Summaries in Afrikaans and English / Die primere doel van hierdie ondersoek was om vas te stel hoe belangrik dit is dat 'n komponent sportsielkunde ingesluit word in die opleidingsprogram van vakonderwysers. Ten einde hierdie doel te bereik, is 'n teoretiese sowel as 'n empiriese ondersoek uitgevoer. Tydens die teoretiese ondersoek is verskillende aspekte van die sportsielkunde ontleed, waarin die rol van die vakonderwyser telkens toegelig is. Tydens die empiriese ondersoek (waaraan 134 vakonderwysers wat sport afrig en 235 sportleerlinge deelgeneem het) is aangetoon dat: Ongeveer 82% van die vakonderwysers wat sport afrig, opleiding in afrigtingstegnieke ontvang het, maar slegs 16% het opleiding in sportsielkunde ontvang. • Vakonderwysers daarvan oortuig is dat sportsielkunde ingesluit moet word in die opleidingsprogram van vakonderwysers. • Dit vir sportleerlinge baie belangrik is dat sportmanne en -vroue vertroud moet wees met bepaalde aspekte van sportsielkunde en dat hulle afrigters kennis moet dra van sportsielkunde. 'n Aspek soos motivering in sport baie belangrik geag word deur onderwysers sowel as sportleerlinge, terwyl angs in sport en aggressie in sport heelwat laer op die ranglys verskyn. / It was the primary aim of this investigation to establish how important it is that a component of sport psychology be included in the training programme of subject teachers. In order to achieve this goal, a theoretical as well as an empirical investigation were conducted. During the literature study, different aspects of sport psychology were analyzed and the role of the teacher was highlighted in each instance. During the empirical study ( in which 134 subject teachers and 235 sport pupils participated) it was indicated that; Approximately 82% of the subject teachers coaching sport, had received training in coaching techniques, but only 16% had received training in sport psychology. Subject teachers are convinced that sport psychology should be included in the training programme of subject teachers. Pupils participating in sport regard it as very important that sportsmen and - women should be acquainted with certain aspects of sport psychology and that their coaches should bear knowledge of sport psychology. An aspect such as motivation in sport is regarded as being very important by teachers and sport pupils, while anxiety in sport and aggression in sport appear much lower on the rating scale. / Educational Studies / M.Ed. (met spesialisering in Voorligting)

Summaries in Afrikaans and English / Die primere doel van hierdie ondersoek was om vas te stel hoe belangrik dit is dat 'n komponent sportsielkunde ingesluit word in die opleidingsprogram van vakonderwysers. Ten einde hierdie doel te bereik, is 'n teoretiese sowel as 'n empiriese ondersoek uitgevoer. Tydens die teoretiese ondersoek is verskillende aspekte van die sportsielkunde ontleed, waarin die rol van die vakonderwyser telkens toegelig is. Tydens die empiriese ondersoek (waaraan 134 vakonderwysers wat sport afrig en 235 sportleerlinge deelgeneem het) is aangetoon dat: Ongeveer 82% van die vakonderwysers wat sport afrig, opleiding in afrigtingstegnieke ontvang het, maar slegs 16% het opleiding in sportsielkunde ontvang. • Vakonderwysers daarvan oortuig is dat sportsielkunde ingesluit moet word in die opleidingsprogram van vakonderwysers. • Dit vir sportleerlinge baie belangrik is dat sportmanne en -vroue vertroud moet wees met bepaalde aspekte van sportsielkunde en dat hulle afrigters kennis moet dra van sportsielkunde. 'n Aspek soos motivering in sport baie belangrik geag word deur onderwysers sowel as sportleerlinge, terwyl angs in sport en aggressie in sport heelwat laer op die ranglys verskyn. / It was the primary aim of this investigation to establish how important it is that a component of sport psychology be included in the training programme of subject teachers. In order to achieve this goal, a theoretical as well as an empirical investigation were conducted. During the literature study, different aspects of sport psychology were analyzed and the role of the teacher was highlighted in each instance. During the empirical study ( in which 134 subject teachers and 235 sport pupils participated) it was indicated that; Approximately 82% of the subject teachers coaching sport, had received training in coaching techniques, but only 16% had received training in sport psychology. Subject teachers are convinced that sport psychology should be included in the training programme of subject teachers. Pupils participating in sport regard it as very important that sportsmen and - women should be acquainted with certain aspects of sport psychology and that their coaches should bear knowledge of sport psychology. An aspect such as motivation in sport is regarded as being very important by teachers and sport pupils, while anxiety in sport and aggression in sport appear much lower on the rating scale. / Educational Studies / M.Ed. (met spesialisering in Voorligting)

Photocopy of typescript. / Digitized by Kansas Correctional Industries

M.Ed. (Didactics Training) / Limited data regarding the pedagogic didactic responsibilities of the sport mentor could be obtained. Consequently very few guidelines do exist in this regard. Research therefore indicates to a large extent what responsibilities regarding the coaching of sports are. The framework of this research includes the pedagogic (educational) and didactic perspectives as well as the guidelines concerning the task of the sport mentor. A prerequisite for effective communication between the sport mentor and the players (adult to be) is the creation of a suitable learning situation. The relevant components for the coaching of sports are: The young sportsman (adult-to-be) /child; an effective relationship; goals; content; sequence and The sport mentor. This research highlights the complexity of coaching and concludes that coaches (sport mentors) who are well versed in didactic pedagogic principles should be able to fulfil this responsibility successfully.

D.Ed. (Didactics) / Systematic teaching of motor skills is to a large extent neglected in the coaching of team sports in the R.S.A. This conclusion has been drawn from practical experience obtained from many years of playing and coaching rugby at different levels. A survey of the current practice of training and coaching reveals that coaching consists mainly of fitness training, positional play, and specific training for game situations. The research undertaken in this study has focussed on the design of a programme in which individual, unit and team motor skills can effectively be taught. Naturally the first priority has been to establish w,at constitutes a motor skill. The solution to this problem has been obtained from observing and ana:izing the performance of the skilful player as well as from scrutinizing the vast amount of empirical research on motor skills that appear in representative literature, as an additional source of knowledge. The following criteria which have subsequently emanated constitute the basis for the proposed coaching programme: norm orientation, contextualization, adaptability, timing, decision making ability and economy. The next step has been the design of appropriate teaching principles applicable to motor skills through analysis of the cognitive, affective and motor aspects of the teaching of motor skills for team sports. These principles appear to be: aims and goals, self actualization, sosialization, mastering and application, motivation, evaluation, structuring and contextualization. Having devised these principles, the matter of implementing such principles in a coaching programme received attention. This was done by utilization of the techniques of verbal-interaction, demonstration, instruction and active participation of the learner in the learning situation, the last being the "sine qua non" for the learning of motor skills.

The purpose of this study was to describe the effects and influences of Keller’s Personalized System of Instruction (PSI) in the psychomotor domain through a college level volleyball course. PSI was implemented in a beginning volleyball course as part of the Basic Instructional Program at a Southeastern university. Specific sources of data were used to describe process results and ensure fidelity of the course design to the PSI model. The results of a discipline data analysis indicated that PSI demonstrated Keller’s stated characteristics - self-pacing, mastery-based learning, teacher motivation, and emphasis on the written word in the psychomotor domain. The findings from this investigation support the conclusions that PSI is a viable alternative to conventional styles of instructional design in a college level volleyball program. / Master of Science

M.Ed. (Physical Training) / Please refer to full text to view abstract

Orientador: Roberto Rodrigues Paes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-27T10:08:55Z (GMT). No. of bitstreams: 1 Ferreira_HenriqueBarcelos_D.pdf: 2667794 bytes, checksum: 954953805da5a58e8e851d560b77e847 (MD5) Previous issue date: 2015 / Resumo: A partir de reflexões e proposições balizadas pelas tendências atuais em Pedagogia do Esporte, este estudo teve como objetivo geral descrever elementos pedagógicos potencializadores das possibilidades educativas presentes no processo de iniciação esportiva. A pesquisa se constituiu da articulação entre escopo teórico e o que pensam 5 especialistas no campo de investigação delimitado. Na metodologia da pesquisa descritiva, de caráter qualitativo, realizamos uma pesquisa de campo, composta por um roteiro de 7 perguntas, que permitiu coletar e analisar as ideias de doutores sobre a temática no país. Para interpretação dos dados, dentre o conjunto de técnicas da análise de conteúdo, utilizamos a categorial. Os resultados obtidos possibilitaram a proposição do "Hexágono da Pedagogia do Esporte", estrutura pedagógica composta de 6 elementos, que pode contribuir na mediação e gestão de processos educativos esportivos intencionais e, no contexto da iniciação esportiva para crianças, pode favorecer que o esporte seja compreendido em sua pluralidade, complexidade e seja tratado numa perspectiva reflexiva, ética, inclusiva, plural e transformadora / Abstract: Having as a starting point reflections and propositions delimited by current trends in Sport Pedagogy, this study aimed to describe pedagogical elements enhancers of educational opportunities present in sportive initiation process. The research was based on the articulation between theoretical scope and what think five recognised experts in the defined field of investigation. In the methodology of descriptive research, qualitative, we have conducted a field survey, consisting of a roadmap of seven questions, which allowed collecting and analysing the ideas of leading PHD in the subject in the country. To interpret the data, considering the existent techniques of content analysis, we have used the Categorial. The results enabled the proposition of the "Hexagon of Sports Pedagogy", pedagogical structure, consists of six elements, that can contribute to the mediation and management of intentional educational sportive processes and in the context of sports initiation for children, can promote the sport to be understood in its plurality, complexity and be treated in a reflexive, ethical, inclusive, plural and transformative perspective / Doutorado / Biodinamica do Movimento e Esporte / Doutor em Educação Física

Submitted by Murilo Oliveira (murilaum@gmail.com) on 2018-03-01T18:46:20Z No. of bitstreams: 1 OLIVEIRA, M - TESE_VERSÃO_FINAL.pdf: 1798416 bytes, checksum: 11a7d41eb1cc82243837b512571a3510 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-03-01T20:15:24Z (GMT) No. of bitstreams: 1 OLIVEIRA, M - TESE_VERSÃO_FINAL.pdf: 1798416 bytes, checksum: 11a7d41eb1cc82243837b512571a3510 (MD5) / Made available in DSpace on 2018-03-01T20:15:24Z (GMT). No. of bitstreams: 1 OLIVEIRA, M - TESE_VERSÃO_FINAL.pdf: 1798416 bytes, checksum: 11a7d41eb1cc82243837b512571a3510 (MD5) / Alterações significativas no que diz respeito ao trato com o conhecimento esporte requerem uma alteração significativa em sua concepção. Radicalizamos o debate partindo de uma concepção de esporte contra-hegemônica (prática social) que se expressa por dentro da contradição agonístico/lúdico. Esta concepção nos permitiu vislumbrar possibilidades de seleção, organização, sistematização e periodização do conhecimento esporte que atendam ao objetivo de contribuir no processo de humanização e no desenvolvimento do pensamento teórico dos alunos, alinhando- se, em última instancia a uma concepção de educação, de homem, de sociedade e de mundo revolucionária. Pelo debate com a proposição de trato com o conhecimento conforme esta é apresentada pelo Coletivo de Autores, discussões com a Psicologia Histórico-Cultural e a Pedagogia Histórico-Crítica, chegamos aos três eixos que regulam a atividade esportiva e aprofundamos os princípios curriculares para o trato com o conhecimento em sua relação com o esporte. A partir destas formulações tecemos considerações acerca dos ciclos de escolarização no trato com o conhecimento desta manifestação da cultura corporal. Concluímos com a observação da contradição que se apresenta quando se procura trabalhar pedagogicamente o esporte permanecendo-se circunscrito às concepções naturalizantes, biologizantes, dicotômicas e fragmentarias do fenômeno, o que dificulta sobremaneira o trato com o conhecimento esporte como um elemento que possa vir a contribuir no processo de humanização e no desenvolvimento do pensamento teórico dos alunos. Pautado no materialismo histórico-dialético, este estudo se soma aos que procuram contribuir na luta pela superação do capitalismo como modo de produção da vida, e na superação do esporte enquanto elemento utilizado ou para os fins da seletividade rígida, da competição extrema e da regulamentação inflexível, ou seja, o esporte quando abordado a partir de sua expressão de alto rendimento, fundamentado em marcos biologizantes, que atende a necessidades do capital; ou então do esporte simplesmente visto como um meio para outros fins, ou seja, como algo que não possui um conteúdo próprio que deve ser aos homens ensinado, mas que antes serve como um instrumento para que se veicule outros conteúdos. / ABSTRACT Significant changes with regard to dealing with sports knowledge require a significant change in their conception. We radicalize the debate based on a conception of counter-hegemonic sport (social practice) that expresses itself within the agonistic / ludic contradiction. This conception has allowed us to glimpse possibilities of selection, organization, systematization and periodization of sports knowledge that meet the objective of contributing to the process of humanization and the development of students' theoretical thinking, ultimately aligning themselves with a revolutionary conception of education, man, society and world. Through the debate with the proposal of knowledge treatment as it is presented by the Collective of Authors and discussions with Historical-Cultural Psychology and Historical-Critical Pedagogy, we reach the three poles that regulate the sport activity and deepened the curricular principles for the knowledge treatment in its relation with sport. From these formulations we make considerations about schooling cycles in dealing with the knowledge of this manifestation of body culture. We conclude with the observation of the contradiction that presents itself when one tries to work pedagogically the sport remaining circumscribed to the naturalizing, biologizing, dichotomic and fragmentary conceptions of the phenomenon, which makes it extremely difficult to deal with sport knowledge as an element that may contribute in the process of humanization and in the development of students' theoretical thinking. Based on historical-dialectical materialism, this study joins those who seek to contribute to the struggle to overcome capitalism as a way of producing life, and to overcome sport as an element used or for the purposes of rigid selectivity, extreme competition and inflexible regulations, that is, the sport when approached from its expression of high performance, based on biological landmarks, which meets the needs of capital; or of sport simply seen as a means to other ends, that is, as something that does not have a content of its own that should be taught to men, but rather serves as an instrument for the propagation of other contents.

234 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T14:34:44Z No. of bitstreams: 1 Carlos Roberto_Tese.pdf: 4563370 bytes, checksum: 502613d2b46774c1dcff3b3803b22c9d (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T17:02:38Z (GMT) No. of bitstreams: 1 Carlos Roberto_Tese.pdf: 4563370 bytes, checksum: 502613d2b46774c1dcff3b3803b22c9d (MD5) / Made available in DSpace on 2013-04-30T17:02:38Z (GMT). No. of bitstreams: 1 Carlos Roberto_Tese.pdf: 4563370 bytes, checksum: 502613d2b46774c1dcff3b3803b22c9d (MD5) Previous issue date: 2010 / A tese trata do sistema de complexo “Sociedade-educação-esporte”, e analisa o trato desse conhecimento no currículo de formação de professores, para estabelecer relações e nexos entre o trabalho pedagógico, a teoria do conhecimento, o projeto de escolarização e o projeto histórico para reconhecer a proposição superadora no trato com o conhecimento, na perspectiva da formação para a emancipação humana. A temática Sociedade foi analisada a partir das relações “ser humano-natureza-cultura” e das leis gerais que regem as relações “capital-trabalho” que determinam a formação do ser humano e se expressam dentro da escola nas finalidades da educação e na teoria do conhecimento que explica o que é o ser humano, como ele conhece e como ele desenvolve as suas capacidades cognoscitivas; Educação a partir das relações “capital-trabalho” e “trabalho-educação”, que estruturam a sociedade e se expressam dentro da escola na organização do trabalho pedagógico; Esporte a partir das relações entre “sociedade-educação-esporte” e entre “competitivo-lúdico” que se expressam no currículo, no trato com o conhecimento, nos conteúdos e métodos, nos objetivos e avaliação. Este processo de análise, encontrado na literatura, da produção do conhecimento em dissertações e teses e dos programas dos cursos de educação nos permitiu a exposição: 1. do fenômeno social esportivo enquanto totalidade concreta identificado no trato do conhecimento na formação de professores e da singularidade dos processos histórico-sociais; 2. do trabalho pedagógico no tocante ao conhecimento do esporte no currículo de formação de professores. Este percurso possibilitou a apresentação de uma proposta para a organização do conhecimento em ciclos e a abordagem do conteúdo do ensino esportivo, nos Cursos de Formação de Professores em Educação Física, através do sistema de complexo “Sociedadeeducação- esporte” como contribuição teórica para a superação do conhecimento fragmentado, tratado em modalidades esportivas, a falta de relação e nexo entre o trabalho pedagógico e o projeto histórico nos Cursos de Formação de Professores de Educação Física no Brasil. / Salvador