Análise das percepções de professores de educação física iranianos sobre o uso do Ensino Compreensivo do Esporte
DOI:
https://doi.org/10.47197/retos.v48.97239Palavras-chave:
Teaching Games, Pedagogy, Sports, Students, Physical EducationResumo
Este estudo foi realizado para examinar até que ponto os principais recursos das abordagens baseadas em jogos (GBA) são usados por professores iranianos de educação física (EF) com diferentes gêneros e estágios educacionais e para identificar os preditores mais fortes de se eles percebem que são jogos de ensino. via GBA. Por meio de uma pesquisa online, 256 professores de educação física (123 mulheres, 40,6% do ensino fundamental) preencheram o questionário de García-López et al. (2019) que incluiu questões sobre o conteúdo dos jogos, planejamento, estratégias de ensino e avaliação.
Os resultados mostraram que os professores de educação física do ensino médio (SS) e do ensino fundamental (EP) iranianos, além do desenvolvimento técnico dos alunos, consideram as regras dos jogos como elemento fundamental. Eles estavam interessados em usar abordagens temáticas e jogos modificados. No entanto, à medida que as notas dos alunos aumentavam, especialmente após a nona série, a paixão dos professores por ensinar usando o GBA diminuiu. Os professores SS introduziram mais conteúdos teóricos, elementos estruturais, técnicos e táticos do que os professores PS. As mulheres, mais do que os homens, usaram GBA em seu ensino. O uso de problemas táticos e complexidade tática pelos professores iranianos para planejar as aulas foram os preditores mais fortes de sua percepção de usar GBA em seu ensino.
Os resultados destacam que o estilo de ensino dos professores de educação física iranianos, principalmente após o 9º ano e em crianças, deve ser levado em consideração para promover as habilidades técnicas e táticas dos alunos.
Palavras-chave: Jogos Didáticos, Pedagogia, Esportes, Alunos, Educação Física.
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