Orientador: Jocimar Daolio / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-12T12:20:15Z (GMT). No. of bitstreams: 1 Silva_CinthiaLopesda_D.pdf: 9007991 bytes, checksum: a94dfa0b24dc86e3fccedd04cc23a49e (MD5) Previous issue date: 2008 / Resumo: A mediação de sentidos na formação de professores de Educação Física é o tema deste trabalho. Para o seu desenvolvimento, parti de um referencial sociocultural e do reconhecimento que os seres humanos são ativos, expressivos e produtores de sentidos e que a construção de conhecimentos é eminentemente dialógica. Com base nesse referencial, preparei aulas que foram compartilhadas no Brasil e em Portugal junto a estudantes de Educação Física. Considerei os seguintes princípios para a realização dessas experiências pedagógicas: a aula é um acontecimento intersubjetivo; os temas discutidos são passíveis de ressignificação e os novos sentidos são produzidos pelo encontro e confronto de conhecimentos entre professores e alunos. Na escrita de como as aulas aconteceram no Brasil e em Portugal, optei pelas narrativas, textos elaborados a partir das anotações no diário de aulas e da "descrição densa". Nesses textos, conto como ocorreram as trocas simbólicas junto aos estudantes e como se deu a ressignificação dos temas por nós trabalhados. A mediação de sentidos proposta resultou em uma elaboração artesanal de conhecimentos e como forma de resistência aos valores que predominam na atualidade, tais como a competição, a concorrência, o individualismo, valores que estão sintetizados no fenômeno das práticas corporais. / Abstract: The mediation of senses in the training of Physical Education teachers is the theme of this study. For its development, I started out from a sociocultural frame of reference, as well as the recognition that human beings are sense-producing subjects who are active and expressive, and that the building of knowledge is eminently dialogical. Based on such a frame of reference I prepared classes which were shared in Brazil and Portugal with Physical Education students. I took into consideration the following principles for conducting these pedagogical experiences: the class is an inter-subjective situation; the themes in discussion can be re-signified; and the new senses are produced by the meeting and confrontation of knowledge between teachers and students. When writing about how the classes in Brazil and Portugal occurred, I chose the narrative form, i.e., texts elaborated from notes in the class agenda, and in 'dense description'. In such texts, I explain how the symbolic exchanges with the students took place, and how the themes we worked with were re-signified. The proposed mediation of senses resulted in an artisanal elaboration of knowledge as a form of resistance against the present-time predominating values, such as competition, rivalry, individualism - values that are synthesised in the phenomenon of 'bodily practices. / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

Active participation, and formal and informal contact on sports fields and in physical education classes can contribute to the bridging of diversity in a play setting. This ties in with the Revised National Curriculum Statement for Life Orientation which emphasizes the holistic development of all learners. There are widespread concerns about the inactivity and related disease profiles of the South African Youth, as well as the divisions of the past that still prevail. A national need for indigenous knowledge was identified and the opportunity arose for documenting and selecting indigenous Zulu games as part of a national survey. This study developed from this background. It aims to provide material for socio-cultural development as well as to address the void in the current educational dispensation regarding physical education as part of the Life Orientation Learning Area. Quantitative data on the trends, content and nature of these games was collected through the completion of a questionnaire (De Jongh, 1984 and adapted by Burnett, 2001), triangulated with information collected through structured interviews, focus groups and observations of learners at play. Visual and tape recordings assisted in the capturing of songs, physical skills and various other play patterns. Forty indigenous Zulu games and other play related activities were collected from grade seven learners (age 10 to 17) (n=217), and adults (age 40 to 70) (n=57) from rural and urban schools and communities in and around Empangeni, Eshowe, Vryheid, Nongoma and Durban in the KwaZulu-Natal Province of South Africa. The sample (N=274) comprised of Zulu-speaking boys (n=87), girls (n=130), men (n=26) and women (n=31). A theoretical framework for inventorising Zulu play and games, was developed and applied for classification, analysis and documentation of these Zulu games. These games were presented in an educational outcomes-based framework and guidelines offered for the inclusion of indigenous games in a multicultural classroom. Thirteen of these games were, however, selected for curriculum development purposes according to the criteria of the nature (indigenous content and structure), popularity and potential for cross-field educational outcomes. Appropriate strategies were offered for teaching, learning and pedagogy. These thirteen selected indigenous Zulu games may meaningfully contribute to the physical education curriculum for promoting ethnic understanding, reinforcing social skills and to provide an opportunity to use fundamental motor skills and movement concepts in dynamic settings in the multicultural classroom in the South African context. It is recommended that these indigenous Zulu games should hence be introduced to all learners in the multicultural classrooms of all South African schools, providing that sufficient time will be allocated and subject specialists will be appointed for teaching physical education. Furthermore it is recommended that research should be conducted on the indigenous games of all other ethnic groups, not only the Zulu in KwaZulu-Natal, but throughout South Africa to be included in a comprehensive physical education curriculum. / Prof. C. Burnett-Louw Prof. W.J. Hollander

This two-part study provides a two-faceted analysis of female immigrant students' experiences in secondary physical education classes, together with an analysis of the discourse they use to express their feelings about these experiences. This information is needed to facilitate the process of integrating female immigrant students into mainstream physical education classes so they have the opportunity for successful and full participation in these classes. Recent research questions whether immigrant females are receiving equitable treatment in curriculum planning and in physical education classes. My research addresses this issue and should be of interest to those professionals involved in the instruction, design, and promotion of physical education and physical activity programs in which female immigrant students are involved. The purpose of the first part of this study was to assess the attitudes of female immigrant students toward physical education class and their participation rates in physical activities outside of physical education class. Measures were taken to determine whether attitudes and participation rates differed depending on ethnic background, religion, English proficiency, number of years in Canada and achievement levels. The purpose of the second part of this study was to gain an understanding of how ESL students use language to express their attitudes, opinions and feelings about physical education and to identify the main issues E S L female immigrant students saw as being barriers to their success in mainstream physical education classes. In order to fulfill the purposes of this study, two types of measuring instruments were developed and two sets of data were collected. First, a questionnaire that obtained background information from subjects and measured their attitudes toward physical education and their participation rates in physical activity was developed and administered. Second, cooperative activities designed to generate language on attitudes toward physical education class were developed. Quantitative data were obtained from the questionnaire and qualitative data were obtained from the language activities subjects were led through. Results from the quantitative questionnaire indicated that 26% of the female immigrant sample had limited background experience in physical education class when they arrived in Canada. Students felt mildly positive about taking physical education class in Canada but less positive than when taking physical education in their native countries. Subjects spent about two hours a week on physical activity in Canada, slightly less than they spent in their native country. While 86% of the subjects participated in some physical activity in Canada, only eight to 16% participated in exercise at a level likely to have a positive impact on their cardiovascular health. When subjects lived in Canada, there was no significant difference in subjects' attitudes toward physical education depending on their ethnicity, religion, English language proficiency or number of years in Canada. There was also no significant difference in subjects' participation rates in physical activity depending on religion. Ethnicity did, however, have a significant effect on participation rates in physical activity and participation rates increased significantly as students' English language proficiency improved and as students spent more time in Canada. Also, attitudes toward physical education class were strongly related to achievement in physical education while participation rates in physical activity were not. Results from the qualitative portion of the thesis focused on how students articulated their feelings on physical education. Analyzed language data showed that ESL students had limited lexicogrammatical resources to describe their feelings, behaviours and reactions. An analysis of the value judgments made showed that students had varying abilities to support their judgments with good reasons. The issue students discussed most often was that English language problems prevented them from communicating with other students and resulted in them disliking physical education and doing poorly. Another issue of great concern for these E S L students was how difficult it was for them to pair up with native speaking partners. Students felt physical education teachers could do more to assist students with limited proficiencies in English and recommended many good teaching strategies for this purpose. As a result of this study, physical education and ESL teachers are encouraged to implement strategies which help female immigrant students integrate more successfully into physical education classes. It is essential that teachers respect the linguistic, cultural, racial and religious diversities of their students. Teachers should also include students' heritages in the curriculum as this leads to greater school achievement and to students feeling more highly valued. By using specific cooperative learning strategies, . teachers can orchestrate positive interactions between students in their classes in a structured way. By using the knowledge framework to teach language, content and thinking skills to ESL students, teachers can minimize English language demands and access students' first language knowledge. By teaching critical thinking skills, teachers can help students evaluate present situations accurately and make good choices such as establishing how to function in physical education classes more successfully. By teaching ESL students the discourse of value judgments and choice, teachers can help them effectively communicate their feelings and explain their viewpoints using institutionally adequate reasons. ESL and physical education teachers should encourage immigrant females to become involved in extracurricular sport and exercise activities and actively find or create opportunities for their inclusion. The benefits for new immigrant students include developing English language competencies, making friends, improving psychomotor skills, becoming more competent in sports, and feeling better about their abilities. This study developed a perspective on one aspect of new female immigrant students' education and led to a more sophisticated understanding of the physical education of immigrant students. There is a great need for more studies that examine the experiences of new immigrant female adolescents in sport and exercise. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Doctorat en kinésithérapie et réadaptation / info:eu-repo/semantics/nonPublished

Suboptimal preparation for the Ironman triathlon can have detrimental effects on mental and physical condition. The purpose of this longitudinal investigation was to examine the relationship between a number of performance changes and fatigue markers during training for an Ironman as well as immediately after the event, in an attempt to better understand the effects of ultraendurance training. Eighteen athletes training for the Ironman; South Africa, 2009 were recruited for the study. Over the 6 month data collection period body mass, training load (TRIMP and Session x RPE methods), physiological responses (waking heart rate, postural dizziness, sleep ratings), changes in psychological state (profile of mood states - POMS), reported immunological responses (symptoms of illness), biochemical changes (salivary cortisol and alpha amylase) and performance (8 km submaximal running time trial (TT) and race day performance) were measured. These responses were compared to a control sample (n=15). Results show a significant increase (p<0.05) in training load (3899.4 ± 2517.8) four weeks prior to the event. Fatigue scores significantly increased (p<0.05) concurrently with this significant increase (p<0.05) in training. TT performance did not significantly (p<0.05) alter during the time course of training. It was however strongly correlated to training load (R2=0.85) and modestly related to race performance (R2=0.65). The signs and symptoms of upper respiratory tract infections (URTI) were prevalent during the training period, decreasing during the taper and race period. Large standard deviations were found within the majority of the responses. During the final two weeks of preparation, tension scores were significantly increased (p<0.05) while training load significantly decreased (p<0.05) during the final week of preparation. Cortisol increased significantly (p<0.05) immediately post race (0.507±0.15<g.DL-1) and 1.5 hours later (0.796±0.23<g.DL-1). Overall the results indicate that the POMS questionnaire was a sensitive marker of fatigue and stress associated with ultraendurance training, and that the event itself placed a great deal of stress on the athletes which was illustrated by the post event measures.

No description available.

No description available.

Master Sports, Recreation and Exercise Science - SRES / Participation in recreational sports can play a vital role in enhancing a student's life. Recreational sports are esepecially beneficial for students with disabilities as it aids in the facilitation of integration into mainstream society. The University of the Western Cape offers a range of recreational sports to their students but the question posed is, are these recreational sports accessible to students who are physically, auditory and/or visually disabled? The aim of this research project was therefore to explore the extent to which the University of the Western Cape's recreational sport was accessible to male and female studnets with disabilities. / South Africa

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / The overall aim of the study was to determine the opportunities and challenges NGOs encounter when using sport as a vehicle for development within the education system, in post-apartheid South Africa. A case study design has been chosen since it will offer real insight, showing how specific sports programmes work in specific contexts. Two NGOs, Grassroot Soccer (GRS) and the Extra-Mural Education Project (EMEP) constitute the cases, with an in-depth exploration of their work and the challenges they face. The study population includes employees of GRS, EMEP, target groups of the organisations and officials in the Department of Education. Key informants, including the head of research, managing directors, coaching/training staff at each organisation, officials in the Department of Education and community leaders were purposively selected to participate in the study. Data was collected by means of in-depth interviews, document reviews and observations. In-depth interviews were conducted with the head of research, managing directors, coaching and training staff at each organisation, principals and teachers of selected schools and community leaders. The analysis of the interviews started with the transcription of information from audio-tape recordings. Both pre-determined and emerging themes were noted. The results illustrated that although certain challenges were common to both organisations, others are unique. / South Africa

Research indicates that eccentric exercise is associated with delayed onset of muscle soreness (DOMS). The symptoms associated with DOMS is similar to other inflammatory conditions e.g. pain, swelling and tissue damage. The DOMS as a reaction to the muscle damage is accompanied by changes in cytokines, leukocytes and other markers of inflammation. Prolonged exercise training without adequate rest and nutrition can lead to chronic inflammation and altered cytokine production patterns, which could result in overtraining. Methodology The study included actively participating marathon runners and consisted of two groups, a control group (n = 24 athletes) and an experimental group taking Traumeel S (n = 26 athletes), assigned in a double-blind fashion. Subjects made use of the treatment protocol for a period of seven days and followed their normal training program with no additional training. DOMS was induced on day eight when subjects ran downhill at 75% of peak treadmill running speed (PTRS) for 45 minutes at a gradient of –10% with ratings of perceived exertion (RPE), perceived pain (RPP) and heart rate was measured during the run. After the DOMS was induced subjects reported for blood samples for serum creatine kinase (CK), serum cortisol and a differential white blood cell count was taken at the same time for four days after DOMS was induced. Results The t-test for independent groups was used to determine the statistical differences between the two groups and for inter-group analysis. The results showed minor and predominantly insignificant changes in CK-, basophil-, eosinophil- and lymphocyte-counts. The cortisol levels in the treated group were higher compared to the placebo group at 48-, 72- and 96-hours post-exercise. The treated subjects’ mean monocyte count fell significantly on the first day of recovery and remained significantly lower for the four days post-exercise. Conclusions The increased cortisol concentrations can assist the immune system to shut of the acute inflammatory reaction associated with DOMS and in so doing reduce exercise induced muscle damage and inflammation. The decreased monocyte counts will reduce blood vessel permeability and swelling, fewer pain receptors will be stimulated because of lower PGE2 levels associated with decreased monocyte activation. Secondary, muscle damage that can amongst others be associated with increased monocytic activity, will be limited. Additional blood tests and performance testing are needed to confirm and substantiate the findings of the research. / Dissertation (MA (Human Movement Sciences)--University of Pretoria, 2007. / Biokinetics, Sport and Leisure Sciences / unrestricted