Thesis (Ed. D.)--University of Pennsylvania, 2003. / Includes bibliographical references (leaves 205-210).

En nationell idrottsutbildning finns för de idrottare som vill kombinera sin idrott på elitnivå med sina gymnasiestudier (Svensk idrott, 2016). Syftet med denna studie var att undersöka elevers tankar, känslor samt upplevelser av att studera på ett elitidrottsgymnasium både generellt och under skadeperioder. Studien ville också undersöka om det fanns behov av extra stöttning i form av en coach främst under deras skadeperioder. För insamling av data har kvalitativa intervjuer gjorts med åtta elever från ett NIU- gymnasium med inriktning fotboll. Observationer har även använts i studien där direkta, deltagande observationer pågått två gånger i veckan, tre timmar per tillfälle under en månads tid. Observationerna fungerade som ett komplement till intervjuerna. Resultatet visade att eleverna hade väldigt fullspäckade dagar där det var svårt att hinna med fritidsintressen och studier då träningen prioriterades i första hand. Resultatet visade även att majoriteten hade velat ha mer stöd under deras rehabiliteringsperiod då det många gånger har varit väldigt tufft för vissa av dem att klara av det själv. Samtliga intervjupersoner menade även att en extra coach skulle vara fördelaktigt då denne skulle skapa en större motivation till rehabiliteringen och även vara någon att prata med vid sidan av. / The national sports school is a program for the athletes who wants to combine elite sports with their education (Svensk idrott, 2016). The purpose of this study was to investigate the students’ thoughts, emotions and experiences of studying at this program, both generally and during periodes of rehabilitation. The study also want to investigate if there is a need of extra support from a coach primarily during times of rehabilitation. Qualitative interviews with students from a NIU focused on football has been made for collecting data. Both direct and participatory observations went on twice a week, three hours at a time during a month and have been used in the study. These observations worked as a complement to the interviews. The result showed that the students had very full days where it was difficult to find time for hobbies and schoolworks. Training was priority over school partly because it was more fun but also there was no energy left for studying when time was available. The result did also show that the majority of students would have liked more support during their rehabilitation period, as many times it was really tough to handle by themselves. All of the interviewees did suggest that an extra coach would be beneficial as this would create more motivation for rehabilitation and also be someone on the side to talk to.

No description available.

Bien que l’enseignement soit principalement décrite comme une activité cognitive fondée sur des choix rationnels, la littérature contemporaine, majoritairement anglo-saxonne, démontre que les émotions sont au cœur de l’exercice de cette profession (Hargreaves, 1998). S’il est communément admis que le « bon » enseignant sait déclencher l’intérêt, la motivation, ou encore la confiance en soi et le plaisir de l’apprenant, parler des émotions de l’enseignant lui-même reste plus exceptionnel. Pourtant, les évaluations affectives spontanées opérées en cours de leçon au contact des élèves semblent de nature à conditionner à la fois son attitude pédagogique, et plus largement son bien-être. Dans ce travail de recherche doctoral, nous nous efforçons donc de mieux circonscrire ce champ d’étude à travers la revue des différentes définitions et mesures de l’émotion. De cet ancrage bibliographique initial situé à la fois dans les champs de la Psychologie des émotions et des Sciences de l’Éducation, l’émotion des enseignants est investiguée empiriquement à différentes échelles à travers les questions (i) de sa sédimentation dans l’expérience individuelle des enseignants, (ii) de ses effets sur le style pédagogique de l’enseignant en cours de leçon, et (iii) de la méthodologie de captation in situ de la dynamique émotionnelle à travers l’investigation de ses différentes composantes (Scherer, 2009). / Although teaching is mainly described as a cognitive activity based on rational choices, contemporary literature, mostly Anglo-Saxon, shows that emotions are at the heart of this profession (Hargreaves, 1998). While it is commonly accepted that the "good" teacher can trigger the interest, motivation, or self-confidence and enjoyment of the learner, talking about the emotions of the teacher himself is more exceptional. However, the spontaneous affective assessments made during the lesson facing the students seem likely to condition both its pedagogical attitude, and more broadly its well-being. In this Phd research work, we strive to better define this field of study through the review of different definitions and measures of emotion. From this initial bibliographic anchorage located both in the fields of the Psychology of Emotions and the Sciences of Education, the emotion of the teachers is empirically investigated on different scales through the questions of (i) its sedimentation in the experiment individual teachers, (ii) its effects on the pedagogical style of the teacher during the lesson, and (iii) the methodology of in situ capture of emotional dynamics through the investigation of its different components (Scherer, 2009).

L’évolution des nouvelles technologies dans les dernières décennies permetd’envisager l’intégration des TICE dans l’enseignement de l’Éducation Physique etSportive et le développement de situations d’apprentissages instrumentées. L’objectifde cette étude vise à analyser l’usage d'un artefact vidéo-informatique aux différentsniveaux d’apprentissage dans des activités physiques contrastées dans leursspécificités. Nous caractérisons et modélisons les conditions d’instrumentation dudispositif avec trois enseignants du premier degré et trois enseignants du seconddegré, leurs appropriations de l’artefact et leurs usages effectifs. Nos observationsmontrent que les usages du feedback vidéo-informatique semblent se différencierselon le niveau effectif d'autonomie des élèves et suivant la formation initiale desenseignants. Par ailleurs, elles soulignent la difficulté des élèves de second degré àtravailler en autonomie selon une modalité pédagogique proposant l’autoscopie ce quiatténue l'efficacité du dispositif vidéo-informatique. / Over past decades the introduction and evolution of new technologies enablesto consider the inclusion of ICT in the teaching of Physical & Sports education and inthe development of instrumented learning processes. The objective of the study aimsat analyzing the use of a computer-video artefact for the different steps of learningwhen practicing physical activities, which can have contrasted specificities. We defineda model for the instrumentation of the package, for their artefact appropriation and theireffective use of it, with three teachers from first degree and three others fromsecondary. We observed that the use of computer-video based feedback differsdepending on the student’s autonomy and on the initial curriculum of the teacher.Besides, this study highlights the difficulty for some secondary students to work inautonomy when faced to an autoscopy based pedagogical method, which reduces theefficiency of computer-video device.

Systematische Forschungen zum Schulsport bei Nutzung und Verknüpfung unterschiedlicher disziplinärer Zugänge sind durchaus möglich wenn bestimmte Rahmenbedingungen von den zuständigen Landesministerien geschaffen werden und die Wissenschaftler – in der Regel Sportwissenschaftler aus verschiedenen sportwissenschaftlichen Teildisziplinen – problemgeleitet, anwendungsorientiert und berufsfeldbezogen mit den Vertretern der Schulsportpraxis und den Schulverwaltungen zusammenarbeiten. Auf diesem Wege ist eine forschungsbasierte und wissenschaftlich begleitete Schulsportentwicklung effektiv und zielführend realisierbar. Der vorliegende Tagungsband der am 01. Dezember 2011 in Dresden durchgeführten Fachtagung enthält Beiträge von 21 Autoren, die sich u. a. mit der übergreifenden Schulentwicklung und der fachlich konkreten Schulsportentwicklung im Kontext der Qualitätsdebatte, der motorischen Entwicklung und der motorischen Leistungsfähigkeit von Kindern unter Beachtung der verschiedenen schulischen Bedingungen und außerschulischer Einflussfaktoren sowie mit der hochaktuellen Debatte zur schulpolitischen und schulpraktischen Umsetzung von Integrations- und Inklusionsmaßnahmen im Rahmen einer zeitgemäßen Schul- und Schulsportentwicklung auseinandersetzen.

115 f. / Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-29T16:19:40Z No. of bitstreams: 1 Juliana Marzo.pdf: 2124412 bytes, checksum: 7227627c20983b0724b8eed22b01410d (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T17:20:13Z (GMT) No. of bitstreams: 1 Juliana Marzo.pdf: 2124412 bytes, checksum: 7227627c20983b0724b8eed22b01410d (MD5) / Made available in DSpace on 2013-04-30T17:20:13Z (GMT). No. of bitstreams: 1 Juliana Marzo.pdf: 2124412 bytes, checksum: 7227627c20983b0724b8eed22b01410d (MD5) Previous issue date: 2007 / A dissertação analisou os significados que os indivíduos atribuíam aos seus corpos e suas vidas cotidianas após terem sido submetidos ao processo de adaptação a próteses e inseridos ao mundo do esporte. O material empírico foi coletado através de entrevistas semi-estruturadas realizadas no NEFEA (Núcleo de Atividade Física e Esporte Adaptado) da UEFS (Universidade Estadual de Feira de Santana), o qual desenvolve atividades esportivas junto às pessoas deficientes. O grupo participante do estudo foi atletas do núcleo, todos dependentes de alguma prótese para realizar as atividades cotidianas e no esporte, são homens, com idades variando entre 23 e 37 anos, sendo que têm em comum o fato de terem se tornado deficientes após um acidente ou doença. O estudo caracterizado como uma análise qualitativa teve a pesquisa de campo desenvolvida no período de julho de 2005 no NEFEA, onde foram feitas todas as entrevistas. Consistiu em problematizar os efeitos que as tecnologias provocam na vida cotidiana através do esporte destes indivíduos pelas transformações ocorridas em seus corpos, o estranhamento e a naturalização do “novo” corpo fabricado pelas tecnologias, um ser protético. Contou como base teórica os Estudos Culturais assim como autores que discutem o corpo sob concepções pós-modernas. A dissertação representa, por sua vez, as reflexões construídas destes indivíduos em constantes questionamentos com a hegemonia cultural, na qual este corpo protético e atleta, lembrado como híbrido, ao final foi deslumbrado como algo produzido e ressignificado constantemente, assim como inovável, moldável e provisório. / Salvador

This dissertation presents results of a research that had as source the Revista Brasileira de Educação Física (Brazilian Magazine of Physical Education). The theme is related to biopolitical discourses and the subjection processes that are inserted in Physical Education and Sports. The work is inserted in the Historical Research Line, and Education Historiography as well - (FACED/UFU). The analysis had Michel Foucault's works as theoretical foundation. His studies helped to elucidate the several controlling mechanisms that are transmitted by the discourses about humans body. In the first chapter the dissertation examines the new scientific paradigm of Systems Theory. Historically technocrats that represented Physical Education and Sports have chosen Systems Theory for they believe this is the best technique for administration of the government s actions. It was possible to verify that there has been an alignment between the government position and the knowledge produced in the area. The periodical discourses have founded our discussion on bio-politics and subjection; the first and second categories allowed an approach of theoretical and pedagogical nature, respectively. Based on Foucault it was possible to bring to evidence, that the network built by the effective moral and the pedagogic practice of Physical Education both exert a social control by "kidnapping" people s free time, with good and healthy activities. Regarding subjection we have read articles about pedagogy that are contemporary of the magazine analyzed, showing that techniques used to guide students, that were initially believed as innovative, are truly dominance processes identified in the works of Foucault. We finally discuss the neoliberal model and physical activities as well. Once again, the discourses inserted in higher level institutions allow us to foresee the ideological alignment of Physical and Sports Education to neoliberalism principles that aim at subjecting individuals under the values that support this society model. / Nesta dissertação, é apresentado o resultado da pesquisa documental que teve, na Revista Brasileira de Educação Física, a fonte para o tratamento teórico dos discursos biopolíticos e dos processos de disciplinarização que permeiam a Educação Física e Esportiva. O trabalho está inserido na Linha de Pesquisa História e Historiografia da Educação (FACED/UFU). A análise do material serviu-se das obras de Michel Foucault, cujos estudos auxiliaram na elucidação dos diversos mecanismos de controle que são veiculados nos discursos sobre o corpo. De início, no primeiro capítulo, a dissertação trata de examinar o novo paradigma científico denominado de Teoria Geral dos Sistemas. Historicamente, os tecnocratas que representavam a Educação Física e Esportiva elegeram a Teoria Geral dos Sistemas por acreditarem ser esta a melhor técnica para gerenciamento das ações governamentais. Foi possível constatar, também, que houve o alinhamento entre a posição governamental e o saber produzido na área. A partir dos discursos veículados pela Revista Brasileira de Educação Física, no segundo capítulo, a argumentação se detém nas categorias acima mencionadas, biopolítica e disciplinarização; a primeira categoria permitiu uma abordagem de natureza teórica, e a segunda pedagógica. Foi possível evidenciar, com base nos estudos de Foucault, que a rede construída pela moral vigente e a prática pedagógica da Educação Física exerce o controle social pelo sequestro do tempo livre das pessoas com atividades lícitas e saudáveis. Quanto à disciplinarização, faz-se uma leitura de artigos de cunho pedagógico que perpassam o periódico analisado, mostrando que técnicas de condução de alunos, tidas, supostamente, como inovadoras, nada mais são do que processos de dominação muito bem identificados nas obras de Foucault. Por fim, foi discutido o modelo neoliberal de ser e estar no mundo e as atividades físicas. Mais uma vez, os discursos que circulam nas instituições de formação superior deixam antever o alinhamento ideológico da Educação Física e Esportiva aos princípios do neoliberalismo, que objetivam subjetivar os indivíduos sob a égide dos valores que sustentam esse modelo de sociedade. / Mestre em Educação

Syfte: Studiens syfte är att undersöka hur elever på den nationellt godkända idrottsutbildningen (NIU) motiveras till sin idrott i enlighet med Self-determination Theory och Organismic Integration Theory, med hjälp av en modifierad Sport Motivation Scale (SMS-6). Vidare syftar studien till att undersöka om elever på den nationellt godkända idrottsutbildningen (NIU) upplever utbrändhet, med hjälp av Athlete Burnout Questionnaire (ABQ). Till sist ämnar studien att undersöka om det föreligger något samband mellan elevernas motivation och utbrändhet. Tidigare studier beskriver att elitidrottare har visat sig vara en särskild utsatt population gentemot utbrändhet. Detta på grund av en långvarig press och stress i samband med elitidrott.  Metod: Datainsamlingen erhölls med mejlkonversationer mellan författare och NIU gymnasieskolor i Stockholm. 15 NIU gymnasieskolor kontaktades på mejl och 7 av dessa gymnasieskolor deltog i studien. 131 elever som betraktas som elitidrottare deltog i studien genom att besvara ett frågeformulär bestående av 39 påståenden med hjälp av en 7 gradig Likertskala. 24 påståenden utgjordes av SMS-6 och 15 påståenden utgjordes av ABQ. Resultat: De tre högsta noterade medelvärdena utifrån SMS-6 var integrated motivation (M = 5,7), identified motivation (M = 4,9) och introjected motivation (M = 4,7). ABQ medelvärde noterades till (M = 3). De två främsta fynden i studien var en negativ signifikant korrelation mellan integrated motivation (-0,18) och utbrändhet och en positiv signifikant korrelation mellan amotivation och utbrändhet (0,37). Slutsats: Utifrån studiens resultat så verkar det som att höga nivåer av självbestämd motivation motarbetar symptom av utbrändhet. Det verkar också som att låga nivåer av självbestämd motivation framhäver symptom av utbrändhet. / Aim: The aim of this study was to investigate how elite athlete students in Swedish high schools are motivated towards their sports by Self-determination Theory and Organismic Integration Theory, regarding the Modified Sport Motivation Scale (SMS-6). The study further aims to investigate if elite athlete students had developed symptoms of burnout, regarding the Athlete Burnout Questionnaire (ABQ). Finally, this study aims to investigate if there exist any correlations between student’s motivation and symptoms of burnout. Studies have reported findings of elite athletes as a special vulnerable group towards symptoms of burnout. Elite athletes train close to their limits, strain themselves to highest achievements. They are also part of that special vulnerable population who may experience symptoms of burnout due to a prolonged stress and pressure associated with elite sports.  Methods: Data collection was obtained by emails between the investigators and high schools in Stockholm. 15 sport high schools were contacted by email and 7 of these high schools participated in the study. 131 elite athlete students participated in the study by answering a questionnaire which contained 39 items, specifically 24 items by SMS-6 and 15 items by ABQ. The questionnaire were answered by a 7 point Likert scale.  Results: The three highest scored means by SMS-6 was the integrated motivation (M = 5,7), identified motivation (M = 4,9) and introjected motivation (M = 4,7). ABQ measure of burnout was (M = 3). The two major findings in the present study was a negative significant correlation reported for integrated motivation and burnout (-0,18) and a positive significant correlation reported for amotivation and burnout (0,37).  Conclusion: By the results in the present study it seems as high levels of self-determinated motivation counteract symptoms of burnout. Thus it also seems as low levels of self-determinated motivation may contribute to symptoms of burnout.

Systematische Forschungen zum Schulsport bei Nutzung und Verknüpfung unterschiedlicher disziplinärer Zugänge sind durchaus möglich wenn bestimmte Rahmenbedingungen von den zuständigen Landesministerien geschaffen werden und die Wissenschaftler – in der Regel Sportwissenschaftler aus verschiedenen sportwissenschaftlichen Teildisziplinen – problemgeleitet, anwendungsorientiert und berufsfeldbezogen mit den Vertretern der Schulsportpraxis und den Schulverwaltungen zusammenarbeiten. Auf diesem Wege ist eine forschungsbasierte und wissenschaftlich begleitete Schulsportentwicklung effektiv und zielführend realisierbar. Der vorliegende Tagungsband der am 01. Dezember 2011 in Dresden durchgeführten Fachtagung enthält Beiträge von 21 Autoren, die sich u. a. mit der übergreifenden Schulentwicklung und der fachlich konkreten Schulsportentwicklung im Kontext der Qualitätsdebatte, der motorischen Entwicklung und der motorischen Leistungsfähigkeit von Kindern unter Beachtung der verschiedenen schulischen Bedingungen und außerschulischer Einflussfaktoren sowie mit der hochaktuellen Debatte zur schulpolitischen und schulpraktischen Umsetzung von Integrations- und Inklusionsmaßnahmen im Rahmen einer zeitgemäßen Schul- und Schulsportentwicklung auseinandersetzen.