Made available in DSpace on 2014-06-11T19:28:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-31Bitstream added on 2014-06-13T19:15:48Z : No. of bitstreams: 1 franco_lcp_me_rcla.pdf: 1172719 bytes, checksum: acec088befaddd590204bb439b2e9252 (MD5) / Universidade Estadual Paulista (UNESP) / As Atividades Físicas de Aventura são uma realidade, fruto de um grande desenvolvimento ocorrido principalmente nas duas últimas décadas. São eventos relacionados ao Surf, Skate, Ralis, Corridas de Aventura, entre muitos outros, vivenciados em várias faixas etárias. Além disso, As Atividades Físicas de Aventura estão sendo largamente difundidas em documentários sobre expedições e reportagens ecoturísticas que envolvem várias de suas modalidades, tais como: Rapel, Tirolesa, Corrida de Aventura, Trekking ou, ainda, outras atividades chamadas esportes radicais. Essas práticas têm atraído a prática e o consumo de grande parte dos jovens e adultos brasileiros, chegando a competir, em preferência, com alguns esportes tradicionais do país. É preciso incentivar a prática das Atividades Físicas de Aventura (A.F.A.) também na escola é, o que significa estreitar relações com as discussões sobre preservação ambiental e desenvolvimento sustentável. Assim, o objetivo desse estudo foi arrolar uma série de atividades relacionadas às Atividades Físicas de Aventura possíveis de serem realizadas na escola, apontando as três dimensões do conteúdo. Explorar e descrever essas atividades como uma possibilidade pedagógica real na escola, capaz de fazer parte do currículo comum da Educação Física como valor de conhecimento, tanto quanto qualquer dos conteúdos tradicionais da área. Foram apresentadas, enquanto possibilidades pedagógicas de atividades de aventura nas três dimensões dos conteúdos (Procedimental, Conceitual e Atitudinal), os seguintes temas; - Corridas de Orientação, Trekking ou Enduro à pé; - Montanhismo; - Atividades sobre Rodas; - Atividades Físicas de Aventura Aquáticas. Os resultados do estudo indicam que é possível inserir A.F.A. na escola; que essas atividades são significativas pedagogicamente e são bem aceitas pela comunidade escolar. / Adventure Physical Activities are a reality today, as a result of a great development occurred mainly in the last two decades. They consist of events related to Surf, Skate, Ralis, Adventure Races, among others, experienced in several different age groups. Moreover, Adventure Physical Activities have been largely broadcast in documentaries about expeditions and eco-touristic reports involving several modalities, such as Rapel, Tirolesa, Adventure Race, Trekking and other activities called extreme sports. These activities have attracted the attention and participation of a great number of Brazilian teenagers and young adults, and they have been even competing in preference with some traditional sports in the country. It’s necessary to encourage the practice of the Adventure Physical Activities also in the schools, what would mean to make closer relations with the discussions on environment conservation and sustainable development. So, the objective of this research was to list a range of activities related to the Adventure Physical Activities which can be practiced at school, pointing out the three dimensions of the content. To explore and describe these activities as a real pedagogical possibility at school, capable of being part of the common curriculum of Physical Education as a knowledge value, as much as any of the traditional contents of the area. The following themes were presented as pedagogical possibilities of adventure activities in the three dimensions of content (Procedural, Conceptive, and Behavioral): Orienteering, Trekking, or Enduro a pé, Mountain Climbing, Activities on Wheels, Adventure Physical Activities in Water. The results of the research indicate that it is possible to introduce Adventure Physical Activities in schools, that these activities are meaningful from a pedagogical standpoint, and well accepted by the school community.

Leisure center The main task of the master thesis is to design a new leisure center in Vyškov. The building is divided into the two parts. The main part has two floors with reception, entrance hall, classrooms, offices, a utility and boiler room, a dance or theatre hall, a changing room, and a toilet. The second part includes sports hall. The load-bearing walls are designed from Porotherm ceramic blocks with external thermal insulation composite system. Floor structure are designed from reinforced concrete. The main building has a flat roof, the sports has a saw roof structure. Envelope walls are insulated with ETICS. The building will be heated by a condensing boiler. It will have mechanical ventilation, integrated photovoltaic panels on the roof of sports hall to reduce electricity consumption and LED lighting. The theoretical part is to design an operating rule of the building. The operating rules are part of the facility management, which takes care of ensuring ideal conditions for the development of the main activities of the leisure center.

Sverige finns det Riksidrottsgymnasier och Nationella idrottsutbildningar som erbjuder ett utbildningsprogram med specialidrott för att elitidrottande ungdomar ska kunna kombinera idrott och studier. Ungdomarna ska få möjlighet att utvecklas både inom sin idrott och inom sin utbildning och på så sätt bli ”vinnare i långa loppet” med både en idrottskarriär och sedan även en yrkeskarriär som de lagt grunden till med studier under idrottsåren. För att ungdomar ska lyckas med elitidrott och studier är det viktigt att se till helheten. Tidigare forskning inom ”dubbla karriärer” tar utgångspunkt från det holistiska perspektivet som beskriver betydelsen av balans mellan idrott, skola och privatliv. Studierna nämner helheten som viktig för ungdomar ska må bra och kunna prestera i sin idrott och i sin utbildning. De olika forskningsstudierna utgår och lägger tyngdpunkten på idrottsdelen, idrottsmiljöerna och tränare. De pekar på betydelsen av skolan och på betydelsen av helheten idrott, skola och privatliv men går ej på djupet med hur lärarens undervisning eller elevens lärande ska utformas för bästa resultat. Diskursen som analyseras i detta arbete är ”matematikundervisning på ett idrottsgymnasium”. Forskningsfrågan som ställs och som formar diskursen lyder: Vilka är de didaktiska perspektiven i idrottselevernas utbildningsmiljö, specifikt inom matematikundervisning och vad görs viktigt i matematikundervisningen sedd som diskurs? Matematiklärarna och idrottseleverna sätts i fokus och studien undersöker, hur de beskriver olika företeelser när de ger sin bild av matematikundervisningen på skolan. Studien tar utgångspunkt från det didaktiska perspektivet/lärarperspektivet i idrottselevernas utbildningsmiljö. Data samlades in genom intervjuer med matematiklärare och en enkät till idrottselever på ett Riksidrottsgymnasium med cirka 60 idrottselever, under vårterminen 2019. I analysresultatet framstår diskursens normer, högt värderade ståndpunkter och dilemma som fem teman: ”det viktiga matematikämnet”, ”den goda idrottseleven”, ”dilemmat runt idrottselevens frånvaro”, ”strategier för stöd” och ”studieformens otydlighet”. Slutsatsen pekar på att det så tydligt frammanas en ideal bild av en framgångsrik elev, att matematikämnet värderas så viktigt och svårt utifrån sin tradition och att den specifikastudieformen för matematikundervisning för idrottselever saknar tydlig form. Studieformen kan beskrivas som lärarledd klassrumsundervisning kompletterad med olika anpassningar för att underlätta för idrottselevernas självstudier. Studiens diskursiva analys beskriver också vad som ses som framgångsfaktorer, vilket sammanfattas i idrottselevernas stora egna ansvar, motivation och förmåga att planera in och genomföra självstudier samt matematiklärarnas olika anpassningar och stöd för att underlätta idrottselevernas självstudier. / The Swedish model of elite sports secondary schools consist of Riksidrottsgymnasium, RIG,and National Sports Education Programs, NIU, which offer a training program with specialized sports to student-athletes in order for them to combine sport and study. The underlying philosophy for the model is seen as creating “winners in the long run” in preparingstudent-athletes for a post-athletic career, as well as coping with current demands to optimise development in an elite sporting career. For young student-athletes to successfully combine elite sport and study, it is important tohave a holistic perspective. Previous research in “dual careers” is based on the holistic perspective that describes the importance of a balance between sport, school and private life. The studies point out that the student-athlete has a challenging life situation to manage andit is important for the young student-athlete to feel good to be able to perform both in sportand study. The various research studies are based on and emphasize the sport, the sportenvironments and coaches. They put focus on the importance of the education and theimportance of the holistic perspective of sport, school and private life but do not go into depthhow the teacher's teaching or the student's way of learning should be designed for best results. This discourse analysis is defined as “mathematics at an elite sport secondary school”. The research question which shapes the given discourse reads: “What are the didactic perspectives in the student-athlete's educational environment, especially in mathematics teaching, seen as discourse?” The math teachers and the student-athletes are put into focus and the study investigates how they describe the math education at the RIG-school. The study is based onthe didactic perspective/teaching perspective in the student-athlete's educational environment. Data for the study was collected through interviews with math teachers and a questionnairefor student-athletes, at a RIG-school with approximately 60 student-athletes, during thespring of 2019.In the results of the analysis, the norms of the discourse, highly valued positions and dilemmaappear as five themes: “the important math-subject”, “the good student-athlete”, “thedilemma of the student-athlete's absence”, “strategies for support” and “the ambiguity of theform of the mathematics education”. These findings point to the fact that an ideal image of a successful student-athlete is clearly presented, that the math-subject is valued important and difficult based on its tradition and that the specific study form for mathematics education for student-athletes lacks a clear form. The model that is applied for the mathematics education at the RIG-school can be describedas teacher-led classroom education supplemented with various adaptations to facilitate the student-athletes' self-studies. In this study the discursive analysis also point out the success factors, which are summarized as the student-athletes' high responsibility, motivation and ability to plan and carry out self studies as well as the math teachers' various adaptations and support to facilitate the student athletes' self-studies.