Thesis (PhD (Sport Sc) (Sport Science))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The purpose of this study was to explore the knowledge of tennis tactics of a group of South African tennis coaches. A secondary purpose was to gather their perceptions about where they believe they learned about tactics. A mixed methodology approach was used. The first was a quantitative knowledge test administered to 37 coaches. The second was a qualitative semi-structured interview with five coaches. The results of the study showed that there was a significant difference in the choices of tactical options in 43 game scenarios between the less experienced and the more experienced coaches. No differences were found between coaches who were coaching at the top level compared to the lower levels. No differences were found between coaches who had been top tennis players and those who had not. The majority of the coaches in this study reported that they had learned tactics through trial and error. Problems facing the development of top level tennis coaches in South Africa are discussed in relation to their knowledge of tactics and the priorities for the development of mass participation supported by national sport policy. / AFRIKAANSE OPSOMMING: Die hoofdoel van hierdie studie was om ʼn groep Suid-Afrikaanse tennisafrigters se kennis van tennistaktiek te ondersoek. ʼn Sekondêre doel was om uit te vind waar die afrigters glo hulle sodanige kennis opgedoen het. Die navorsingsbenadering het uit gemengde metodologieë bestaan. Die eerste was ʼn kwantitatiewe kennistoets wat onder 37 afrigters afgeneem is. Die tweede was ʼn kwalitatiewe semigestruktureerde onderhoud met vyf afrigters. Die resultate van die studie dui daarop dat die minder ervare en meer ervare afrigters geen beduidende verskil getoon het in hul taktiese keuses in 43 wedstrydscenario’s nie. Geen verskil is opgemerk tussen afrigters op die topvlak en dié op laer vlakke nie. Boonop was daar geen verskil tussen afrigters wat eens topspelers was en diegene wat nié was nie. Volgens die meeste van die afrigters in die studie het hulle hul kennis van tennistaktiek deur die metode van leer en probeer opgedoen. Die studie bespreek die uitdagings in die ontwikkeling van topvlaktennisafrigters in Suid-Afrika wat betref hul kennis van taktiek en die prioriteite vir die bevordering van massadeelname ingevolge nasionale sportbeleid.

Orientador: Antônio Vicente Marafioti Garnica / Banca: Marcelo Carbone Carneiro / Banca: Carlos Roberto Vianna / Banca: Geraldo Antônio Bergamo / Banca: Heloisa da Silva / Resumo: A expectativa deste estudo é exercitar possibilidades de análise no campo da Educação a partir de um dispositivo estratégico que além de despontar como um caminho teórico possível para o estudo sistemático das formas de poder que controlam, exploram, devastam e exaurem as possibilidades da Educação, ao mesmo tempo permite perceber como estas formas de poder vinculam-se a uma lógica de poder global. Para isso, optamos por utilizar entrevistas com professores de Matemática que possuem posições de comando em instituições de ensino superior na cidade de Maringá (PR). A História Oral, utilizada como método dessa nossa investigação, possibilitou a utilização da memória mais como meio para a análise das ações por ela governadas e menos pelo conhecimento que, pela memória, foi possível registrar. A interconexão entre as opções metodológica e teórica presentes neste estudo possibilitaram a articulação de três elementos que julgamos fundamentais para compreender a Educação como instrumento de distribuição de poderes e saberes: o controle da natureza, o controle social e o autocontrole dos indivíduos / Abstract: The expectation of this study is to exercise possibilities of analysis in the field of Education based on a strategic approach that, in addition to pointing to a possible theoretical path for the systematic study of forms of power that control, exploit, devastate, and exhaust the possibilities of education, make it possible to perceive how these forms of power are linked to a logic of global power. We opted to use interviews with mathematics professors who are in positions of authority in higher education institutions in the city of Maringá (PR). The method used was oral history, which enabled us to use memory more as a means of analyzing the actions governed by memory, and less for the knowledge it allows us to record. The interconnection between the theoretical and the methodological options in the study made it possible to articulate three elements we judge to be fundamental for understanding education as an instrument of distributing power and knowledge: the control of nature; social control; and individual self-control / Doutor

Made available in DSpace on 2014-08-20T13:49:17Z (GMT). No. of bitstreams: 1 DANIEL ALVES.pdf: 504665 bytes, checksum: 87ba94644ebca3e4c662a042917fa1dd (MD5) Previous issue date: 2010-01-29 / This study aimed to compare the level of tactical knowledge declarative (CTD) of football players and amateurs alike, and describe factors that may contribute to the development of CTD. The sample consisted of 32 subjects divided into 2 groups: the GP was formed by 16 professional soccer players with a mean age of 29.63 (SD = 5.46) years and GA was formed by 16 amateur soccer players, without experience in professional football, with a mean age of 24.28 (SD = 4.87) years. We analyzed two variables: the CTD, by testing the Bag (1999) and the factors that contributed to developing the CTD through a questionnaire. We used SPSS 12. The test results of CTD were compared using the Wilcoxon test for unpaired samples and the results of the questionnaire was used descriptive statistics showing the frequency and percentage that were cited factors relevant to the acquisition of the CTD. The results showed that the levels of CTD of professional athletes had to be superior in relation to amateur athletes (p = 0.006). The reasons for this difference may be related to the factors mentioned in the study as relevant to the acquisition of the CTD. The main findings were "Tactical Training", "Experience in Competition" and "Image Base", "Technical Training" and "games and playing in the streets," suggesting that these factors have great contribution to the development of players as respect to decision-making demonstrated in test CTD. / O presente estudo objetivou comparar o nível de conhecimento tático declarativo (CTD) de jogadores de futebol profissionais e amadores, assim como descrever fatores que possam contribuir para o desenvolvimento do CTD. A amostra foi constituída por 32 sujeitos divididos em 2 grupos: o GP foi formado por 16 atletas de futebol profissional com média de idade de 29,63 (DP = 5,46) anos e GA foi formado por 16 atletas de futebol amador, sem experiência em futebol profissional, com média de idade de 24,28 (DP = 4,87) anos. Foram analisadas duas variáveis:o CTD, através do teste de Mangas (1999) e os fatores que contribuíram para desenvolver o CTD, através de um questionário. Foi utilizado o software SPSS 12.Os resultados do teste de CTD foram comparados através do teste de Wilcoxon para dados não pareados e para os resultados do questionário foi utilizada estatística descritiva, demonstrando a freqüência e percentual com que eram citados os fatores relevantes para a aquisição do CTD. Os resultados mostraram que os níveis de CTD dos atletas profissionais apresentaram-se superiores em relação aos atletas amadores (p=0,006). Os motivos dessa diferença podem estar a associados a fatores apontados no estudo como relevantes para a aquisição do CTD. Os principais aspectos encontrados foram Treinamento Tático , Experiência em Competição e Categoria de , Treinamentos técnicos e Jogos e brincadeiras de rua , sugerindo que esses fatores possuem grande contribuição para o desenvolvimento dos atletas no que diz respeito à tomada de decisão demonstrada no teste de CTD.

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-26Bitstream added on 2014-06-13T19:42:07Z : No. of bitstreams: 1 bernardes_mr_dr_bauru.pdf: 8043715 bytes, checksum: 6e04a4deeb3e1cd047495dc72deef883 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A expectativa deste estudo é exercitar possibilidades de análise no campo da Educação a partir de um dispositivo estratégico que além de despontar como um caminho teórico possível para o estudo sistemático das formas de poder que controlam, exploram, devastam e exaurem as possibilidades da Educação, ao mesmo tempo permite perceber como estas formas de poder vinculam-se a uma lógica de poder global. Para isso, optamos por utilizar entrevistas com professores de Matemática que possuem posições de comando em instituições de ensino superior na cidade de Maringá (PR). A História Oral, utilizada como método dessa nossa investigação, possibilitou a utilização da memória mais como meio para a análise das ações por ela governadas e menos pelo conhecimento que, pela memória, foi possível registrar. A interconexão entre as opções metodológica e teórica presentes neste estudo possibilitaram a articulação de três elementos que julgamos fundamentais para compreender a Educação como instrumento de distribuição de poderes e saberes: o controle da natureza, o controle social e o autocontrole dos indivíduos / The expectation of this study is to exercise possibilities of analysis in the field of Education based on a strategic approach that, in addition to pointing to a possible theoretical path for the systematic study of forms of power that control, exploit, devastate, and exhaust the possibilities of education, make it possible to perceive how these forms of power are linked to a logic of global power. We opted to use interviews with mathematics professors who are in positions of authority in higher education institutions in the city of Maringá (PR). The method used was oral history, which enabled us to use memory more as a means of analyzing the actions governed by memory, and less for the knowledge it allows us to record. The interconnection between the theoretical and the methodological options in the study made it possible to articulate three elements we judge to be fundamental for understanding education as an instrument of distributing power and knowledge: the control of nature; social control; and individual self-control