Thesis (M.S.)--Eastern Illinois University, 1968. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1974. / Includes vita. Includes bibliographical references (leaves 109-204). Available online via OhioLINK's ETD Center.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaf 33).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 280-288).

No description available.

Thesis (Ed.D.)--Boston University Vita.

Orientador: Lílian Aparecida Ferreira / Banca: João Franscisco Magno Ribas / Banca: Glaucio Nunes Souto Ramos / Resumo: Avaliar é um assunto complexo, e na Educação Física escolar, essa prática carrega dinâmicas avaliativas intrincadas em modelos que nem sempre consideram a totalidade da pessoa que aprende. Assim, com o intuito de dar visibilidade a novas possibilidades no âmbito da Educação Física escolar, e favorecer a construção e implementação de recursos avaliativos de recursos avaliativos que contemplem o saber corporal condizentes com a prática realizada em aula, buscamos, com esse estudo, analisar os recursos avaliativos utilizados no ensino dos saberes corporais, na perspectiva do saber para praticar o jogo de handebol, a partir de uma proposta colaborativa que envolveu alunos do primeiro ano do ensino médio, junto às aulas de Educação Física. Nesse sentido, nos orientamos por uma abordagem crítica do conhecimento por meio da compreensão do jogo, e não na simples reprodução de movimentos, considerando o processo de ensino e de aprendizagem como um processo participativo, contribuindo com o empoderamento dos alunos no saber para praticar. Para tanto, buscamos a Praxiologia Motriz para compreender os jogos e esportes, através da lógica interna dos mesmos, assim como a Pedagogia do Esporte com referências às metodologias de ensino dos jogos esportivos coletivos, especificamente as que se embasam nas abordagens táticas, refletindo sobre a avaliação dos saberes corporais, envolvendo os conhecimentos declarativos e processuais, numa dinâmica de autoavaliação e avaliação entre pares. As intervenções ocorreram no segundo e terceiro trimestre letivo de 2015, abrangendo os meses de abril, maio, julho, agosto e setembro, num colégio público federal no estado do Rio de Janeiro, junto a uma turmade primeiro ano do ensino médio, composta por 30 alunos. O estudo caracterizou-se pela pesquisa-ação, utilizando os diários de aula e questionários como coleta de dados. Os mesmos foram apresentados e discutidos, compondo como... / Abstract: Evaluation is a complex subject, and in Physical Education, this practice carries dinamic models of evaluation that not always consider the person learning. Thus, in order to give visibility to n ew possibilities of evaluation in Physical Education, and promote the construction and implementation of evalution resources contemplate knowledge that consist with the practice carried out in class. We seek, with this study, to analyze the resources used in the evaluation of knowledge in the perspective of the kwos to play the game handball, from a collaborative proposal involving students first year of high school, in their Physical Education classes, in that direction, we guide ourselves through a critical approach to knowledge through understanding of the game, not the simple reproduction moves, considering the process of teaching and learning as a participative process, contribuing to the empowerment of students in knowing how to play. Therefore, we seek praeologyto understand games and sports, through its internal logic, likes Sport's Pedagogy with references to the teaching methodologies of Sport Games Collective, specifically those that underlie the tactical approaches, reflecting on the evaluation of bodily knowledge, involving declarative and procedural knowledge in a dynamic in a dynamic and self-assessment peer review. The interventions occured in the second and third academic quarter 2015, covering the months of April, May, June, July, August and September, a federal public school in the state of Rio de Janeiro, next to a group of first year high school, consisting of 30 students. The study was characterized by action research using daily lesson and questionnaires as data collection. They were presented and discussed, composing as a result categories: resources and evaluate possibilities and limits. Thus, the analysis of evaluative resources in revealed the contributions to resize the study of sports game, this if the handball, the... / Mestre

While warm-up is one of the more generally accepted elements of the strength and conditioning portfolio, direct evidence as to its optimal application in enhancing sports performance is sparse. Today, there is a trend to look at warm-up as performance preparation (Jeffreys, 2007a, Verstegen, 2004), with the aim of maximising performance from the outset of, and throughout, competition and training. Given that the majority of team sports can involve high intensity exercise from the start, then a warm-up needs to be able to ensure that athletes are capable of maximal performance at the outset of a game, and do not have to use the first minutes of a game to progress to a point where they are capable of maximal performance. Performance has been shown to be optimised by theinclusion of high intensity activities in warm-up procedures (Faigenbaum, et al., 2005; Burkett, et al., 2005). However, while warm-up procedures are common, there is great variability in their application, and the inclusion of high intensity activities is not uniform (Jeffreys, 2007b). For this reason, many team sport warm-ups may not currently be optimal in terms of optimising speed and power performance. Indeed, the trend is currently for team sport warm-ups to become very skill based, and the inclusion of maximal intensity exercises may be on the decline rather than being increased. Jeffreys, (2007b) has previously asserted that all warm-ups should consist of a potentiation phase, over and above a general phase. This potentiation phase should consist of a progressive series of exercises, until maximum effort is achieved. Additionally, Tillin and Bishop, (2009) have suggested that post activation potentiation (PAP) may provide a mechanism by which a super-maximal performance can be achieved via the use of a carefully selected and applied pre-conditioning activity. While previous studies have indicated the potential of PAP to enhance factors affecting power performance, such as the rate offeree development, studies on the direct effects on performance are limited, and the conclusions mixed (Tillin and Bishop, 2009). This series of studies addressed this lack of research, and investigated the application of warm-up methods to the acute enhancement of performance. To maximise the benefits of these studies to coaching practice, specific measures of performance were selected as the dependent variable throughout, so that all conclusions drawn could be applied directly to performance. Similarly, competing athletes were selected as subjects for all studies, and all studies were carried out in the athlete's training environment to maximise ecological validity and to ensure transferability of the results directly into enhancing sports performance. The results of study one clearly support the use of a potentiation phase in warm-up. Investigating the effects of three warm-up protocols (general, sprint potentiated and jump potentiated) on 10 metre sprint performance, significantly superior (p<0.05) 10 metre sprint scores were found with a potentiated warm-up (both jump and sprint) than were achieved via general warm-up alone. It also supported the specific nature of PAP with sprint potentiation able to elicit significantly (p<0.05) superior sprint performance than a jump potentiated warm-up. Studies 2-6 looked at the potential of exploiting PAP based protocols, as an addition to a basic potentiation phase within a warm-up. A range of methods were used that worked on either a kinematic basis where biomechanically similar movement patters were loaded (loaded CMJ's, sprint resisted running and sprint assisted running) or a kinetic basis where high forces were elicited (squats, MVC's). The results of these studies showed no significant (p>0.05) benefit of any of these activities on either sprint or jump performance. These studies evaluated the acute effects of sprint resisted running, sprint assisted running, loaded jumps, maximal voluntary contractions and heavy squats superimposed onto the warm-up protocol of study 1 on speed and/or jump performance. No significant performance enhancements were found in any of the studies, indicating that none had the potential to acutely enhance performance. In conclusion, the results of these studies recommend that all warm-ups include apotentiation phase, where a series of specific exercises are increased in intensity until maximum intensity is achieved. The use of additional activities, aimed to induce an additional PAP based effect on subsequent enhanced performance cannot be recommended for warm-ups for youth athletes.

Orientador: Dagmar Aparecida Cynthia França Hunger / Banca: Elaine Prodócimo / Banca: Rita Melissa Lepre / Resumo: As abordagens teórico-metodológicas da Educação Física Escolar cumprem um papel fundamental no processo de aprendizagem de crianças e jovens estudantis. No entanto, observam-se lacunas na formação inicial, bem como nos cursos de educação continuada, porém, há a expectativa dos professores em compreender tais perspectivas. É nesse sentido que a presente pesquisa objetivou evidenciar como se procede a prática pedagógica dos professores de Educação (Física) Infantil, de um município do interior de São Paulo. Para isso, buscou-se instrumentalizar os professores em relação às abordagens de ensino, enfatizando a educação de cidadãos críticos por meio do enfoque na abordagem crítico-superadora e da sustentabilidade, a última, tendo sua justificativa na necessidade global de ampliar a consciência ambiental valorizando as práticas sustentáveis. A investigação está estruturada: a) Revisão de literatura referente à Infância, escola e Educação (Física) Infantil; b) As abordagens Teórico-metodológicas da Educação Física; e c) A perspectiva da sustentabilidade, Educação Ambiental e práticas sustentáveis na Educação Física. No que diz respeito aos processos metodológicos, o estudo baseou-se no enfoque qualitativo, em específico, a pesquisa participante, com quatro (4) professores, sendo aplicado como recurso para a coleta de dados o grupo focal, com auxílio de um guia de entrevista, totalizando oito (8) encontros - nomeados de interlocução e caracterizados por uma formação continuada, em qu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The theoretical-methodological approaches of Physical School Education, play a fundamental role in the learning process of children and young students. However, there are gaps in initial training as well as in continuing education courses, but teachers are expected to understand such perspectives. It is in this sense that the present research aimed to show how the pedagogical practice of the Physical (Infant) Education teachers of a municipality in the interior of São Paulo is carried out. In order to achieve this, we sought to equip teachers with regard to teaching approaches, emphasizing the education of critical citizens by focusing on the critical-surpassing approach and sustainability, the latter having its justification in the global need to broaden environmental awareness by valuing the sustainable practices. The research is structured: a) literature review on Childhood, school and Infant (Physical) Education; b) The theoretical-methodological approaches of Physical Education; and c) The perspective of sustainability, Environmental Education and sustainable practices in Physical Education. With regard to the methodological processes of the study, four (4) teachers were based on the qualitative approach, specifically the participant research, and the focal group was used as a resource for the data collection, with the help of an interview guide, totaling eight (8) meetings - named for dialogue and characterized by a continuous formation, in which the group of teachers ... (Complete abstract click electronic access below) / Mestre

No description available.