The boy's treasury of sports, pastimes, and recreations /

Includes index.

Motivated reasoning in the prediction of sports outcomes and the belief in the “hot hand”

The present paper explores the role of motivation to observe a certain outcome in people's predictions, causal attributions, and beliefs about a streak of binary outcomes (basketball scoring shots). In two studies we found that positive streaks (points scored by the participants' favourite team) lead participants to predict the streak's continuation (belief in the hot hand), but negative streaks lead to predictions of its end (gambler's fallacy). More importantly, these wishful predictions are supported by strategic attributions and beliefs about how and why a streak might unfold. Results suggest that the effect of motivation on predictions is mediated by a serial path via causal attributions to the teams at play and belief in the hot hand.

The public interest of sports at non-profi t sports organizations that are supported by the government

This paper analyses the concept of public interest in sport and the criteria that must be taken into consideration in terms of Government support to clubs and sports associations. The data was collected through semi structured interviews that were applied to nine sports directors with board responsibilities: seven of them from sport clubs and sport associations, and two of them from public administration. The directors pointed out that sport is considered to be of public interest when: it is developed in the concept of “sport for all”, provides health benefi ts and serves as a means of education and social development. Regarding advantages used with public utility status, tax benefi ts and partnerships with the sports system organizations were the most mentioned aspects. Given a better use of fi nancial resources provided by public administration to clubs and associations, sport directors believe that the Government should have a strategy focused on setting priorities and ranking fi nancing criteria for sport. If the government had that strategy, the development of sports results would be much better. The participants also suggest that the Government should conduct an assessment of the social role of sport clubs and associations, according to the public and social interest of sport. In conclusion, sport and physical activity should be considered as public interest activities, provided that: are able to ensure positive effects on health plans and wellness, provide a qualitative and sustainable sport development, improve economic and social development of a population.

A cultura do lazer fisico esportivo como resultado da disciplina da Educação Fisica escolar : o caso do colegio estadual "Culto a Ciencia" de Campinas

Universidade Estadual de Campinas . Faculdade de Educação Física

Esporte educacional e deficiencia : encontros esportivos no contexto escolar

Universidade Estadual de Campinas . Faculdade de Educação Física

Interesses fisicos no lazer : a influencia do esporte de alto rendimento para a criança na relação lazer-escola-processo educativo

Universidade Estadual de Campinas . Faculdade de Educação Física

O esporte na cidade : aspectos do esforço civilizador brasileiro

Universidade Estadual de Campinas . Faculdade de Educação Física

Esporte na escola : contradicoes e alternativas

Investigamos a prática do esporte nas escolas de 1º e 2º graus, públicas e particulares de Porto Alegre, na Visão dos professores de Educação Física. Os objetivos que norteam nosso estudo foram: identificar os aspectos fundamentais da prática do esporte na escola; estabelecer se o professor de Educação Física de 1º e 2º graus relaciona criticamente a prática do esporte na escola com o contexto social que a envolve; elaborar um conjunto de sugestões que vise aprimorar a prática esportiva na escola, tendo presente a ênfase no desenvolvimento intelectual do ser humano para uma educação e uma sociedade mais justas. O estudo é de natureza descritivo-explicativa, a população alvo é constituída de todos os professores de Educação Física das escolas públicas e particulares de Porto Alegre, num total de 1.838 lotados nas 403 escolas existentes no município. A todos eles, foi enviado o questionário. Retornaram 218, constituindo-se assim a amostra. Observamos 17 escolas e realizamos 12 entrevistas. Descrevemos os professores de Educação Física quanto à idade, sexo, tipo de escola em que trabalham, nível de formação profissional, tempo de serviço, grau de ensino em que atuam, carga horária semanal e modalidades esportivas preferidas. Segundo os professores de Educação Física de Porto Alegre, a importância do esporte na escola para o aluno está distribuída nas seguintes categorias: Movimento; Socialização; Desenvolvimento Moral e Intelectual; Saúde; Afetivo; Superação. A importância do esporte escolar para a escola, segundo os professores de Educação Física, agrupa-se nas seguintes categorias: Promoção e desenvolvimento da escola; Formação e desenvolvimento do aluno; Socialização. Quanto à importância do esporte na escola para a sociedade, os professores manifestaram-se nas seguintes categorias: Saúde; Socialização; Moral; Estrutural-crítica; Estrutural-alienada; Cultural. Observamos neste estudo que os professores de Educação Física têm dificuldade em relacionar sua prática com o contexto social. O ensino é desprovido de reflexão. A visão do esporte na escola é funcionalista e sua prática é conservadora. Prevenção da saúde e do uso de drogas são as funções do esporte, sobre as quais os professores têm maior clareza. A maior dificuldade dos professores é trabalhar com a liberdade de movimentos, daí o caráter disciplinar das práticas esportivas Há duas posições diferenciadas com relação à importância do esporte na escola para a sociedade: uma que faz a crítica ao caráter reprodutor do esporte na escola e outra que não se dá conta desta manipulação. O professor escolhe o esporte a ser praticado na escola segundo quatro referenciais: aluno; recursos físicos e materiais; instituição; professor. Estes referenciais variam em ordem de prioridade da escola pública para a escola particular. Por fim, é necessário, para a mudança deste quadro, que as discussões acadêmicas cheguem o mais rápido possível ao professor que está diuturnamente envolvido na escola, através de programas de atualização. os sistemas de ensino deverão priorizar a escola pública com recursos físicos e materiais, além de levar em consideração, prioritariamente, o interesse do aluno na efetivação de políticas específicas para o setor. Devemos estimular o hábito da leitura de obras de cunho social, político, e cultural entre os professores, através da liberação de carga horária de trabalho e fazendo com que esta bibliografia chegue até a escola. Urge que os professores críticos desenvolvam, com seus alunos, estratégias que visem à transformação da instituição escolar, com vista a uma sociedade mais justa e igualitária.

Esporte como experiência estética e educativaEsporte educativa: uma abordagem fenomenológica

This paper deals with sport as a possibility of disclosing the sensible, and defends the idea that being a sportsperson equals living an aesthetic and educative experience in which one can interacts with the sensible by the athletic body s reverberation of sensations in the dimension of the experienced. We try to answer, in our work, basically three questions: what moves the athlete when practicing a sport? Which are the meanings and motivations for the practice of sports? At what measure the athlete s experience gains an educational character? Sport is debated in this work as an extension of the living, as long as it tries to understand the meanings inherent to sport itself as well as to the sportive experience as a kind of education. In support of our argument, we give a theoretic and philosophical approach to our thesis, based on thinkers like Maurice Merleau-Ponty, Walter Benjamin, Marcel Mauss and Friedrich Schiller. For this purpose, we get support on the phenomenology of the French philosopher Maurice Merleau-Ponty. Our reference is the living world of the athlete and his experience as a field of the sensible. Our point of departure is the analysis of the narratives of sport experiences, including five aesthetic elements; time and space of the body in the sports courts; the look on the sportive context; the contact with the adversary; victory and defeat; the technical gesture. Besides it, we worked out an aesthetic evaluation of the movies Olympia and Invictus , what let us discuss three thematic categories: sensibility, emotions and the play paradox. Subsequently, we point sport as an optimizer of the sensible education, present on the body s processes, like the body in movement. It was also made clear along this paper that we tried to accomplish an analysis on sports centered in the athlete s body as an outfit of the senses to things related to the sensible, whose aesthetic experience overpasses any deterministic conception that should sum up the sportive world to mercantilization, discipline practices and mechanicism. This approach franchises gateways to a Physical Education which, containing sports as one of its support, let pupils enjoy the pleasure of constructing common objectives, incorporating the capacity of replicating, re-making and playing as a field of possibilities offered by an education characterized as being moving, sensible and fitful to a body in movement

Associação entre o nível de atividade física habitual e a prática de atividade física realizada na infância em escolares do ensino fundamental de João Pessoa - PB

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aspectos reprodutivos e sociais e resistência óssea em ratos machos submetidos ao exercício físico e/ou a um anabolizante esteróide

Nowadays the regular practice of sports is known as a way to obtain a better quality of life. On the other hand, the media has been distorting this idea, determining the ideal body as the hypertrophy phenotype. It is well known that the genetic factor does not allow all individuals to have this body shape. Besides the fact that, the anxiety of these people in obtain quick results, as one of the globalization’s consequence, make use of anabolic steroid to achieve this goal. However the bodybuilding or the strength muscle gain, make anabolic steroids users abuse and in major cases the users do not know the side effects. In front of these considerations, the present study evaluated the effects of the treatment with anabolic steroids and/or high intensity physical training on the corporal developing, the reproductive organs, bone parameters (strength and bone deformation) and seminal parameters as well the social behavior (aggressiveness). In other to obtain the experimental group, male Wistar rats were used, with 75 days old. The groups were divided into: Vehicle Non-Training (NV), Anabolic Steroid-Non-Training (NA), Vehicle-Training (TV) and Anabolic Steroid-Training (TA). These rats received i.m. injections, twice a week, of anabolic steroid (5mg/kg per animal of nandrolona decanoate) or vehicle (the same volume of peanut oil per animal) and the group TV and TA were submitted to physical training three times per week, during eight weeks. The body mass, wet weight of reproductive organs, femur and semen of the different groups were measured. The aggressive test was also realized in two steps: the first, within 4 weeks of the treatment and the other step in the end of the treatment, in this period the animal was isolated. It was not observed alterations in body mass of the groups. Though it was observed a benefic effect on the maximum strength of the... (Complete abstract click electronic access below)

Rúgbi na escola?!... perspectivas de uma proposta diversificada, pautada na pedagogia do esporte para a educação física escolar do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Efeitos da associação dos tratamentos de crioterapia e ultrassom terapêutico na reparação da lesão muscular de ratos wistar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Anpassung des Metamodells PerPot an den ausdauerorientierten Laufsport zur Trainings- und Wettkampfoptimierung

Schon seit einigen Jahrzehnten wird die Sportwissenschaft durch computergestützte Methoden in ihrer Arbeit unterstützt. Mit der stetigen Weiterentwicklung der Technik kann seit einigen Jahren auch zunehmend die Sportpraxis von deren Einsatz profitieren. Mathematische und informatische Modelle sowie Algorithmen werden zur Leistungsoptimierung sowohl im Mannschafts- als auch im Individualsport genutzt. In der vorliegenden Arbeit wird das von Prof. Perl im Jahr 2000 entwickelte Metamodell PerPot an den ausdauerorientierten Laufsport angepasst. Die Änderungen betreffen sowohl die interne Modellstruktur als auch die Art der Ermittlung der Modellparameter. Damit das Modell in der Sportpraxis eingesetzt werden kann, wurde ein Kalibrierungs-Test entwickelt, mit dem die spezifischen Modellparameter an den jeweiligen Sportler individuell angepasst werden. Mit dem angepassten Modell ist es möglich, aus gegebenen Geschwindigkeitsprofilen die korrespondierenden Herzfrequenzverläufe abzubilden. Mit dem auf den Athleten eingestellten Modell können anschliessend Simulationen von Läufen durch die Eingabe von Geschwindigkeitsprofilen durchgeführt werden. Die Simulationen können in der Praxis zur Optimierung des Trainings und der Wettkämpfe verwendet werden. Das Training kann durch die Ermittlung einer simulativ bestimmten individuellen anaeroben Schwellenherzfrequenz optimal gesteuert werden. Die statistische Auswertung der PerPot-Schwelle zeigt signifikante Übereinstimmungen mit den in der Sportpraxis üblichen invasiv bestimmten Laktatschwellen. Die Wettkämpfe können durch die Ermittlung eines optimalen Geschwindigkeitsprofils durch verschiedene simulationsbasierte Optimierungsverfahren unterstützt werden. Bei der neuesten Methode erhält der Athlet sogar im Laufe des Wettkampfs aktuelle Prognosen, die auf den Geschwindigkeits- und Herzfrequenzdaten basieren, die während des Wettkampfs gemessen werden. Die mit PerPot optimierten Wettkampfzielzeiten für die Athleten zeigen eine hohe Prognosegüte im Vergleich zu den tatsächlich erreichten Zielzeiten.