FCT (Fundação para a Ciência e a Tecnologia), IDP (Instituto do Desporto de Portugal), AIESEP World Congres

Ferreira, V.

Moreira, L.

Sarmento, P.

English

Universidade Técnica de Lisboa

The influence of task in practice organization

UTL Repository

537AIESEP 2005 World Congress. Active Lifestyles: The Impact of Education and SportThe influence of task in practice organizationIntroductionIn Physical Education classes, the time allocated by the Teacher to practice isdeterminant to the students’ learning opportunities. This time is, however, not totallyused in motor activities by the students, once, besides motor activity, there are otherbehaviours the students experience in that period of time, such as helping theircolleagues, manipulating material, displacements, waiting, etc.The student’s behaviours must be characterized in different types of classes(racquet sports, wrestling, team sports, gymnastics and athletics) in order improve classplanning, particularly the time allocated by the teacher to practice and how the studentuses it.This study was developed in the scope of Sport Pedagogy while discipline thatcontributes for the graduation (formation) of future teachers of Physical Education.This discipline use a process of training based on a model of simulated teaching inthree phases: theory, observation training and simulated teaching, where each teacher-student plan and give two lessons about sports, filmed the lesson in video system,analysed applying observation systems and make a final report with the material collectedwith the application of the observation systems (Sarmento, Ferreira & Moreira, 2004).MethodsThis work aimed to study how time is used by students in different sports classes(racquet sports, wrestling, team sports, gymnastics and athletics) when they are in asimulated teacher program in the Sport Pedagogy field.The data was collected in 162 classes of simulated teaching, using differentmeans:Ferreira, V.; Moreira, L.; Sarmento, P.Faculty of Human Kinetics, Sport SciencesFACULDADE DE MOTRICIDADE HUMANAuniversidade técnica de lisboa5381) Time Management Class System (ATA) - category ‘practice’;2) Student Behaviour Observation System (OBEL) – specifically motor activity,was analysed (Sarmento, Veiga, Rosado, Rodrigues & Ferreira, 1998).The results were the differences between the time allocated by the teachers topractice (motor activity) and how this time was used by the students (motor activity,helping the colleagues, material manipulation, displacements, waiting, etc).ResultsWhen we analyzed the results of Time Management Class System (ATA) -category practice, we found values between 48,98 (Athletics) and  64,79 (Gym).62,3653,2757,7364,7948,980,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00RacquetWrestlingCollective SportGymAthletics ATA PracticeThese results were according with other four studies as we can see in the tablebelow:Time Management Class System / only the category  ‘Practice’ Moreira, Ferreira, Sequeira & Sarmento, 2003 Sarmento, Ferreira & Moreira, 2004 Moreira, Ferreira & Sarmento, 2003 Ferreira, Moreira & Sarmento, 2003  (Sample: 150) (Sample: 172) (Sample: 43 in soccer and 43 in collective sports) (Sample: 43 in soccer and 86 in individual sports) Athletics 48,51 - - - Gymnastics 61,65 - - - Wrestling 44,62 - - - Racquet Sports 51,82 - - - Soccer - - 53,40 53,40 Collective Sports 53,43 57,59 57,18 - Individual Sports - 56,05 - 57,19 Total Mean 53,11 - - - When we analyzed the results of Student Behaviour Observation System (OBEL)– specifically motor activity, we found values between 23,73 (Athletics) and 47,85(Racquet).539AIESEP 2005 World Congress. Active Lifestyles: The Impact of Education and SportTHE INFLUENCE OF TASK IN PRACTICE ORGANIZATIONFerreira, V.; Moreira, L.; Sarmento, P.These results were according with other four studies as we can see in the tablebelow:47,8539,5839,0028,7923,730,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00RacquetWrestlingCollective SportGymAthletics OBEL Motor Act.Student Behaviour System / only the category  ‘Motor Activity’ Moreira, Ferreira, Sequeira & Sarmento, 2003 Sarmento, Ferreira & Moreira, 2004 Moreira, Ferreira & Sarmento, 2003 Ferreira, Moreira & Sarmento, 2003  (Sample: 150) (Sample: 172) (Sample: 43 in soccer and 43 in collective sports) (Sample: 43 in soccer and 86 in individual sports) Athletics 32,35 - - - Gymnastics 39,91 - - - Wrestling 29,08 - - - Racquet Sports 35,93 - - - Soccer  - - 39,74 39,74 Collective Sports 41,72 39,36 39,89 - Individual Sports - 36,13 - 37,13 Total Mean 35,80 - - - The two systems used in this study’s have different purposes.The next graphic is a way to show the fact that some type of classes have alarge time available for “practice” but the characteristics of each type of sport do notallow the pupils to have a large time for “motor-activity”.62,3647,8553,2739,5857,7339,0064,7928,7948,9823,730,0020,0040,0060,0080,00Racquet Wrestling CollectiveSportGym Athletics ATA Practice OBEL Motor Act.FACULDADE DE MOTRICIDADE HUMANAuniversidade técnica de lisboa540Discussion / ConclusionsThe differences found between the time of practice and motor activity wereexpected and natural.This may seem to be a simplistic perspective to view the students’ practice (wedid not analyse the time spent on waiting, displacements, etc.) but it gives us an idea ofwhat happens in class.We may say that motor activity is lower for individual sports (Gymnastics andAthletics), probably because of their particular working characteristics. As for teamsports, there is a medium time of motor activity since all the students are in practicesimultaneously. Racquet sports and Wrestling sports show the highest time on motoractivity because of their particular type of work (pair works).The information about these results should be known by the students; it allowsmore effective class planning (regarding each specified sport).ReferencesFerreira, V.: Moreira, L. & Sarmento, P. (2003). Characterization the simulated teaching in FootballClasses face to Individual Classes in Sport Pedagogy qualification. Artigo de poster a aguar-dar publicação nas Actas do V World Congress on Science and Football – 2003, realizadona Faculdade de Motricidade Humana (Portugal) e organizado pela Faculdade de MotricidadeHumana da Universidade Técnica de Lisboa, Lisboa, de 11 a 15 de Abril de 2003.Moreira, L.; Ferreira, V. & Sarmento, P. (2003). Sport Pedagogy qualification: simulated teachingand the autoscopy in Soccer. Artigo de poster a aguardar publicação nas Actas do V WorldCongress on Science and Football – 2003, realizado na Faculdade de Motricidade Humana(Portugal) e organizado pela Faculdade de Motricidade Humana da Universidade Técnicade Lisboa, Lisboa, de 11 a 15 de Abril de 2003.Moreira, L.; Ferreira, V.; Sequeira, P. & Sarmento, P. (2003). Observação da Sessão de Educa-ção Física. In Sena Lino, L.; Trindade Ornelas, R.; Carreiro da Costa, F. & Piéron, M. (Eds.)Innovation and New technologies in Physical Education, Sport, Research and/on Teacherand Coach Preparation. Actas (em formato CD-ROM, ISBN: 972-97794-5-7) do CongressoInternacional da AIESEP (AIESEP International Congress) – 2001, realizado no Funchal -Madeira – Portugal e organizado pela Universidade da Madeira e pela Faculdade deMotricidade Humana, de 21 a 25 de Novembro de 2001, 6pp.Sarmento, P.; Ferreira, V. & Moreira, L. (2004). Sport Pedagogy: The simulated teaching and theautoscopy. In M. A. González Valeiro, J. A. Sánchez Molina & J. Gómez Varela (Eds.).Preparación Professional Y Necesidades Sociales (Erducación física, deporte, ocio, terceraedad, salud...). Actas em formato CD-ROM (ISBN: 84-688-5424-7; Depósito Legal: C-178-04) do Congresso Internacional da AIESEP (AIESEP Congress of A Coruña) – 2002, realiza-do em A Coruña (Galiza – Espanha) e organizado pelo INEF Galicia de La Universidad de LaCoruña, A Coruña, de 22 a 25 de Outubro de 2002, pp. 692-695.Sarmento, P ; Veiga, A.; Rosado, A.; Rodrigues, J.; Ferreira, V. (1988). Pedagogia do Desporto –Instrumentos de Observação da Educação Física e Desporto, 3ª edição, Lisboa: ediçõesFMH.

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The influence of task in practice organization

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