Prática desportiva e sucesso escolar de moças e rapazes no ensino secundário

Abstract

Como citar este artigo: Soares JAP, et al. Prática desportiva e sucesso escolar de moças e rapazes no ensino secundário. Rev Bras Ciênc Esporte. 2015. http://dx.Recebido em 31 de maio de 2011; aceito em 28 de junho de 2013 PALAVRAS-CHAVE Prática desportiva; Sucesso escolar; Gênero; Ensino secundárioResumo O objetivo do estudo foi verificar a relação entre a prática desportiva e o sucesso escolar de jovens que frequentavam o ensino secundário. Foram inquiridos por meio de um questionário anônimo 490 moças (59%) e 341 rapazes (41%) da Madeira, Portugal, isto é, 9,5% do universo. Os resultados revelam que as moças têm maior sucesso escolar do que os rapazes e as que praticam desporto têm taxas de retenção significativamente inferiores às dos rapazes, particularmente no setor federado. O sucesso escolar dos jovens que praticam desporto na escola não é diferente daqueles que praticam no setor federado. As modalidades mais praticadas pelos alunos foram o futebol, o basquetebol e o voleibol, porém não se verificou que a modalidade estivesse associada ao sucesso escolar. Sport practice and academic success of girls and boys in secondary educationAbstract The objective of the study was to identify the relationship between sport and academic success of young attending secondary school. A sample of 831 (9.5%) students were surveyed through a questionnaire, 490 girls (59%) and 341 boys (41%) of Madeira, Portugal. In general, the results show that girls have a higher academic achievement than boys. Female athletes have school failure rates significantly lower than boys, particularly at the federated sector. The academic success of young that play sports in school sector is no different from students who play sports in federated sector. The sports most practiced by young students were football, basketball and volleyball. However, the sport was not a variable that was associated with the change in rates of academic success of students.

Sports and school involvement and performance: a systematic review of literature

“…Perhaps this finding is because female athletes are more relaxed and disciplined in their tasks, as well as because they value social interaction and building friendships through sports participation. On the other hand, male athletes see sports competition as an end in itself and tend to value confrontation and social status (Antunes & Aguiar, 2015). Such ideas correspond to the descriptions of organized sports as an important field for the development and strengthening of gender identity (Strandbu, Bakken, & Stefansen, 2019).…”

Rotina de estudos de atletas-estudantes durante a formação esportiva (Study routine of athletes-students during sports development) (Rutina de estudio de atletas-estudiantes durante el desarrollo desportivo)

“…A formação acadêmica brasileira exige o compromisso do estudante para com o seu aprendizado sob carga horária obrigatória presencial demandada pela Lei de Diretrizes e Bases da Educação Nacional, por no mínimo 12 anos (Miranda et al, 2020). Tal configuração reforça a ideia da rápida mobilidade social e econômica que o esporte proporciona, ilustrando um modelo de escola considerado pelos jovens (15 a 19 anos), como desinteressante e que dificulta a dinâmica de conciliação de ambas as rotinas (Soares, Antunes, & Aguiar, 2015;Rocha, Bartholo, Melo, & Soares, 2011).…”

Development and validation of the Perceived Influences on Sport and Study Assessment Scale

“…The indicators related to the influence of social agents (family members, coaches, and teammates) (Côté et al, 2003) were based on three types of social support: emotional (incentive, motivation); informative (tips, guidelines); and tangible (transportation, materials) (Holt, & Dunn, 2004). Additionally, the development of EIPE was also supported by literature such as original articles conducted with the help of questionnaires designed specifically for studies on sport and school involvement (Machado et al, 2007;Peserico et al, 2015;Soares et al, 2015;Maciel et al, 2017), as well as measurement instruments (questionnaires and Maciel, L. F. P., Flach, M. C., Salles, W. N., Quinaud, R. T., Nascimento, J. V., & Folle, A.…”

“…In the Brazilian context, there is a lack of research on the analysis of the social agents' influence on the athletes' lives, as well as regarding the observation of sports and academic elements together, with few validated and published instruments. Most of these instruments were built only for specific research purposes (Peserico et al, 2015;Soares et al, 2015;Maciel et al, 2017;O'Neill et al, 2015), making its applicability to other contexts very limited. Thus, considering the absence of contextually specific and psychometrically adequate instruments for collecting information that consider the young athletes' perceptions on the influences of personal sickness and the support of social agents, the objective of our investigation was to develop and validate a scale for the assessment of perceived influences in sport and study for athletes from sports training categories.…”