Objetivos da Educação Física no Ensino Médio: revisão bibliográfica
DOI:
https://doi.org/10.47197/retos.v1i40.80843Palavras-chave:
adolescentes, currículo, educação motora; fins; ObjetivosResumo
O objetivo principal deste trabalho foi realizar uma revisão de literatura para conhecer quais os objetivos e finalidades da disciplina Educação Física (EF) no currículo escolar do Ensino Médio. Foi realizada uma revisão sistemática por meio do processo PRISMA de 2014 a maio de 2020 (inclusive) nas bases de dados Web of Science, Scopus, ERIC e SPORTDiscus, utilizando os termos “educação física”, “propósito OU papel ”E“ ensino médio ”. Foram selecionados 38 artigos que atendem a todos os requisitos para inclusão. Os artigos para a revisão foram selecionados com base nos critérios: (a) escritos em espanhol, inglês ou português; (b) publicado em um jornal revisado por pares; (c) que incluiu como participantes alunos entre 12 e 16 anos de idade, professores ou pais. Os resultados mostraram que na maioria dos estudos o objetivo principal da EF foi a categoria referente à promoção de estilos de vida saudáveis (20); Também foi encontrado um bom número de estudos relacionados à promoção do gosto por atividades físicas (10) e aprendizagem relacionada à saúde e ao esporte (9). As categorias com menor presença foram promoção da aptidão física (5), fins educacionais gerais (5) e promoção da catarse (3). A aplicação dos conhecimentos atuais na formação inicial e contínua de professores, para além dos curricula pedagógicos, permitiria alinhar a prática com modelos ecológicos que promovam estilos de vida saudáveis e ativos.
Referências
Aspy, C. B. (1995). School failures caused by personal goals of teachers and administrators that dwarf social ones. Education, 115(4), 560-568.
Barney, D. C., Pleban, F. T., & Lewis, T. (2019). Relationship between Physical Activity and Stress among Junior High School Students in the Physical Education Environment. Physical Educator, 76(3), 777-799.
Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291-312. doi:10.1080/00336297.2016.1224192
Calahorro‐Cañada, F., Torres‐Luque, G., López‐Fernández, I., & Carnero, E. A. (2017). Is physical education an effective way to increase physical activity in children with lower cardiorespiratory fitness?. Scandinavian journal of medicine & science in sports, 27(11), 1417-1422. doi:10.1111/sms.12740
Cale, L., Harris, J., & Chen, M. H. (2014). Monitoring health, activity and fitness in physical education: its current and future state of health. Sport, Education and Society, 19(4), 376-397. doi:10.1080/13573322.2012.681298
Chen, S., Gu, X., & Liu, Y. (2019). To move more but sit less: The roles of students´ attitudes and knowledge. European Physical Education Review, 25(3), 731-744. doi: 10.1177/1356336X18767309
Chen, S., Liu, Y., & Schaben, J. (2017). To Move More and Sit Less: Does Physical Activity/Fitness Knowledge Matter in Youth? Journal of Teaching in Physical Education, 36(2), 142-151. doi:10.1123/jtpe.2016-0137
Chen, S., Zhu, X., Welk, G. J., Kim, Y., Lee, J., & Meier, N. F. (2014). Using Sensewear armband and diet journal to promote adolescents' energy balance knowledge and motivation. Journal of Sport and Health Science, 3(4), 326-332. doi:10.1016/j.jshs.2013.07.003
Ensign, J., Mays-Woods, A., & Kulinna, P. H. (2018). Entering the field of physical education: The journey of fifteen first-year teachers. Research Quarterly for Exercise and Sport, 89(1), 66-79. doi:10.1080/02701367.2017.1408951
Fox, K., Cooper, A., & McKenna, J. (2004). The school and promotion of children’s health-enhancing physical activity: Perspectives from the United Kingdom. Journal of Teaching in Physical Education, 23(4), 338-358.
Fügedi, B., Capel, S., Dancs, H., & Bognár, J. (2016). Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations. Journal of Human Sport and Exercise, 11(1), 1-18. doi:10.14198/jhse.2016.111.01
Gaviria-Cortes, D. F., & Castejón-Oliva, F. J. (2016). Desarrollo de valores y actitudes a través de la clase de educación física. Movimento, 22(1), 251-262. doi:10.22456/1982-8918.53455
George, M., & Curtner-Smith, M. D. (2018). Influence of Acculturation on Parents’ Readings of and Expectations for Physical Education. Journal of Teaching in Physical Education, 37(1), 35-45. doi:10.1123/jtpe.2016-0225
Gouveia, É.R., Ihle, A., Gouveia, B.R., Rodrigues, A.J., Marques, A., Freitas, D.L., …& Lopes, H. (2019). Students´ Attitude Toward Physical Education: Relations With Physical Activity, Physical Fitness, and Self- Concept. The Physical Educator, 76(4), 945-936. doi:10.18666/TPE-2019-V76-I4-8923
Hall, T. J., Hicklin, L. K., & French, K. E. (2017). Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results. Journal of Teaching in Physical Education, 36(4), 467-476. doi:10.1123/jtpe.2016-0148
Hardman, K. (2008). Physical education in schools: A global perspective. Kinesiology, 40(1), 5-28.
Harris, J. (2014). Physical education teacher education students' knowledge, perceptions and experiences of promoting healthy, active lifestyles in secondary schools. Physical Education and Sport Pedagogy, 19(5), 466-480. doi:10.1080/17408989.2013.769506
Harris, J., Cale, L., Duncombe, R., & Musson, H. (2018). Young people’s knowledge and understanding of health, fitness and physical activity: issues, divides and dilemmas. Sport, Education and Society, 23(5), 407-420. doi:10.1080/13573322.2016.1228047
Hastie, P. A. (2017). Revisiting the national physical education content standards: What do we really know about our achievement of the physically educated/literate person?. Journal of Teaching in Physical Education, 36(1), 3-19. doi:10.1123/jtpe.2016-0182
Kaphingst, K. M., French, S., & Story, M. (2006). The role of schools in obesity prevention. The Future of Children, 16(1), 109-142. doi: 10.1353/foc.2006.0007
Kuśnierz, C., Zmaczyńska-Witek, B., & Rogowska, A. (2020). Association between the hierarchy of physical education goals and preferred profiles of physical education classes among students attending middle and high schools. Journal of Physical Education and Sport, 20(2), 571-576. doi:10.7752/jpes.2020.02084
Lentillon-Kaestner, V., & Patelli, G. (2016). Effects of grouping forms, student gender and ability level on the pleasure experienced in physical education. Journal of Teaching in Physical Education, 35(3), 251-262. doi:10.1123/jtpe.2014-0216
Loprinzi, P. D., Cardinal, B. J., Cardinal, M. K., & Corbin, C. B. (2018). Physical education and sport: Does participation relate to physical activity patterns, observed fitness, and personal attitudes and beliefs? American Journal of Health Promotion, 32(3), 613-620. doi:10.1177%2F0890117117698088
Lounsbery, M. A., Holt, K. A., Monnat, S. M., Funk, B., & McKenzie, T. L. (2014). JROTC as a Substitute for PE: Really?. Research quarterly for exercise and sport, 85(3), 414-419. doi:10.1080/02701367.2014.930408
Lyngstad I., Bjerke, Ø., & Lagestad, P. (2020). Students’ views on the purpose of physical education in upper secondary school. Physical education as a break in everyday school life – learning or just fun?. Sport, Education and Society, 25(2), 230-241. doi: 10.1080/13573322.2019.1573421
Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education, 34(4), 626-641. doi:10.1123/jtpe.2014-0061
Malina, R.M. (2014). Top 10 research questions related to growth and maturation of relevance to physical activity, performance, and fitness. Research Quarterly for Exercise and Sport, 85(2), 157-173. doi:10.1080/02701367.2014.897592
Mayorga-Vega, D., & Viciana, J. (2015). Differences in physical activity levels in school-based contexts -influence of gender, age and body weight status. Kinesiology: International Journal of Fundamental and Applied Kinesiology, 47(2), 151-158.
Mayorga-Vega, D., Martínez-Baena, A., & Viciana, J. (2018). Does school physical education really contribute to accelerometer-measured daily physical activity and non-sedentary behavior in high school students? Journal of Sports Sciences, 36(17), 1913-1922. doi:10.1080/02640414.2018.1425967
McEvoy, E., Heikinaro-Johansson, P., & MacPhail, A. (2017). Physical education teacher educators’ views regarding the purpose (s) of school physical education. Sport, Education and Society, 22(7), 812-824. doi:10.1080/13573322.2015.1075971
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., ... & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. doi: 10.1186/2046-4053-4-1
O’Brien, W., Belton, S., & Issartel, J. (2016). Fundamental movement skill proficiency amongst adolescent youth. Physical Education and Sport Pedagogy, 21(6), 557-571.
Organización Mundial de la Salud. (2010). Recomendaciones mundiales sobre actividad física para la salud. Ginebra. Organización Mundial de la Salud.
Organización Mundial de la Salud. (2018a). Global action plan on physical activity 2018-2030: more active people for healthier world. Ginebra. Organización Mundial de la Salud.
Organización Mundial de la Salud. (2018b). Physical activity factsheets for the 28 european member states of the WHO European region. Ginebra. Organización Mundial de la Salud.
Paixão, J. A. Da., Aguiar, C. M., & Silveira, F. S. A. (2016). Percepção da obesidade juvenil entre professores de educação física na educação básica. Revista Brasileira de Medicina do Esporte, 22(6), 501-505. doi:10.1590/1517-869220162206149561
Pedersen, J. H., Thornquist, E., Natvik, E., & Raheim, M. (2019). Physical education classes -a double- edged sword: a qualitative study of Norwegian high-school students´ experiences. Physiotherapy Theory and Practice, 1-15. doi: 10.1080/09593985.2019.1709232
Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D’Hondt, E. (2015). Motor competence and its effect on positive developmental trajectories of health. Sports Medicine, 45(9), 1273-1284. doi:10.1007/s40279-015-0351-6
Sallis, J. F., & McKenzie, T. L. (1991). Physical education’s role in public health. Research Quarterly for Exercise and Sport, 62, 124–137. doi:10.1080/02701367.1991.10608701
Sánchez-Oliva, D., Sánchez-Miguel, P. A., Leo, F. M., Kinnafick, F. E., & García-Calvo, T. (2014). Physical education lessons and physical activity intentions within Spanish secondary schools: A self-determination perspective. Journal of Teaching in Physical Education, 33(2), 232-249. doi:10.1123/jtpe.2013-0043
Schenker, K. (2018). Health(y) education in Health and Physical Education. Sport, Education and Society, 23(3), 229-243. doi:10.1080/13573322.2016.1174845
Simbar, M., Aarabi, Z., Keshavarz, Z., Ramezani-Tehrani, F., & Baghestani, A. R. (2017). Promotion of physical activity of adolescents by skill-based health education. Health Education, 117(2), 207-214. doi:10.1108/HE-09-2016-0037
Sutherland, R., Campbell, E., Lubans, D. R., Morgan, P. J., Okely, A. D., Nathan, N., … & Wiggers, J. (2016). Physical education in secondary schools located in low-income communities: Physical activity levels, lesson context and teacher interaction. Journal of Science and Medicine in Sport, 19(2), 135-141. doi:10.1016/j.jsams.2014.12.003
Telama, R., Yang, X., Leskinen, E., Kankaanpää, A., Hirvensalo, M., Tammelin, T., & Raitakari, O.T. (2014). Tracking of physical activity from early childhood through youth into adulthood. Medicine & Science in Sports & Exercise, 46(5), 955-962. doi:10.1249/MSS.0000000000000181
Tischler, A., & McCaughtry, N. (2014). Shifting and narrowing masculinity hierarchies in physical education: Status matters. Journal of Teaching in Physical Education, 33(3), 342-362. doi:10.1123/jtpe.2012-0115
Trost, S. (2004). School physical education in the post-report-era: an analysis from public health. Journal of Teaching in Physical Education, 23, 318-337.
Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. doi: 10.1016/j.medcli.2010.01.015
Viciana, J., Casado-Robles, C., Pérez-Macías, L., & Mayorga-Vega, D. (2020). A Sport Education Unit as a citizenship education strategy in Physical Education. A group-randomized controlled trial. Retos, (38), 44-52.
Vidal, M., Oramas, J., & Borroto, R. (2015). Revisiones sistemáticas. Educación Médica Superior, 29(1), 198-207.
Wallhead, T. L., Garn, A. C., & Vidoni, C. (2014). Effect of a sport education program on motivation for physical education and leisure-time physical activity. Research Quarterly for Exercise and Sport, 85(4), 478-487. doi:10.1080/02701367.2014.961051
Walseth, K., Engebretsen, B., & Elvebakk, L. (2018). Meaningful experiences in PE for all students: an activist research approach. Physical Education and Sport Pedagogy, 23(3), 235-249. doi:10.1080/17408989.2018.1429590
Yli-Piipari, S., Layne, T., Hinson, J., & Irwin, C. (2018). Motivational Pathways to Leisure-Time Physical Activity Participation in Urban Physical Education: A Cluster-Randomized Trial. Journal of Teaching in Physical Education, 37(2), 123-132. doi:10.1123/jtpe.2017-0099
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2020 Óscar Romero-Chouza, Joaquín Lago-Ballesteros, Belén Toja-Reboredo, Miguel González-Valeiro
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
