de física como aplicação do conectivismo e do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Ensino da história e cultura afro-brasileira por meio do atletismo: contribuições de um curso de extensão à distância para professores de educação física

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC