A ginástica no ensino fundamental e médio na cidade de Rio Claro/SP: a perspectiva dos alunos

The Gymnastic as a manifestation of the Body Culture Movement should be part of the contents worked in scholar Physical Education, throughout the process of Basic teaching. However, according to studies conducted by researchers from academic Gymnastics school knowledge involving the gymnastics have been tentatively taught in school by numerous factors. For this, the objective of this research was to understand and analyze the opinion of students in middle and high school about gymnastics classes developed with the involvement of graduation scholarship holder and the coordination of the project Gymnastics Goes to School from the UNESP/Campus Rio Claro “Núcleos de Ensino”, in 2012. This research used a questionnaire with topics about the Gymnastic with options: Never Practiced, Like a Lot, Like, Am Indifferent, Dislike, Hate with a space for writing and drawing, relevant to the research objectives. The research was performed with 79 students in middle and high school. With data analysis, it was observed that the students identified themselves more with the Artistic Gymnastic, followed by Rhythmic and Acrobatic Gymnastic and, at last, the General Gymnastic, both through the questionnaire and trough the drawings, which goes against the results from the article published in 2010 by Pereira et al, entitled The students detest the contents gymnastic in physical education classes: motives and alternatives, where the students understand the gymnastics activities only as support, abdominal and stretching. Therefore, to have a real understanding of gymnastics in school, there is a need for teachers to explain and develop the contents gimmicks, so the students could understand the difference among Gymnastics activities and, at the same time, discovering the pleasures of this body practice

Professores de Street Dance do Estado de São Paulo: formação e saberes

This research of qualitative nature, aimed to analyze the formation and knowledges of the teachers of Street Dance from the State of São Paulo. Reviewing the literarature it was approached the conceptions of culture, "Hip Hop Culture", and Street Dance. Also, some studies referred to the professional formation in dance and Physical Education; acting in dance by the teacher of Physical Education; and professional academic formation and/or experimental. The approaching method was the story of the time at present. The technique: interview semi-structured. According to the analysis of the statements: a) we noticed that no one of the interviewers show academic formation in dance; a small part is graduated in Physical Education, and the majority act as authorized teachers by the CREF and/ or DRT; b) we verified that the teaching of Street Dance is determined by experimental knowledges. The Street Dance shows itself as a process of constitution, and the formation and the knowledges to its teaching did not show systematization.

O atletismo nos cursos de graduação em Educação Física

This study has the purpose to investigate the characteristics and the role of the athletics-related sports disciplines in four Physical Education undergraduate courses. In order to reach the goal, it was conducted as a qualitative-type research. Data was collected through documental analysis on disciplines briefings and programs, and also from classes observations and interviews with professors and students from the institutions (two State-boarded and two private) responsible for the courses. Through these analyses it was perceived that those disciplines have surpassed some characteristics of the traditional undergraduate program, which is based on sports. Regarding the role of the disciplines, it was noted that professors consider them as responsible for providing students with basic conditions, so they could benefit from sports as instrumental subjects for their professional intervention.

Contribuição de diferentes conteúdos das aulas de educação física no ensino fundamental I para o desenvolvimento das habilidades motoras fundamentais

Introduction and objective: This study investigated the contribution of physical education (PE) classes in elementary school I for the development of basic motor skills of children from two public schools in the same neighborhood of São Paulo city, and if the practice of extreme sports besides the PE classes could differently contribute to the development of those skills. Methods: Nineteen children (9.5 +/- 0.3 years) who had two weekly PE classes composed the control group (CG) and 22 children (9.6 +/- 0.5 years) who had two weekly PE classes and three extreme sports classes composed the experimental group (EG). All children were videotaped while performing locomotor and object control motor skill subtests from the Test of Gross Motor Development (TGMD-2). The videos were analyzed and raw scores were obtained according to the quality of the observed movement, and equivalent motor age was also estimated for both subtests. Results: The results indicated that the EG presented higher raw scores compared to CG in the locomotor subtest and both groups presented similar scores in the object control subtest. Moreover, EG presented higher equivalent motor age in the locomotor subtest compared to CG and neither group presented differences between equivalent motor age and chronological age in the object control subtest. Conclusion: Based on these results we conclude that PE classes in elementary school appropriately contributed to the development of basic motor skills, since neither group presented difference between equivalent motor age and chronological age, and that extreme sports classes contributed even more for the development of locomotor skills.

Teoria da Formação e Avaliação no currículo de Educação Física

Having as reference the curricular proposals that composed the new directives for Formation of Professors for the Basic Education, Full Licence in Brazil, it was aimed to analyze in the pedagogic project of a Physical Education Licence course, the professional profile proposed, the conceptual orientation adopted (curriculum model) as well the evaluation proposed in the curriculum. These results obtained from the descriptive study have contemplated documental source and content analysis approach, utilizing as basis for discussion of the results the formation theory. Among the most significant data it was established that, the presented professor profile must consider an Academic, Technological, Practical and Socio-Reconstructionist orientation, detaching during the evaluation process a high skill level in Academic Orientation, as well remarking that the evaluation is presented as a great gap in the pedagogic project.

Effects of taper on swimming force and swimmer performance after an experimental ten-week training program

Papoti, M., L.E.B. Martins, S.A. Cunha, A.M. Zagatto, and C.A. Gobatto. Effects of taper on swimming force and swimmer performance after an experimental ten-week training program. J. Strength Cond. Res. 21(2):538-542. 2007.- The purpose of this research was to examine how an 11-day taper after an 8.5-week experimental training cycle affected lactate levels during maximal exercise, mean force, and performance in training swimmers, independent of shaving, psychological changes, and postcompetition effects. Fourteen competition swimmers with shaved legs and torsos were recruited from the São Paulo Aquatic Federation. The training cycle consisted of a basic training period (endurance and quality phases) of 8.5 weeks, with 5,800 m·d -1 mean training volume and 6 d·wk -1 frequency; and a taper period (TP) of 1.5 weeks' duration that incorporated a 48% reduction in weekly volume without altering intensity. Attained swimming force (SF) and maximal performance over 200m maximal swim (Pmax) before and after taper were measured. After taper, SF and Pmax improved 3.6 and 1.6%, respectively (p < 0.05). There were positive correlations (p < 0.05) between SF and Pmax before (r = 0.86) and after (r = 0.83) the taper phase. Peak lactate concentrations after SF were unaltered before (6.79 ± 1.2 mM) and after (7.15 ± 1.8 mM) TP. Results showed that TP improved mean swimming velocity, but not in the same proportion as force after taper, suggesting that there are other factors influencing performance in faster swimming. © 2007 National Strength & Conditioning Association.

Os saberes docentes na história de vida do professor de educação física

Pós-graduação em Educação - IBRC

O papel da disciplina educação física no processo de inclusão de alunos provindos das camadas populares no espaço escolar

Pós-graduação em Educação Escolar - FCLAR

Realidade virtual não imersiva: contribuição do jogo de videogame como recurso pedagógico nas aulas de educação física

Pós-graduação em Educação - FFC

Padrão cinemático do chute no futebol: comparação entre endivíduos praticantes e não praticantes, nas situações de descanso e exaustidão

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Mídias e jogos: do virtual para uma experiência corporal educativa

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formação de professores de educação física e avaliação: investigando a reestruturação curricular dos cursos de licenciatura

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formação, conhecimento e identidade acadêmica: o programa de Pós-Graduação em Ciências da Motricidade na UNESP/RC

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A disciplina de ginástica artística na formação do licenciado em educação física sob a perspectiva de docentes universitários

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O xadrez nos contextos do lazer, da escola e profissional: aspectos psicológicos e didáticos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)