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Physical education and physical culture in the Coloured community of the Western Cape, 1837-1966Cleophas, Francois Johannes 03 1900 (has links)
Thesis (PhD (Sport Science))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Physical Education is a human movement activity driven by syllabi and educational
programmes. Physical culture refers to human movement programmes with an
entertainment component, but that also uses physical education activity. This study serves
as an account of Physical Education and physical culture in the Coloured community of
the Western Cape in the period 1837 to 1966. It offers a historical exploration of these
activities in the social and political context and cuts across narrow definitions of race and
class. The research also pays attention to the untold and unpleasant side of the story of
Physical Education. This necessitated tracing the origin of Physical Education and
physical culture back to their European roots, because of the strong political and cultural
links between South Africa and Europe.
The Cape Coloured petty bourgeoisie urbanite minority of the 19th and early 20th century
were eager but unable to infiltrate the ranks of middle class White society. They were
acutely aware of the need to show respect towards the White middle classes and also to
distance themselves from the “unruly behaviour” of the working class. For this reason
Physical Education and physical culture programmes became suitable means for the
Coloured petty bourgeoisie to educate the “less fortunate” Coloured working class
masses.
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The effect of a movement programme on selected psychological variables among adolescent girls from previously disadvantaged communitiesAlexander, Leonieke Franziska 12 1900 (has links)
Thesis (PhD) -- University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The purpose of this study was to determine if the participation in a movement
programme, utilising 21 life skill development strategies would make a significant
contribution to adolescent girls' self-esteem. The adolescent girls participating in the
programme were from a previously disadvantaged community in the Western Cape,
South Africa, and considered to be at-risk youth. The movement divisions through which
the life skill strategies of the five and one half month programme were presented to the
experimental group, were designed by the investigator, and included: modern dance,
swimming, self-defence and an individual session of team building.
Harter's (1985) Self-perception Profile for Children was used to measure the six subscales
of self-competence/esteem of a control group (n = 8) and an experimental group
(n = 13) of girls between ages 13 - 16. The six dimensions of self-esteem measured,
included: global self-worth; scholastic competence; social acceptance; athletic
competence; physical appearance, and; behavioural conduct. On completion of the
movement intervention programme by the experimental group, all the girls (N = 21) were
post tested, using the same quantitative measurement instrument. The experimental
group completed an additional open-ended Life Skill Questionnaire, designed by the
investigator, to see if there had been a cognitive transferral of the life skills used in the
movement programme from the movement experience to everyday life activities.
Following the comparison between the pre- and post-test data of Harter's (1985) Se/fperception
Profile for Children, it was concluded that participation in the movement
programme had an overall positive and significant affect on the six sub-scales of the
girls' self-esteem. On analysis of the girls' responses to the Life Skill Questionnaire it
was found that they had been able to utilise all 21 life skills in the various movement
components offered in the programme, and that cognitive transferral of the skills had
taken place to their everyday environment. Conceming the movement division, the
statements revolving around the utilisation of the skills predominantly revolved around
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Stellenbosch University http://scholar.sun.ac.za
the swimming, followed by dance and lastly self-defence. The life skills that were most
widely used in their everyday environment were highlighted by the themes of
perseverance, commitment and academics. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel of die deelname aan 'n
bewegingsprogram, waartydens 21 lewensvaardigheid-ontwikkelingstrategiee gebruik
word, beduidende bydrae tot die selfagting van die adolessente meisie sou lewer. Die
adolessente meisies wat aan die program deelgeneem het, kom vanuit 'n voorheenbenadeelde
gemeenskap in die Wes-Kaap, Suid-Afrika, en word as hoe-risiko jeug
beskou. Die bewegingsverdelings waarmee die lewensvaardigheidstrategiee van die
vyf en 'n half maandelange program vir die eksperimentele groep aangebied is, is deur
die navorser ontwerp en sluit die volgende in: mode me dans, swem, selfverdediging en
'n individuele sessie van spanbou.
Harter (1985) se "Sett-perception Profile for Children" is gebruik om die ses sub-skale
van self-bevoegdheid/agting van 'n kontrolegroep (n = 8) en 'n eksperimentele groep (n
= 13) van meisies tussen die ouderdomme van 13 - 16 te meet. Die ses dimensies van
selfagting wat gemeet is, het die volgende ingesluit: globale selfwaardigheid,
akademiese bevoegdheid, sosiale aanvaarding, atletiese bevoegdheid, fisieke voorkoms
en gedragsbeheer. Na die afhandeling van die bewegings-intervensieprogram deur die
eksperimentele groep is al die meisies (N = 21) getoets met behulp van dieselfde
kwantitatiewe meetinstrument. Die eksperimentele groep het In addisionele
Lewensvaardigheidsvraelys voltooi, wat deur die navorser ontwerp is om te sien of daar
'n kognitiewe oordrag van die lewensvaardighede was wat in die bewegingsprogram
vanaf die bewegingservaring tot daaglikse aktiwiteite gebruik is.
Na die vergelyking van die voor- en na-toetsdata van Harter (1985) se "Self-perception
Profile for Children" is gevind dat deelname aan die bewegingsprogram 'n algehele
positiewe en beduidende effek het op die ses sub-skate van die meisies se selfagting.
Die analise van die meisies se terugvoer op die Lewensvaardigheidsvraelys het getoon
dat hulle instaat was om al die 21 lewensvaardighede in die verskeie
bewegingskomponente te gebruik wat in die program aangebied is en dat kognitiewe
oordrag van die vaardighede plaasvind na hul daaglikse omgewing. Wat die
bewegingsverdeling betref, het die stellings aangaande die gebruik van die vaardighede
hoofsaaklik gehandel oor die swem, gevolg deur dans en laastens selfverdediging. Die
lewensvaardighede wat die meeste gebruik is in hul daaglikse omgewing is sterk na
vore gebring deur temas soos deursetlingsvermoe, verpligting en akademie.
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Kurrikulumontwikkeling vir volhoubare sportbestuuropleiding in Suid-AfrikaDe Villiers, D. B. 03 1900 (has links)
Thesis (PhD (Education )--University of Stellenbosch, 2003. / 355 leaves printed on single pages, preliminary pages i- xxiii and numbered pages 1-330. Includes bibliography and list of tables. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: The sporting environment in South Africa started changing drastically when professional sport increasingly became a reality after years of sporting isolation. As a result of these changes new career opportunities opened up because
professionals were required to manage professional sport. These new professional
sporting organisations are modelled on economically active businesses that require
managers at all levels. Training institutions soon started offering programmes to
train these so-called sports managers. Although there are specialists working in the
sporting environment, the generic term "sports manager" is used to identify these
individuals. The appropriate and sustainable training of sports managers forms the
nucleus of the research in this study.
Training programmes for sports managers are mostly offered at departments of
human movement studies or sports science. This tended to create the impression
that these training programmes are merely adapted human movement studies
programmes that do not necessarily make provision for the professional sports
management industry.
The main purpose of this study was to design a curriculum framework for sport
management training that is not only practice-oriented, but that also ensures
sustainable programmes. To realise this, both an international and a national
historical perspective on sport management training were researched. A description
of a theoretical curriculum model with specific reference to current trends in
education in South Africa was given. Furthermore it endeavoured to establish, from
within the sporting industry, the knowledge and skills that are required for a career in
sports management. From this information an attempt was made to suggest a
curriculum framework so that appropriate and sustainable sports management
training programmes can be offered.
From a historical survey it became evident that sports management training
programmes are in a relatively early development phase. An analysis of
international programmes revealed that these programmes focus mainly on the
economic and management activities in sports management organisations. Few
instances were found where human movement studies constituted a prominent part
of the contents of the programmes. However, the opposite was found to be true
when South African programmes were reviewed. The majority of these programmes
include components of human movement studies/sport science in their contents.
Some of the programmes focus specifically on human movement studies/sport
science and merely offer introductory modules on aspects of sports management.
This study indicates the necessity for sports management training programmes in
higher education to fit into specific structures in the South African education
framework. New developments centred around the South African Qualifications
Authority, the Higher Education Board and more specifically the National
Qualifications Framework have been researched and applied to sports management
training programmes.
To place this study within the perspective of curriculum development, various
models and methods of curriculum evaluation were explored. As a result of this a
synoptic list was compiled to which sports management programmes may be
required to comply.
As part of the study a questionnaire review was conducted to indicate sports
managers' knowledge and skills requirements in three levels of management.
Guidelines were derived from this for generic contents of sports management
programmes. It was also indicated that specialist functions exist within the sports
management industry and that this phenomenon cannot merely be ignored by
academic institutions when curricula are designed. These findings were used to
suggest a possible framework for sports management curricula. In the light of a
changing environment in South Africa and the development of the professional
sports management industry, it is necessary that this framework should continuously
be supplemented in a dynamic sporting environment. / AFRIKAANSE OPSOMMING: Die sportbedryf het in Suid-Afrika drasties begin verander toe beroepsport na jare
van sportisolasie toenemend 'n werklikheid geword het. Uit hierdie veranderinge het
daar nuwe beroepsmoontlikhede ontstaan deurdat professionele persone nodig was
om professionele sport te bestuur. Hierdie nuwe professionele sportorganisasies is
op die lees van ekonomies-aktiewe besighede geskoei wat beteken dat bestuurders
op aile vlakke benodig is. Opleidingsinstellings het spoedig begin om programme
aan te bied vir die opleiding van hierdie sogenaamde sportbestuurders. Alhoewel
daar 'n verskeidenheid spesialiste in die sportomgewing werk, word die generiese
term "sportbestuurder" gebruik om hierdie persone te identifiseer. Die toepaslike en
volhoubare opleiding van sportbestuurders vorm die kern van ondersoek in hierdie
studie.
Opleidingsprogramme vir sportbestuuropleiding word meestal in departemente van
menslike bewegingskunde of sportwetenskap aangebied, wat die vermoede laat
ontstaan het dat hierdie programme slegs aangepaste menslike bewegingskundeprogramme
is en nie noodwendig vir die volle spektrum van behoeftes van die
professionele sportbestuurbedryf voorsiening maak nie.
Die hoofdoel van hierdie studie was die daarstelling van 'n kurrikulumraamwerk vir
sportbestuuropleiding wat nie net praktykgerig is nie, maar ook die volhoubaarheid
van hierdie programme verseker. Om dit te verwesenlik, is daar gepoog om 'n
internasionale en nasionale historiese perspektief oor sportbestuuropleiding daar te
stel. 'n Teoretiese kurrikulummodel is beskryf met spesifieke verwysing na huidige
onderwystendense in Suid-Afrika. Vervolgens is gepoog om vanuit die sportbedryf
te bepaal wat die kennis- en vaardigheidsvereistes is wat die sportbestuurberoep
aan individue stel. Uit hierdie gegewens is gepoog om 'n kurrikulumraamwerk te
ontwerp ten einde 'n bydrae te maak tot die volhoubare en toepaslike voorsiening
van sportbestuuropleiding.
Uit 'n historiese oorsig het dit geblyk dat sportbestuuropleidingsprogramme in 'n
relatief vroeë ontwikkelingsfase verkeer. Wat uit die ontleding van internasionale
programme duidelik geblyk het, is dat hierdie programme veral op die ekonomiese
en bestuursaktiwiteite van sportbestuurorganisasies gefokus is. Min gevalle is
aangetref waar menslike bewegingskunde 'n prominente deel van die
programinhoud uitmaak. Daar is egter bevind dat die teendeel grootliks waar is van
programme in Suid-Afrika. Die meerderheid van die programme het wel
komponente van menslike bewegingskunde/sportwetenskap as deel van die inhoud.
Sommige programme fokus spesifiek op menslike bewegingskunde/sportwetenskap
en bied sportbestuuraspekte slegs as inleidende modules aan.
Die studie toon aan dat dit noodsaaklik is om sportbestuuropleidingsprogramme in
hoër onderwys binne spesifieke strukture in die Suid-Afrikaanse
opvoedingsraamwerk in te pas. Ontwikkelinge rondom die Suid-Afrikaanse
Kwalifikasie-owerheid, die Hoër Onderwysraad en meer spesifiek die Nasionale
Kwalifikasieraamwerk is ondersoek in die lig van moontlike toepassings op
sportbestuurprogramme.
Om die studie binne die perspektief van kurrikulumontwikkeling te plaas, is
ondersoek ingestel na verskillende modelle en metodes van kurrikulumevaluering.
Hieruit is 'n oorsiglys waaraan sportbestuurprogramme moontlik beoordeel kan
word, saamgestel.
'n Vraelysondersoek is benut ten einde kennis- en vaardigheidsvereistes van
sportbestuurders op drie bestuursvlakke aan te toon. Riglyne ten opsigte van
generiese inhoude vir sportbestuurprogramme is hieruit verkry. Daar is ook
aangetoon dat spesialisfunksies binne die sportbestuurbedryf bestaan en dat hierdie
verskynsel tydens kurrikulumontwerp nie sonder meer deur akademiese instellings
geignoreer kan word nie. Hierdie bevindinge is gebruik om 'n moontlike raamwerk
vir sportbestuurkurrikula voor te stel. In die lig van 'n veranderende samelewing in
Suid-Afrika en die ontwikkeling van die professionele sportbestuurbedryf is dit
noodsaaklik dat hierdie raamwerk in 'n dinamiese sportomgewing voortdurend
aangevul word.
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Volksdans as komponent van die liggaamlike opvoedingprogram binne 'n multikulturele Suid-Afrikaanse gemeenskapDamon, Eleanor Denise, Cyster, Eleanor Denise 11 1900 (has links)
Thesis (MEd.) -- Stellenbosch University, 1995. / ENGLISH ABSTRACT: South African education is facing a big dilemma. Teachers, curriculators and
students are confronted with the issue of multiculturalism because of the
establishment of one education department. Equality in education has to oe
offered to all citizens and implemented by all teachers.
In moving from a monocultural to a multicultural approach, all teaching spheres
would necessarily be affected. Re-evaluation, change and an improvementclre
required and these reconstructive measures be geared towards breaking down
isolation, fragmentation and mistrust within the diverse South African society.
Through a literature study, some perspectives on the problematic nature of the
current teaching program will be addressed. Various perspectives on
multiculturalism serves as a framework for argumentation about the viability of
such an approach. The contribution of the school subject, Physical Education,
towards harmony and solidarity, will be established. The focus will be on one of
the dance components, Folk Dancing, and in what way it can assist the process of
socialization for the creation of a sense of national unity.
The orientation to this study will be done in chapter one. In chapter two the
current problematic conditions within education serve as a background for the
total dilemma in which the South African teaching profession are outlined. The
different problems surrounding the school sUbject, Physical Education, are
discussed, which were a direct result of the fragmentation of the previous
education system. The needs of the multicultural community are not met entirely
in the current Physical Education syllabi.
In chapter three the different perspectives on multicultural education are given and
the experiences that countries like Australia, Britain, the United States of America
and Namibia had with the implementation of multicultural education to serve their
multicultural societies.
The school needs to serve the community. That is why the process of planning
the total educational practice needs to be reviewed as to the relevancy of the
school curriculum in order to serve the needs of the community.
In chapter four the place of Physical Education in the school curriculum is
established and the role that Folk Dancing has to play in order to serve as means
to foster social harmony, respect and tolerance.
In chapter five a cultural composition needs to be done in order to establish what
the multicultural community in South Africa consists of, what the different majority
cultural groups are and what research already has been attempted in the
documentation of the different South African cultural folkdances. The need is then
to develop a program which will cover the twelve years of schooling in order to,
serve as an interim program to create a bettfJr understanding between the differ']nt
cultural groups of the country.
In the final chapter conclusions and recommendations will be put forward to
enable future study. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwys staan voor 'n groot dilemma. As gevolg van die
daarstelling van 'n enkele departement van onderwys word kurrikuleerders,
leerlinge sowel as die onderwysers gekonfiOnteer met die kwessie van
multikulturalisme. Gelyke onderwys word i10U aan aile landsburgers verskaf en
moet deur aile onderwysers ge"implementeer word.
Die oorskakeling vanaf 'n monokulturele na 'n multikulturele benadering in die
onderwys sal aile vlakke van die onderwys noodwendig affekteer. Herevaluering,
verandering en verbetering is tans aan die orde van die d~g, omdat
rekonstruktiewe optrades die isolasie, fragmentering en wantroue van die
verskillende gemeenskappe in Suid-Afrika kan aanspreek.
Hierdie studie is hoofsaaklik daarop gemik om, deur middel van Iiteratuurstudie,
orientering te verskaf rondom die huidige onderwysproblematiek. Die verskillende
perspektiewe van multikulturele onderwys dien as raamwerk waarbinne daar oor
die werkbaarheid van so In benadering geargumenteer word. Verder word daar
ondersoek ingestel na die bydrae van die skoolvak, Liggaamlike Opvoeding, in die
herstel van harmonie en eenheid. Die fokus val veral op een van die
danskomponente, Volksdans en in watter mate laasgenoemde deur middel van die
proses van sosialisering In sin vir nasionale eenheid kan bewerkstellig.
Die orientering ten opsigte van die studie geskied in hoofstuk een waarin die
probleme random die skoolvak Liggaamlike Opvoeding beskryf word wat
veraorsaak is as gevolg van die fragmentasie in die onderwys. In hoofstuk twee
word die huidige onderwysproblematiek uiteengesit wat dien as agtergrond vir die
totala dilemma waarin die Suid-Afrikaanse onderwys hom tans bevind. Die
behoeftes van die multikulturele gemeenskap word nie voldoende verreken in die
huidige sillabusse nie omdat die gemeenskappe toenemend aan die verander is.
Hoofstuk drie ondersoek die verskillende perspektiewe rondom multikulturele
onderwys en die ondervinding van enkele lande 5005 Australia, Die Verenigde
State van Amerika, Brittanje en Namibia ten opsigte van multikuiturele onderwys
en die multikulturele samestelling van hul gemeenskappe.
Die skool gee uitvoering aan die behoeftes van die gemeenskap. Dit is daarom dat
die kurrikuleringsproses van die totale onderwyspraktyk onder die loep geneem
word asook die relevansie van die skoolkurrikulum ten opsigte van die genoemde
behoeftes.
In hoofstuk vier word die plek van Liggaamlike Opvoeding en die
Volksdansafdeling binne die totale opvoedingsprogram beskryf am aan te dui
watter rol gespeel word am sosiale harmonie, respek en verdraagsaamheid te
verstewig.
In hoofstuk vyf word die multikulturele aard van die Suid-Afrikaanse gemeenskap
deur middel van In kulturele samestelling blootgelA. In Volksdans-program verskaf
moontlike variasies om voorsiening te maak vir multikulturalisme en
kultuuruitruiling. In die slothoofstuk word gevolgtrekkings en acmbevelings ten
opsigte van die studie gemaak.
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Elementary teachers' perceptions, practices, and curriculum needs related to nutrition education and physical activity in Wells County, IndianaKnox, Francoise A. January 2005 (has links)
The purpose of this study was to examine the attitudes and knowledge of elementary school teachers related to nutrition and physical activity. The information will be used to develop, implement, and evaluate the school-based component of a program entitled "Operation Wellness" in Wells County, Indiana. The primary focus of this study was to determine if teachers needed further training in nutrition and physical fitness concepts and to assess their value of the inclusion of nutrition education and physical activity into their curriculum.A 58-question web-based Teachers' Physical Activity and Nutrition (TPAN) survey was adapted from an instrument created by the Montana Department of Health. The web-link for the survey was forwarded by the principals of the four elementary schools in Wells County to all 100 elementary teachers employed in the county's public schools. Sixty-four of the 100 teachers (64% response rate) responded. The number of years teaching experience ranged from 1 to 37 years. Slightly more than three-quarters (77.6%; n=42) of the teachers reported including nutrition in their curriculum; of these, 83% reported including less than 10 hours per year . Over one-third of the respondents (38%) thought they could teach nutrition, yet only 12% thought they could teach physical fitness, without any additional training. Most teachers wanted ideas to integrate nutrition (75.5%) and PE (93%) into their classroom curriculum. Over half (56%) of the teachers reported having had some type of formal nutrition training. There was no difference in the hours of nutrition education included in the curriculum by those with formal training. The majority of teachers surveyed indicated a 2-hour in-service for nutrition education and physical activity education would be the most desirable option for additional training. Findings from this study can be generalized to communities with similar demographic information to determine the potential needs of the educators. / Department of Family and Consumer Sciences
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A Descriptive Study of the Professional Preparation and Teaching Experiences of Male Physical Education Graduates of North Texas State University for the College Sessions From 1965 Through 1973Bomar, Forrest D. 05 1900 (has links)
The problem of this study was to obtain the professional opinion of male physical education graduates of North Texas State University with respect to appropriateness of their professional preparation in association with their teaching experiences. An opinionated questionnaire was developed and used to collect the data.
Standard and Advanced First Aid and Safety Education, Teaching Physical Education in Secondary Schools and Foundations of Health were the required courses found to be most valuable to the participants in their teaching experiences. Basketball, track and field, football and volleyball were the activities most often used by the participants in their teaching activities.
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A Survey of the Men's Physical Education Program at North Texas State UniversityRozich, William F. 08 1900 (has links)
"This was a survey of the men's physical education program at North Texas State University for the spring semester of 1969."--2.
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The Development of the Health and Physical Education Curriculum in the North Texas State Teachers College from 1901 to 1939 with a Discussion of Certain Philosophies That Appear to Have Affected the CurriculumSisco, Sue Louise Parker 06 1900 (has links)
"The purpose of this study is to show the development of health and physical education curriculum in the North Texas State Teachers College, Denton, Texas from 1901 through 1939"--1.
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Using the technology adoption model for the modelling of teachers' technology awareness factorsNtshakala, Tholokuhle Thobile January 2016 (has links)
Submitted in fulfillment of the requirements of the degree of Master of Information and Communications Technology, Durban University of Technology, Durban, South Africa, 2016. / Information and Communication Technologies (ICTs) are omnipresent in the world and that includes the worlds of sport, education and physical education (PE). However, there seems to be a scarcity of PE teachers who are well aware of the benefits of the use of ICTs in PE. The aim of this study is therefore to design a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE.
This aim is sub-divided into four research objectives: (a) to select relevant technology adoption theories for the design of a model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (b) to design a conceptual model of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE; (c) to empirically test the above mentioned conceptual model; and, (d) to make appropriate recommendations from the knowledge of the factors affecting the perceived awareness of PE teachers of the benefits of the use of ICTs in PE. Objectives a, b, and d were accomplished through the review of existing literature on the factors affecting the adoption of e-learning by teachers. As for objective c, it was achieved through the survey of 73 teachers from Camperdown schools in the UMgungundlovu District Municipality of the KwaZulu-Natal province of South Africa.
Here is a summary of how these objectives have been met in this study: (a) The Technology Adoption Model (TAM) serves as the theoretical model behind the choice of the research variables of this study; (b) This study hypothesizes that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by the following variables: demographics, performance expectancy, social influence, and computer attitude; (c) The survey conducted by this study confirms that PE teachers’ perceived awareness of the benefits of the use of ICTs is affected by their performance expectancy, and by three teachers’ demographics (computer usage, gender, and age group); (d) This study calls for more research on the factors affecting teachers’ awareness of the benefits of ICTs, since the study failed to find enough literature on this topic. / M
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As relações étnico-raciais e as TIC na educação física escolar : possibilidades para o ensino médio a partir do currículo do estado de São Paulo /Soares, Dandara de Carvalho. January 2017 (has links)
Orientador: Fernanda Moreto Impolcetto / Banca: Osmar Moreira de Souza Júnior / Banca: Bernadete Aparecida Caprioglio de Castro / Resumo: As reflexões relacionadas às relações étnico-raciais na Educação de modo geral, e em particular na Educação Física escolar ainda não avançaram a ponto de serem tematizadas junto aos conteúdos disciplinares. Inclusive, em 2003 foi aprovada uma lei que introduz a obrigatoriedade de correlações étnico-raciais nos currículos escolares brasileiros. Entende-se que a Educação Física deve proporcionar aos alunos vivências e compreensões da cultura corporal de modo que sejam significativas para a vida cotidiana. Considerando que os estudantes que estão atualmente nas escolas são nativos digitais e que a tecnologia faz parte de sua realidade, utilizá-la de forma pedagógica nas aulas pode auxiliar no processo de ensino e aprendizagem, rompendo a visão de Educação Física tradicional, no diálogo crítico entre os conteúdos e as mídias, na transposição das atividades para a vida, entre outros aspectos. Deste modo, o objetivo da presente pesquisa foi elaborar uma unidade didática a partir do conteúdo do currículo do Estado de São Paulo para o Ensino Médio, utilizando as TIC para problematizar as relações étnico-raciais. Além disso, implementar e avaliar as percepções do professor e dos alunos sobre o trabalho desenvolvido. O percurso metodológico foi de natureza qualitativa, desenvolvido por meio de quatro etapas: 1) análise documental do currículo do Estado de São Paulo; 2) observação, grupo focal com os alunos e entrevista semiestruturada com o professor; 3) elaboração e implementação da unidade didática e 4) avaliação da unidade didática implementada. Os dados obtidos nas coletas de dados foram transcritos, revistos e classificados a partir da análise de conteúdo. Os resultados foram agrupados em três categorias principais: Relevância do tema; ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The reflections related to ethnic-racial relations in Education in general, and in particular in the Physical Education school have not yet advanced to the point of being themed next to the disciplinary contents. In addition, a law was introduced in 2003 that introduces the obligatory ethno-racial correlations in Brazilian school curricula. It is understood that Physical Education should provide students with experiences and understandings of body culture so that they are meaningful for everyday life. Considering that the students who are currently in the schools are digital natives and that the technology is part of their reality, to use it in a pedagogical way in the classes can aid in the process of teaching and learning, breaking the traditional Physical Education vision, in the critical dialogue Between the contents and the media, in the transposition of activities for life, among other aspects. Thus, the objective of the present research was to elaborate a didactic unit from the content of the State of São Paulo curriculum for High School, using ICT to problematize ethnic-racial relations. In addition, implement and evaluate the perceptions of the teacher and students about the work developed. The methodological course was qualitative, developed through four stages: 1) documentary analysis of the curriculum of the State of São Paulo; 2) observation, focus group with students and semi-structured interview with teacher; 3) preparation and implementation of the didactic unit and 4) evaluation of the didactic unit implemented. The data obtained in the data collections were transcribed, reviewed and classified from the content analysis. The results were grouped into three main categories: Relevance of the theme; Racial Prejudice and The Use of ICT. Regarding the "relevance of the subject" it was found that both the teacher and the students before and after the interventions ... (Complete abstract click electronic access below) / Mestre
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