A investigação sobre a eficácia pedagógica no ensino do desporto

Abstract

O presente estudo pretende realizar uma breve revisão da investigação centrada na eficácia pedagógica no ensino do Desporto delimitando o seu âmbito a um conjunto de variáveis que marcaram, incontornavelmente, a investigação empírica neste domínio. Inicia por situar o papel da observação sistemática dos comportamentos de ensino-aprendizagem na evolução da investigação, destacando a relevância de algumas estratégias instrucionais gerais na eficácia pedagógica, entre as quais sobressai o feedback. Enfatiza a relevância conferida à relação entre os conteúdos substantivos de ensino e os procedimentos pedagógicos, que se interligam no acto de ensino, legitimando a emergência do conceito conhecimento pedagógico do conteúdo. Finalmente, estuda as abordagens instrucionais em contextos ecológicos associados à optimização dos ambientes de aprendizagem, ao recurso de sistemas de accountability e à estruturação das tarefas de aprendizagem, adquirindo particular relevância na agenda actual da investigação.

Using Gamification in Teaching Physical Education: A survey review

“…In fact, TGfU and derived models use teaching tactics principles and rules, that is, technical skills are built from the context of the game and its understanding (Mesquita et al, 2009;Metzler, 2017). Also, a progression of tasks of increasing complexity is used, without obeying a rigid hierarchy, nor passing through all levels, but with the manipulation of tasks dictated by the particularities of learning (Farias et al, 2018;Mesquita & Graça, 2011). The concept of learning to play follows, in a simpler than formal context, with active instruction from the teacher is also a relevant purpose (Farias et al, 2018;Mesquita et al, 2012).…”

Teaching models in physical education: current and future perspectives

“…The PAGM refers to an approach to the game based on the progressive development of the ability to play, subjecting the teaching of technical skills to the teaching of tactics, that is, technical skills are built from the context of the game and its understanding, in this way students are confronted with problems that challenge their ability to understand and act in the game Metzler, 2017). It follows the idea of learning motor skills in a gradual progression and a progressive increase in the introduction of the complexity and contextualization of the game, in a process of continuous approximation to real game situations (Mesquita & Graça, 2011). This model is important to encourage players to understand the game and make their learning process a constant search for solutions (i.e., cognitive dimension), thus offering everyone opportunities for practice and equitable participation (i.e., social dimension), certifying the acquisition of tactical, technical and physical skills in playing the game (i.e., motor dimension) .…”

“…The GMDT (Rink et al, 2016) is based on the assumption that not only the mastery of the teaching subject is sufficient to structure the teaching-learning process, nor is the contribution of didactic techniques sufficient to effectively carry out this task. It is from the intersection of the teaching subject with the didactic principles that the effective structuring of the instruction process results, offering at this level a coherent and scientifically supported proposal (Mesquita & Graça, 2011). The GMDT envisages the teaching of sports games according to a progression of tasks of increasing complexity, without obeying a rigid hierarchy, nor passing through all levels, with the manipulation of tasks dictated by the particularities of learning (Mesquita, 1998;Mesquita & Graça, 2011).…”

“…It is from the intersection of the teaching subject with the didactic principles that the effective structuring of the instruction process results, offering at this level a coherent and scientifically supported proposal (Mesquita & Graça, 2011). The GMDT envisages the teaching of sports games according to a progression of tasks of increasing complexity, without obeying a rigid hierarchy, nor passing through all levels, with the manipulation of tasks dictated by the particularities of learning (Mesquita, 1998;Mesquita & Graça, 2011). This model is based on three fundamental concepts that guide the curricular structure (i.e., progression, refinement and application), which are particularly relevant in the context of sports games, due to the fact that in this type of modality there are multiple choices in the search for solutions.…”

“…Finally, game-based tasks point to the means necessary to achieve solutions to game problems. These tasks thus limit the possibilities of schooling the solutions, or make the choices obvious, in order to give importance to the execution mechanisms in a very simplified context, but referring to the particular game situation (Mesquita & Graça, 2011). The assessment of students in this model always takes place in a real context and involves essential aspects of acting in the basic forms of play and the performance of supporting and coordinating roles (Anderson, 2018;Díaz-Cueto et al, 2010;Mesquita & Graça, 2011;Wallhead & O'sullivan, 2005).…”