Relatório de Estágio Pedagógico: Escola Secundária Quinta das Palmeiras

Capitulo 1 A finalidade deste relatório de estágio é relacionar teoria com a prática profissional dentro de um processo sistematizado de ensino-aprendizagem, aplicando os conhecimentos desenvolvidos e adquiridos durante a formação em Educação Física, mais propriamente no 1º ano do 2º ciclo de ensino, (apesar da licenciatura ter sido determinante como componente teórica). Trata-se de um relatório onde é apresentado todo o desenvolvimento do estágio pedagógico realizado na Escola Secundária Quinta da Palmeiras, no ano letivo 2014-2015 onde a amostra envolvente no estágio pedagógico foram três turmas (9º, 10º e 11º ano), com idades entre os 13 e os 17 anos. O estágio pedagógico teve a duração de 10 meses com a frequência semanal de 5 dias. Para a constructo deste relatório foi redigida uma metodologia que integrou: Caraterização da Escola, Lecionação (e os seus diferentes aspetos), recursos humanos, recursos materiais, direção de turma, atividades não letivas (como por exemplo atividades do Grupo disciplinar e atividades do grupo de estágio). A vivência deste Estágio Pedagógico permitiu-me adquirir várias competências práticas que complementaram os conhecimentos teóricos adquiridos ao longo destes anos de aprendizagem. Em suma por entre as dificuldades encontradas, geraram-se oportunidades para evoluir e de aprender algo novo, assumindo esses mesmos obstáculos como testes para reforçar as minhas potencialidades e superar limitações. Capítulo 2 Este trabalho tem como principal objetivo analisar a influência de um programa combinado de atividade física (aquático e terreste) na melhoria dos hábitos de vida e do desenvolvimento psicomotor de um adolescente com multideficiência. Trata-se de um estudo de caso sobre um adolescente de 15 anos com multideficiência, com um défice cognitivo grave, deficiência motora, deficiência visual e epilepsia. O programa combinado teve a duração de três meses, com a frequência semanal de dois dias. Os instrumentos utilizados foram a classificação da função motora global com base no sistema de classificação da função motora global (SCFMG), uma avaliação psicomotora, criada com base na bateria de testes psicomotores (BPM) descrita por Vítor da Fonseca e um protocolo de recolha de dados tal como: Medida de Hábitos de Vida (MHAVI), baseado no modelo Disability Creation Process (DCP). Os resultados obtidos demonstram melhorias consideráveis nos aspetos psicomotores avaliados (coordenação, lateralidade, esquema corporal, respiração, e noção do corpo). A análise das figuras obtidas através dos três momentos em que se aplicou o protocolo Medida de Hábitos de Vida (MHAVI), demonstraram de que houve melhorias nos níveis de realização e tipos de ajuda, não acontecendo o mesmo nos níveis de satisfação do adolescente. Em suma, um programa combinado de atividade física aquático e terreste parece proporcionar um estímulo psicomotor positivo em adolescentes com multideficiência.Chapter 1 The purpose of this internship report is to relate theory with professional practice in a systematic process of teaching-learning, applying knowledge developed and acquired during training in physical education, more specifically in the first year of the second cycle of education, (despite the degree have been determinant as theoretical component). It is a report where are all the development of pedagogical training course held at the high school of Palm trees, in the 2014-2015 school year where enveloping pedagogic stage sample were three classes (9th, 10th and 11th grade), aged between 13 and 17 years. The pedagogic stage lasted for 10 months with the weekly frequency of 5 days. To construct this report was drawn up a methodology that incorporated: Characterization of School, teaching (and its different aspects), human resources, material resources, direction's school activities, (e.g. disciplinary Group activities and group activities of internship). The experience of this Pedagogical Internship allowed me to acquire some practical skills that complemented the theoretical knowledge acquired during these years of learning. In short through the difficulties, generate opportunities to evolve and to learn something new, assuming those same obstacles such as tests to reinforce my potential and overcome limitations. Chapter 2 The main purpose of this work is to analyze out if the influence of a physical activity combined program (aquatic and terrestrial) leads to an improvement of the lifestyle and the psychomotor development of a multi-disabilities adolescent. It is a case study about developed in a 15 years old adolescent who has multi-disabilities and a serious deficit, such as a lack of cognitive, motor and visual capability and also epilepsy. The combined program lasted three months, with the weekly frequency of two days. Gross motor function rate was the tool used based on the Gross Motor Function Classification System (GMFCS), a psychomotor evaluation, based on the psychomotor battery (PBM), described by Vítor de Fonseca and a data collection protocol such as the Assessment of Life Habits (LIFE-H), based on the Disability Creation Process (DCP) model. The results showed considerable improvements in psychomotor aspects evaluated (coordination, laterality, body schema, breathing, and sense body). The analysis of figures obtained through the three times he applied the Life Habits measure protocol (MHAVI) showed that there were improvements in achievement levels and types of help, not happening the same in adolescent satisfaction levels. In short, a combined program of aquatic physical activity and terrestrial seems to provide a positive psychomotor stimulation in adolescents with multiple disabilities

Children’s engagement in physical education could be improved by stories and imagination.

Introduction: The development of fundamental motor skills is essential during childhood and should be a learning outcome in the physical education (PE). With the children between 3 to 6 years old it could be sometime difficult to get their attention and motivation during PE lessons. Teachers have to use a very adapted pedagogical approach in order to get all children’s engagement. Experience: The CEReKi is a research center of the University of Liège (Belgium) that has developed adapted activities where preschools children are playing and at the same time developing perceptuals and fundamental motor skills. From our field experience one of the more efficient ways to get children attention and participation is to introduce the activities with stories and imagination. Teachers from CEReKi are using fantasy in order to invite children into a funny world where everything could become possible like the "the never-never land of Peter Pan". The way of telling the story as well as the used characters (like the wolf) must be adapted to the age of the children. Critical analysis: From our experience, using stories and imagination is effective in increasing children‘s engagement during PE as it makes activities more fun and more enjoyable. Even if we don’t have any measurement on its effect, we are convinced that such approach improve children’s motor learning. However using stories and imagination with the children is neither a natural nor an easy thing for inexperienced teachers. The use of fantasy with the children should be introduces in the vocational training. Conclusions: With more than twenty years of experience, we believe that stories and imagination are powerful factors that makes physical activities funny and enjoyable for the children. Such strategy may positively enchase young people’s attitudes towards physical education and ultimately, physical activity participation

Face and content validity of the pictorial scale of perceived water competence in young children

An international group of experts have developed a pictorial tool to measure perceived water competence for children aged from 5 to 8 years old: the Pictorial Scale of Perceived Water Competence (PSPWC). The aim of the present study was to verify the validity of this tool. In the first part of the study, 120 children were interviewed to investigate face validity of the PSPWC to ensure that all pictorial items were understandable. In the second part of the study, 13 scientific and/or pedagogical international experts were invited to assess the tool's content validity via an online survey. Face validity results revealed that children were able to understand and sequence correctly the aquatic situations in 92% of the cases. The average Content Validity Index (CVI) of the PSPWC ranged from 0.88 to 0.95, showing acceptable content validity. Feedback from experts and children resulted in a major improvement of the "exit water" situation and minor improvements concerning some other items. Experts confirmed that the PSPWC was globally appropriate for different countries and cultures, except for the situation "water entry by slide" which was not considered usual practice in some countries. The PSPWC opens up to new fields of research; useful both for the prevention of drowning and for the support of children's aquatic education

Belgique

Introduction: There are several variables involved in the swimming teaching-learning process, most of them related to the particular characteristics of the water environment. One of the key factors seems to be the variation of water’s depth. To our knowledge, any rigorous studies have already investigated with a controlled program how deep and shallow water may influence the development of preschooler’s aquatic skills. Methods: Twenty-one Portuguese school-aged children (4.70 ± 0.51yr), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but on a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session and after six months of practice. The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results: Results suggested that swimming practice improved several basic aquatic skills in both groups. Though, the results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p<0.05): breath control – face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p<0.001). The body position at ventral gliding was the main relevant predictor (r=0.535). Conclusion: Shallow water swimming lessons seemed to allow greater aquatic competence in preschool children after a period of 6 months of practice

Implementing outdoor activities appropriate to children

peer reviewedDuring early childhood it is critical to offer adapted physical activity that favors motor development and physical fitness. Outdoor activities with the children can be considered as effective situations that could achieve these outcomes. Indeed, the time spent outdoor is associated with the level of physical activity (Sallis, 2000). Moreover, it has been demonstrated that outdoor activities in a natural and affording environment influence physical activity play and motor development in children (Fjortoft, 2004). Implementing such outdoor activities appropriated to preschool children is presently investigated at the CEReKi. The CEReKi is an association of the University of Liège that organizes sport days for children aged from 3 to 8. It has a long experience about how to adapt indoor facilities and how to use equipment in order to meet children needs and to favour motor development and physical activity. For different reasons (reduction in the gym availability; interest in the development of interdisciplinary activities; affording natural environment next to the sport centrum), it has been decided to implement outdoor activities at the CEReKi and a reflexive approach has been engaged in order to start them during the spring of 2018. The presentation will focus on the global reflexive approach: determination of the aim of the new outdoor activities ; analysis of the opportunities and risks of the natural environment ; the arrangements that needs to be done in order to adapted the playscape to the children ; the opportunities to develop interdisciplinary activities where both physical activity and nature discovery are achieve at the same time ; precautions to take with children in order to make activities possible during most of the weathers conditions. A preliminary critical analysis of the implemented outdoor activities will be presented. References Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine & science in sports & exercise, 32(5), 963-975. Fjørtoft, Ingunn. (2004). “Landscape as Playscape: The Effects of Natural Environments on Children’s Play and Motor Development.” Children, Youth and Environments 14(2): 21-44

Measuring children motor skills with MOBAK-1: criteria adaptation and comparison of two scoring systems

peer reviewedIntroduction The MOBAK-1 testing battery has been recently developed with the aim of assessing the locomotion and object-control abilities of first grade children. Previous researches have demonstrated the global interest of this testing battery (1,2). However, a critical analysis of children failures in the tests revealed that some failures were related to the misunderstanding of the instruction or to unsuitable criteria and not to children inability (2). Moreover, the discrimination of the scoring system was also questioned. The aim of the study is to improve criteria in order to avoid the failure that are not related to children ability and to compare the actual dichotomous scoring system with another scoring system taking in consideration the progression of the children. Methods The MOBAK-1 testing battery will be addressed to 30 first grade children. Criteria for each test will be adapted according to previous observations (2) and will include familiarization with the task and additional trial when it is clear that the failure is not due to children ability. All the children will be assessed at the same time with the actual dichotomous scoring system and with an original scoring system that takes the children level of development into account. Results We hypothesized that the adaptation of the criteria will improve the testing battery discrimination. We also expected that the scoring system based on children progression will be more accurate but will be more difficult to be used by unexperienced teachers. Conclusion According to the results of the study, concrete improvements will be addressed to the researchers who work on MOBAK testing battery development. References 1. Herrmann, C., Gerlach, E., & Seelig, H. (2015). Development and validation of a test instrument for the assessment of basic motor competencies in primary school. Measurement in Physical Education and Exercise Science, 19(2), 80-90. 2. Jidovtseff B., Vandeloise V., Cloes M., Morgado L., Mornard M. (2017). Measuring children motor skills with MOBACK-1: descriptive data and critical analysis Book of abstracts. CIAPSE 2017. Finland

Pictorial scale of perceived water competences The building of a new tool adapted to the children

Introduction Researches have demonstrated the interest to develop pictorial instrument for assessing fundamental movement skill perceived competence in young children (1). Perceived competence appears appear at least as important as actual competence as it may more directly affect motivation towards an active behavior (2). For different reasons, it is worth developing such a pictorial instrument for assessing children’s perceived water competencies. With that aim, a collective of researchers have decided to work on the development of such a new tool. Methods The collective of researcher started in 2016 during AIESEP congress in Laramie (USA) and grew up by including additional experts specialized in aquatic skill and/or pictorial scale tools. Videos skype conference and email exchanges were used for communication. Important discussions and decisions concerned the list of aquatic competence skills, the scoring system, the selection of an illustrator and the characteristics of the pictures. In order to build the tool within a reasonable delay, timing with the different actions has been suggested. Results A first list of water competencies has been dressed based on scientific references (3-5). According to these skills, different practical situation have been selected to be included in the pictorial scale. The collective of researcher decided to start with a three level score system including ‘not able’, ‘in progression’ and ‘able’ pictures for each situation. All pictures must be digital in such a way they could be used on paper and/or on computer and android/apple applications. Pictures have to be neutral and to be representative of different cultures and contexts in order to be adapted to all countries and situations. The possibility of having the same image in different cultural contexts is investigated. The different steps in the scale development have been scheduled and will include: content validity, face validity, construct validity, reliability, data collection. Conclusion The development of a pictorial instrument for assessing children perceived water competencies is progressing well and a usable version of the tool should be available by the end of 2017 References 1. Barnett, L. M., Ridgers, N. D., Zask, A., & Salmon, J. (2015). Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children. Journal of science and medicine in sport, 18(1), 98-102. 2. Barnett, L. M., Morgan, P. J., van Beurden, E., & Beard, J. R. (2008). Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment. International journal of behavioral nutrition and physical activity, 5(1), 40. 3. Langendorfer, S. J., & Bruya, L. D. (1995). Aquatic readiness: Developing water competence in young children. Human Kinetics 1. 4. Langendorfer (2015). Changing Learn-to-Swim and Drowning Prevention Using Aquatic Readiness and Water Competence, International Journal of Aquatic Research and Education, 2015, 9, 4-11 5. Quan et al. (2015). Toward Defining Water Competency: An American Red Cross Definition, International Journal of Aquatic Research and Education, 2015, 9, 12-2

Measuring children motor skills with MOBACK-1: descriptive data and critical analysis

peer reviewedIntroduction The development of motor skills competencies is critical during childhood should be considered as the central learning outcome in physical education. Assessing motor competencies of the children make sense for teachers, trainers and researchers. The MOBAK-1 testing battery has been recently developed with the aim of assessing a wide panel of motor skills in relationship with locomotion and object-control abilities (1). This battery is complete and easy to use but present a scoring system that is only based on the success or the failure of the task. The aim of the study was to collect descriptive data from Belgian children with MOBAK-1, and to do a critical analysis of the scoring system through the analysis of the failure reasons in the tests. Methods The MOBAK-1 testing battery (1) was addressed to 166 primary school pupils (7.2±0.6 YO) coming from the French speaking part of Belgium. For each test, children received a score from 0 to 2, according to the number of success and fails in the task. Additionally, the evaluator took notes of the failure reasons when it occurs. Results Results from our subjects were in accordance with a previous study (1) for all tests except rolling and jumping tasks. The analysis of the failure reasons revealed that some criteria were too severe as some children failed while they were almost able to do the test correctly. This appeared especially in the rolling and jumping tests where the score did not really reflect the level of the children. Conclusion MOBACK-1 testing battery was successful to assess children motor skills for 6 out of 8 tests. Critical analysis of children failures in the tests revealed that some criteria seemed to be severe. Scoring system should be improved in order to inform about the children level in each test. References 1. Herrmann, C., Gerlach, E., & Seelig, H. (2015). Development and validation of a test instrument for the assessment of basic motor competencies in primary school. Measurement in Physical Education and Exercise Science, 19(2), 80-90

Utility of a scale to assess Australian children’s perceptions of their swimming competence and factors associated with child and parent perception

Issue Addressed Drowning is a global public health issue. Aims were to assess: (a) face validity of the “Pictorial Scale of Perceived Water Competence (PSPWC),” (b) the association between child and parent perception of child swimming competence and (c) factors associated with perception of child swimming competence. Methods Child‐parent dyads and swim instructors were recruited for a mixed method study. Children aged 4‐8 years (n = 51) reported on: familiarity, progressions and their own swim competence in 17 swimming situations. Parents (n = 51) reported on child competence and swimming experience. Swim instructors (n = 15) were interviewed. Spearman's rank correlation was used to assess whether child and parent swim perception were associated. The Mann‐Whitney U test, Wilcoxon signed‐rank test or Kruskal‐Wallis test were used to assess which factors were associated with child and/or parent report. Results Children reported high familiarity of scenarios and could sequence items. Swim instructors concluded the PSPWC depicted swim skills accurately. There was no association between child and parent perception of children's swimming ability. Swimming level was positively associated with child perception but not parent proxy report. Swimming lesson experience, child sex, country of birth and disadvantage were not associated with child perception or parent proxy report. Older children perceived higher swimming competence but parent report was not associated with child age. Conclusions Children have a better understanding of their swim competence than their parents do, suggesting parent education is needed. So what? The PSPWC could be used by teachers (both swimming and classroom) to inform parents how their child estimates their swim competence. If use of this tool was incorporated into education practice this could assist in creating awareness, which can be the start of advocacy towards the creation of policy to assist in the provision of accessible swim education for all Australian children