Importance awarded to knowledge forcoaching andself-perception of competence manifested by portuguese basketball coaches

This paper aims at analysing the importance assigned to different areas of knowledge for coaching and the perception of professional competence of Portuguese basketball coaches. Data gathering was conducted through a questionnaire developed by Mesquita et al. (in press), consisting of 37 items covering the categories of knowledge and competences related to: (a) Practice; (b) Competition; (c) Management; (d) Coach Education; (e) Personal and Social. The sample of this study is composed of 178 Portuguese basketball coaches. The results show that high experienced coaches award greater importance and perceived themselves more competent in the items related to knowledge and professional competences than low experienced coaches

Conceptions de formation dans des institutions portugaises de formation initiale d’enseignants d'éducation physique : des connaissances nécessaires aux conseils pédagogiques

Cette étude vise à réaliser une synthèse des théories de la connaissance de base pour la formation des enseignants en éducation physique (EPS). Le matériel analysé est composé de programmes de stage (ST), des documents normatifs qui le régissent et de la pensée des superviseurs universitaires (SU). La nature de la recherche est descriptive et interprétative. Elle traite de l'analyse des convergences entre les programmes de ST pour la formation des enseignants et les politiques éducatives menées par les institutions face à l'organisation des connaissances pour la formation initiale des professeurs d’EPS. Le corpus est constitué de documents standards qui régissent l'organisation du ST dans les institutions de formation initiale des enseignants d’EPS, des programmes du ST de 6 établissements et de la pensée subjective de 12 SU liés à ces institutions. Les résultats soulignent que les propositions de réforme de la formation des enseignants, induites par le processus de Bologne, ont forcé les institutions à créer des cours de formation qui ont réorganisé la structure curriculaire des programmes à la lumière des exigences d'accréditation établies dans le cadre juridique spécifique.This study is a synthesis of the theories about the knowledge base for teacher in Physical Education, claimed by teaching internship programs, supervised by normative documents regulating the stage and the thought of Supervisors. The descriptive and interpretive analysis research was made by convergence between the supervised training programs for teacher education and educational policy, taken by the institutions in dealing with the organization of knowledge for initial teacher in Physical Education. The sample was composed by standard-setters documents governing the organization of teaching preparation in six higher institutions of initial teacher education programs and the thought of 12 subjective internship supervisors, related to those institutions. The results show that the proposed reform of teacher training, induced by the Bologna process, came induced the institutions to create training courses that enable the redesign of the curriculum, because of accreditation requirements established in specific legal framework (Decree Law 43/2007 of February 22nd). The idea of reform is the paradigm shift from a teaching-based transmission of knowledge for a teaching centred on skills development, placing the student at the core of the educational formative process. Furthermore, is directed to the review of the initial pedagogical understanding of the student intern, considering this in their training courses, builds and deconstructs their knowledge and skills as needed to their expectations and experiences. For supervisors stage, they consider the social contexts in which the training field falls affect education to a permanent change in the axes of its scientific basis, its organization and pedagogical/didactic orientation. However, the issues faced by those who reflects on training practices reveal the distinction between complain about teaching and the social conditions that influence the teaching itself (Albuquerque, Graça &Januário, 2005; Sá-Chaves, 1997; Van Manen, 1995; Zeichner, 1993)

Cançâo do berço

Es separata de: Boletim do Douro-Litoral, II série, (Suplemento ao nº2)É separata de: Boletim do Douro-Litoral, II série, (Suplemento ao nº2

Conceptions de formation dans des institutions portugaises de formation initiale d'enseignants d'éducation physique : des connaissances nécessaires aux conseils pédagogiques

Cette étude vise à réaliser une synthèse des théories de la connaissance de base pour la formation des enseignants en éducation physique (EPS). Le matériel analysé est composé de programmes de stage (ST), des documents normatifs qui le régissent et de la pensée des superviseurs universitaires (SU). La nature de la recherche est descriptive et interprétative. Elle traite de l'analyse des convergences entre les programmes de ST pour la formation des enseignants et les politiques éducatives menées par les institutions face à l'organisation des connaissances pour la formation initiale des professeurs d’EPS. Le corpus est constitué de documents standards qui régissent l'organisation du ST dans les institutions de formation initiale des enseignants d’EPS, des programmes du ST de 6 établissements et de la pensée subjective de 12 SU liés à ces institutions. Les résultats soulignent que les propositions de réforme de la formation des enseignants, induites par le processus de Bologne, ont forcé les institutions à créer des cours de formation qui ont réorganisé la structure curriculaire des programmes à la lumière des exigences d'accréditation établies dans le cadre juridique spécifique. Mots clés : programmes de formation, stage pédagogique, conseil pédagogique; conceptions de formation

Teachers procedures related to students misbehaviour in the physical education lesson

Introduction Misbehaviour in schools and in the classroom is considered to be a serious problem to all those interested in the problematic of teaching. Teachers tend to attribute the cause for misbehaviour, more to external factors (students personal characteristics, rudeness and parent alienation, problematic family environment), than to internal ones. Material and Methods The study involved 12 PE teachers, divided into 3 different groups, and 1050 students of 48 classes in the 6th, 7th and 8th grades. Data was collected using an observation system of students misbehaviour [1], and the Physical Education Pupil Control Inventory (PEPCI) [2]. Finally, all the data was analyzed using descriptive and GLM Repeated Measures statistics. Conclusions The present study reiterates, with some differences in emphasis, the conclusions from previous studies about the expression of misbehaviour and teachers control measures in PE in Portuguese schools. Misbehaviour in PE is very frequent, mainly related to students, activity. In order to prevent or change misbehaviour, teachers use mainly tutorial or anticipatory strategies through verbal interventions. The incidence of misbehaviour is more frequent at the beginning of the year. The frequency of disruptive behaviours of the students and of teacher control showed a pronounced intraindividual variation from class to class. The teacher experience did not emerge as an indicator of the incidence of misbehaviour, nor of control response

Procedimentos dos profesores relativamente aos comportamentos de indisciplina dos alunos na aula de educação física

Resumo A indisciplina na escola e na sala de aula constitui uma séria preocupação para todos os que se interessam pela problemática do ensino. Ela é um tema de debate inflamado, mas é também um tema recorrente, refletindo, em primeiro lugar, a importância que a sociedade atribui à disciplina na escola, expressa na pluralidade de perspetivas e de posições mais ou menos acantonadas em torno de ideologias ou escalas de valores conflituantes. Em segundo lugar é um tema que resiste teimosamente a soluções milagrosas ou definitivas, ainda que as segregue continuada e abundantemente. Material e Métodos - Participantes O estudo envolveu 12 professores licenciados em educação física com experiência profissional repartida por 3 grupos distintos, de acordo com critério adotado por Fink & Siedentop (1989): grupo 1 - professores no primeiro ano de serviço; Grupo 2 - professores com quatro e cinco anos de serviço; grupo 3 - professores com doze ou mais anos de serviço. Estiveram envolvidos 1050 alunos pertencentes a 48 turmas do 6º, 7º e 8ºanos de escolaridade, dos Distritos de Viseu e Guarda. Instrumentarium A recolha da informação relativa ao comportamento do aluno foi realizada com base no Sistema de Observação dos Comportamentos de Indisciplina dos Alunos (SOCI) desenvolvido por Piéron e colaboradores (Piéron & Brito, 1990; Piéron & Emonts, 1988), contemplando 4 categorias (comportamentos dirigidos à actividade, ao professor, aos colegas e comportamentos dos alunos dispensados), subdividas em 16 subcategorias. A informação sobre a resposta do professor foi recolhida com base no Physical Education Pupil Control Inventory (PEPCI) (Henkel, 1991), compreendendo 22 categorias de respostas, repartidas por 3 dimensões: Antecipação (A); Tutorial: (T); Punição: (P). Acrescentou-se a dimensão Não Vê: (N.V). Procedimentos de análise de dados Procedeu-se à análise exploratória dos dados por forma a avaliarmos os pressupostos essenciais da análise estatística descritiva, univariada e multivariada. Para todos os testes estatísticos foi considerada uma probabilidade de erro de p£0,05. Conclusões Em síntese, concluímos que os comportamentos inapropriados na aula de EF são muito frequentes, na sua grande maioria relacionados com a atividade e normalmente controlados ou prevenidos através de intervenções verbais de carácter tutorial ou antecipatório. A incidência dos comportamentos de indisciplina é maior no início do ano do que numa fase mais avançada do ano letivo. Os próprios alunos são capazes de reconhecer que os professores mais eficazes na gestão da aula demarcam com clareza, logo no início do ano, as fronteiras dos comportamentos dos alunos na aula e as respetivas consequências (Cothran, Kulinna & Garrahy, 2003; Supaporn, 2000). A frequência dos comportamentos de indisciplina dos alunos e de controlo do professor registam uma variação intraindividual acentuada de aula para aula. A experiência docente não se revelou como fator distintivo consistente, quer no que respeita à incidência dos comportamentos inapropriados, quer no que respeita às estratégias de controlo

Importance awarded to knowledge forcoaching andself-perception of competence manifested by portuguese basketball coaches

This paper aims at analysing the importance assigned to different areas of knowledge for coaching and the perception of professional competence of Portuguese basketball coaches. Data gathering was conducted through a questionnaire developed by Mesquita et al. (in press), consisting of 37 items covering the categories of knowledge and competences related to: (a) Practice; (b) Competition; (c) Management; (d) Coach Education; (e) Personal and Social. The sample of this study is composed of 178 Portuguese basketball coaches. The results show that high experienced coaches award greater importance and perceived themselves more competent in the items related to knowledge and professional competences than low experienced coaches