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Os professores de educação física e a promoção de um estilo de vida ativo
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A atividade física tem múltiplos benefícios a nível de saúde, sendo fundamental para o desenvolvimento equilibrado dos jovens, devendo os hábitos de prática serem adquiridos precocemente, para que façam parte integrante do seu estilo de vida no futuro. A escola, a Educação Física e mais particularmente o professor de Educação Física, podem desempenhar um papel importante na promoção de estilos de vida ativos e saudáveis. Esta investigação teve como objetivo estudar as crenças relativamente à promoção de estilos de vida ativos, o impacto da formação inicial e a quantidade e qualidade da atividade física proporcionada nas aulas de Educação Física. A amostra foi constituída por 95 estudantes do 1º ano do MEEFEBS, 86 estudantes do 2º ano (estagiários) e 33 professores experientes que preencheram o questionário da socialização profissional em dois momentos distintos, no início e no final do ano letivo. Selecionaram-se 4 professores experientes e 4 estudantes 2º ano que preencheram o questionário da oferta curricular e foram observadas as suas aulas através do SOFIT. Foi também avaliado o clima motivacional na aula no início e no final do ano letivo. Os dados dos questionários foram tratados com recurso à estatística descritiva e a testes de comparação paramétricos e não paramétricos através do programa estatístico SPSS 22. As aulas dos professores experientes e dos estudantes tiveram uma intensidade de mais de 50% de AFMV. O clima motivacional nas aulas de professores experientes e estudantes evoluiu de forma negativa de um clima de mestria para um clima de performance-evitamento. Apesar das experiências passadas ligadas ao desporto a socialização profissional alterou as crenças dos futuros professores. O primeiro impacto com a realidade no estágio parece ser muito importante pois os comportamentos em matéria de ensino foram semelhantes entre estudantes e professores experientes.
Physical activity has many benefits for future health, it's essential for the development of young people and the habits of physical activity from childhood and adolescence to adulthood. The school, physical education and more particularly the physical education teacher, can play an important role in promoting active lifestyles and healthy. The aim of this study was to investigate the beliefs of the promotion of active lifestyles, the impact of initial training and the quantity and quality of physical activity provided in physical education classes. Participants were 95 students of 1st year of MEEFEBS, 86 students of 2nd year and 33 experienced teachers who completed the questionnaire of professional socialization at two different times at the beginning and end of the school year. Four experienced teachers and four PETE students completed the questionnaire of the curriculum offer and were observed their classes through SOFIT. Motivational climate were analyzed at the beginning and end of the school year. Data were collected from questionnaires and processed using descriptive statistics and parametric and nonparametric comparison tests through the statistical program SPSS 22. The classes of experienced teachers and PETE students had ≤50% of moderate-to-vigorous physical activity. The motivational climate experienced teachers in classes and PETE students evolved negatively of a mastery climate to a climate of performance-avoidance. Despite past experiences linked to sport, professional socialization changed the beliefs of future teachers. The first impact with reality on stage seems to be very important because the behavior in education were similar between PETE students and experienced teachers.
Physical activity has many benefits for future health, it's essential for the development of young people and the habits of physical activity from childhood and adolescence to adulthood. The school, physical education and more particularly the physical education teacher, can play an important role in promoting active lifestyles and healthy. The aim of this study was to investigate the beliefs of the promotion of active lifestyles, the impact of initial training and the quantity and quality of physical activity provided in physical education classes. Participants were 95 students of 1st year of MEEFEBS, 86 students of 2nd year and 33 experienced teachers who completed the questionnaire of professional socialization at two different times at the beginning and end of the school year. Four experienced teachers and four PETE students completed the questionnaire of the curriculum offer and were observed their classes through SOFIT. Motivational climate were analyzed at the beginning and end of the school year. Data were collected from questionnaires and processed using descriptive statistics and parametric and nonparametric comparison tests through the statistical program SPSS 22. The classes of experienced teachers and PETE students had ≤50% of moderate-to-vigorous physical activity. The motivational climate experienced teachers in classes and PETE students evolved negatively of a mastery climate to a climate of performance-avoidance. Despite past experiences linked to sport, professional socialization changed the beliefs of future teachers. The first impact with reality on stage seems to be very important because the behavior in education were similar between PETE students and experienced teachers.
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Palavras-chave
Escola Educação física Formação inicial SOFIT Estilos de vida School Physical education PETE Lifestyles