PEDAGOGIA DO TÊNIS: A INFLUÊNCIA DO PLAY AND STAY NA DIDÁTICA E METODOLOGIA DE TREINADORES E TREINADORAS DA MODALIDADE

The teaching-learning processes are taught by didactic methods of the method, which are integrated into an epistemological classification integrated among which several instances, including BT, such as the Brazilian Tennis Confederation. In this line, the study excelled in investigating the influence of Play and Stay in the midst of the organization, systematization, application and evaluation of content by tennis teachers in the context of initiation and sports participation in Brazil. The study points out that Play and Stay is known and, because it doesn't say, well-liked by tennis teachers and teachers in Brazil. However, its effective application is still sparse – in some cases, non-existent. Professionals choose to use approaches based on pedagogical technicality, which contrasts with Play and Stay, with a constructivist connotation. One of the justifications is the receipt that students refute actions and directions that, supposedly, do not emphasize the technique or contemplate what is accomplished in high sports performance There is, therefore, a need to (re)think the training process of these professionals, in order to optimize, in theory and in practice, methodological and didactic access to the bases of Play and Stay, from the context between institutions and formal, non-formal and informal learning and development institutions, in Sports Initiation.Los procesos de enseñanza-aprendizaje son enseñados por métodos didácticos del método, que se integran en una clasificación epistemológica integrada entre las que se encuentran varias instancias, entre ellas BT, como la Confederación Brasileña de Tenis. En esa línea, el estudio se destacó por investigar la influencia de Play and Stay en medio de la organización, sistematización, aplicación y evaluación de contenidos por parte de profesores de tenis en el contexto de iniciación y participación deportiva en Brasil. El estudio apunta que Play and Stay es conocido y, porque no lo dice, querido por los profesores y profesores de tenis en Brasil. Sin embargo, su aplicación efectiva es todavía escasa, en algunos casos, inexistente. Los profesionales optan por utilizar enfoques basados ​​en el tecnicismo pedagógico, que contrasta con Play and Stay, de connotación constructivista. Una de las justificaciones es el recibo de que los estudiantes refutan acciones y direcciones que, supuestamente, no enfatizan la técnica ni contemplan lo que se logra en el alto rendimiento deportivo. Existe, por tanto, la necesidad de (re)pensar el proceso de formación de estos profesionales, con el fin de optimizar, en la teoría y en la práctica, el acceso metodológico y didáctico a las bases del Juego y la Estancia, desde el contexto entre instituciones e instituciones de aprendizaje y desarrollo formales, no formales e informales, en la Iniciación Deportiva.Os processos de ensino-aprendizagem do tênis são regidos por abordagens didático-metodológicas, que dispõem de uma classificação epistemológica dentre os quais destacamos o Play and Stay, método incorporado em diversas instâncias, inclusive institucionais, como a Confederação Brasileira de Tênis (CBT). Nesta linha, o estudo primou por investigar a influência do Play and Stay em meio à organização, sistematização, aplicação e avaliação de conteúdos por professores/as de tênis no contexto da iniciação e participação esportiva no Brasil. O estudo aponta que o Play and Stay é conhecido e, porque não dizer benquisto por professores e professoras de tênis no Brasil. Entretanto, sua aplicação efetiva ainda é parca – em alguns casos, inexistente. Os/as profissionais optam por utilizar abordagens fundamentadas pelo tecnicismo pedagógico, que contrapõe o Play and Stay, de conotação construtivista. Uma das justificativas é o receio de que aluno/as refutem ações e direcionamentos que, supostamente, não enfatizem a técnica e nem contemplam o que é realizado no alto rendimento esportivo. Há, assim, necessidade em (re) pensar o processo formativo desses/as profissionais, de modo a otimizar, na teoria e na prática, o acesso às bases metodológicas e didáticas que compõem o Play and Stay, a partir do diálogo entre instituições e contextos formais, não-formais e informais de aprendizagem e desenvolvimento, sobretudo na Iniciação Esportiva

Possíveis estratégias de avaliação da aprendizagem sobre o esporte em um projeto de badminton na escola

INTRODUÇÃO: Consideramos que um bom programa de ensino, vivência e aprendizagem tenha em sua elaboração e planejamento uma boa proposta de avaliação contínua para sucesso dos alunos e do professor.OBJETIVO: Descrever os instrumentos avaliativos elaborados por professores de Educação Física a partir de uma proposta de ensino do badminton para adolescentes em um programa no contraturno escolar. MÉTODOS: O cenário para aplicação do projeto ocorreu em uma instituição pública de ensino básico municipal da cidade de São Paulo, com a participação de 15 discentes do ensino fundamental II dos 8º e 9º anos. As atividades ocorreram ao longo dos quatro bimestres do ano de 2019, entre os meses de março e dezembro, compondo 72 aulas teóricas e práticas, incluindo avaliações diagnóstica, formativa e somativa.RESULTADOS: Para a avaliação diagnóstica foi elaborado um instrumento com o propósito de entender a intenção e expectativa do aluno sobre a participação do projeto e ainda, e o conhecimento sobre os esportes de raquetes. Além disso, foi aplicado um mapa mental para avaliar aspectos histórico-culturais do badminton. Para a avaliação formativa elaboramos dois instrumentos para avaliação tática-técnica e realizamos rodas de conversa e observações como instrumentos para avaliar o aspecto socioeducacional dos jogadores. Por fim, foi elaborado para avaliação somativa um questionário com a intenção de verificar se as expectativas iniciais foram atendidas ao final do projeto.CONCLUSÃO: A partir da experiência observada, vivida, problematizada e avaliada, apresentamos diferentes instrumentos de avaliação nas diferentes etapas do projeto de badminton na escola: diagnóstica, formativa e somativa.ABSTRACT. Possible strategies for assessing learning about sport in badminton project at school.BACKGROUND: We believe that a good teaching, experience and learning program has in its elaboration and planning a good proposal for continuous assessment for the success of the students and the teacherOBJECTIVE: To describe the assessment instruments developed by Physical Education teachers based on a proposal to teach badminton to adolescents in a program during the school shift.METHODS: The scenario for the application of the project took place in a public institution of municipal basic education in the city of São Paulo, with the participation of 15 students of elementary school II of the 8th and 9th years. The activities took place over the four two month blocks of the year 2019, between the months of March and December, comprising 72 theoretical and practical classes, including diagnostic, formative and summative assessments. RESULTS: For the diagnostic evaluation, an instrument was elaborated with the purpose of understanding the student’s intention and expectation about the participation of the project and also, the knowledge about racket sports. In addition, a mind map was applied to assess historical and cultural aspects of badminton. For formative assessment, we developed two instruments for tactical-technical assessment and conducted conversation and observation rounds as instruments to assess the socio-educational aspect of the players. Finally, a questionnaire was prepared for summative assessment with the intention of verifying whether the initial expectations were met at the end of the project.CONCLUSION: Based on the observed, lived, problematized and evaluated experience, we present different assessment instruments at the different stages of the badminton project at school: diagnostic, formative and somative

Perfil antropométrico e capacidades físicas em tenistas adolescentes com diferentes volumes de treinamento / Anthropometric profile and physical abilities in adolescent tennis players with different training volumes

O tênis se caracteriza como modalidade intermitente e acíclica pelas características de imprevisibilidade técnico-tática. Nesse contexto, o nível de aptidão física é um importante componente relacionado aos sucessos e insucessos da partida. O objetivo do presente estudo foi comparar os parâmetros de aptidão física de jogadores tenistas adolescentes com diferentes volumes de treinamento técnico-tático. Para tanto, os adolescentes foram distribuídos em dois grupos com diferentes volumes de treinamento: G120 (120 minutos semanais) e G180 (180 minutos semanais). Após avaliação da composição corporal e da aptidão física observamos diferenças significantes entre G120 e G180: somatório das dobras (27,2±13,7 vs 13,0±8,6 mm), percentual de gordura (21,2±9,3 vs 10,2±8,2 %), massa gorda (10,3±6,0 vs. 5,9±5,7 kg) e massa livre de gordura (36,3±6,5 vs. 45,7±11,7 kg) respectivamente. Nos testes de aptidão física entre os grupos G120 e G180: corrida de 10 (2,6±0,3 vs. 2,4±0,2m) e 20 (4,5±0,5 vs. 4,0±0,4m) metros, respectivamente. Os achados mostram melhor nível aptidão em adolescentes que praticam tênis com maior volume de treinamento quando comparados aos praticantes com menor volume indicando influencia deste parâmetro no rendimento esportivo.  

Effects of a Competitive Season on Autonomic Heart Rate Modulation in Field Soccer Athletes

International Journal of Exercise Science 12(2): 1198-1205, 2019. The physical demands of soccer combined with the rigor of the competitive season may have a substantial impact on autonomic modulation in field soccer athletes. The number of sudden death cases associated with soccer may be related to the physical training required to maintain performance and fitness, minimal time for recovery, and recurrent game participation. It is possible to identify individuals at risk of cardiovascular events by measuring heart rate variability (HRV), which is an indirect method for assessing autonomic activity. Therefore, the objective of this study was to analyze HRV before and after a period of field soccer competition. We evaluated 17 healthy male professional field soccer athletes and 12 untrained controls. The HRV was analyzed during supine rest before and after a period of field soccer competition. The following parameters were evaluated: interval R wave variation (RR), standard deviation of normal–normal intervals (SDNN), Root-mean-square successive difference (RMSSD), low frequency component (LF), high-frequency component (HF) and sympathovagal balance (LF/HF). Results indicated that the RR (p\u3c .05, ES: 2.77), SDNN (p \u3c .05, ES: 1.70), LF (p\u3c .05, ES: 1.86), HF (pp\u3c .05, ES: 0.89) all decreased after the competition in the professional athletes with no change observed in the control group. In conclusion, the data suggest that a soccer competition negatively influences the autonomic regulation of heart rate

a multicenter study

(1) Background: The Commercial Kit SIRE Nitratase® PlastLabor, is a drug susceptibility test kit used to detect Mycobacterium tuberculosis resistance to first-line TB treatment drugs. The present study aimed at evaluating its performance in a multicenter study. (2) Methods: To determine its accuracy, the proportion methods in Lowenstein Jensen medium or the BACTECTMMGITTM960 system was used as a gold standard. (3) Results: The study revealed that the respective accuracies of the kit with 190 M. tuberculosis clinical isolates, using the proportion methods in Lowenstein Jensen medium or BACTECTMMGITTM960 system as a gold standard, were 93.9% and 94.6%, 96.9% and 94.6%, 98.0% and 97.8%, and 98.0% and 98.9%, for streptomycin, isoniazid, rifampicin, and ethambutol, respectively. (4) Conclusion: Thus, the kit can rapidly screen resistance to streptomycin, isoniazid, rifampicin, and ethambutol. Additionally, it does not require sophisticated equipment; hence, it can be easily used in the laboratories of low and middle income countries.publishersversionpublishe

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost