Aprendizagem do nado peito através do fornecimento de feedback de videoteipe

Junqueira, Irana; Ferracioli, Marcela de Castro; Castro, Iran Junqueira de

doi:10.5007/1980-0037.2013v15n2p204

Cited by 3 publications

(5 citation statements)

References 14 publications

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“…Thus, our hypothesis that the VAG would report greater enjoyment than the VG was not supported. These findings contradict prior video analysis research indicating that learners better enjoyed and were better motivated by watching video replays of their performances ( Ferracioli et al, 2013 ; Koh & Khairuddin, 2004 ). Again, the number of intervention sessions involved in these respective studies may be a basis for these different findings.…”

Section: Discussioncontrasting

confidence: 99%

“…Again, the number of intervention sessions involved in these respective studies may be a basis for these different findings. In contrast to our results with a single session, other investigators used five (e.g., Ferracioli et al, 2013 ; Palao et al, 2013 ) or 16 sessions (e.g., Casey & Jones, 2011 ). Perhaps the greater number of sessions allowed participants to become accustomed to the technology and enjoy the sessions more, while our participants may have felt overwhelmed by just a single session ( Obrusnikova & Rattigan, 2016 ).…”

Section: Discussioncontrasting

confidence: 95%

“…Furthermore, Ensergueix and Lafont (2010) found similar results with higher self-efficacy of table tennis skills among recipients of peer teaching compared to participants who practiced individually without peer tutoring. Similarly, Ferracioli et al (2013) found that participants in both the VAG and VG groups thought that their respective interventions were effective in helping to improve swimming performance, with similar motivational effects during the five-day breaststroke learning process.…”

Section: Discussionmentioning

confidence: 80%

“…After post-testing, participants completed a statement-based questionnaire to report their perceptions of their intervention and whether their motivation and confidence levels had been enhanced. As there was no previously validated questionnaire for this purpose, we based our own pilot questionnaire items on a literature review of similar questionnaires ( Ferracioli et al, 2013 ; Koh & Khairuddin, 2004 ). The questionnaire we used consisted of 6-items.…”

Section: Methodsmentioning

confidence: 99%

“…Motivation and confidence are important contributing factors to motor learning and performance and video analysis may have a positive impact on these learning variables (e.g., Darden, 1999 ; Ferracioli et al, 2013 ; Koh & Khairuddin, 2004 ; Kretschmann, 2017 ; O’Loughlin et al, 2013 ; Weir & Connor, 2009 ). Wulf and Lewthwaite’s (2016) OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning suggested that confidence is a predictor of performance and self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

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Examining Single Session Peer-Teaching Instructional Approaches on Pre-Service Physical Education Teachers’ Throwing Techniques

Beseler,

Plumb,

Spittle

et al. 2023

Percept Mot Skills

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An important role of a Physical Education (PE) teacher is to assist students to develop the fundamental motor skills (FMS) that will allow them to participate in physical activities with competence and confidence. Thus, PE teachers require the knowledge and skills to carry out this crucial task. In the crowded curricula of Physical Education Teacher Education (PETE) programs, there are limited opportunities for pre-service PE teachers to learn how to analyze and perform a large list of motor skills. Our purposes in this study were to determine whether a single session peer-teaching intervention could improve pre-service PE teachers’ short-term non-dominant hand overarm throwing performances and to examine these students’ perceptions of the interventions. We allocated 47 pre-service PE teaching students (24 males; 23 females) to one of three experimental groups: a Video Analysis Group (VAG; n = 17), a Verbal Group (VG; n = 19), and a Control Group (CG; n = 11), based on the class in which they were enrolled. VAG and VG participants worked with a partner of their choice in reciprocal peer-teaching to improve each other’s non-dominant hand throwing technique. VAG and VG interventions were identical except that VAG participants accessed video analysis technology. CG participants completed unrelated course work that involved no overarm throwing activities. A single 20-minute session of peer teaching with video analysis feedback during practice led to rapid enhancements in non-dominant hand overarm throwing skills. While all three groups improved their performance by retention testing, participants in the VAG group improved most quickly. Participants in both the VAG and VG groups reported that their respective interventions improved their throwing and Qualitative Movement Diagnosis (QMD) skills. Based on these results, we suggest that PETE programs integrate peer-teaching and video analysis sessions into fundamental movement courses to accelerate students’ motor skill acquisitions.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 95%

Section: Discussionmentioning

confidence: 80%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Examining Single Session Peer-Teaching Instructional Approaches on Pre-Service Physical Education Teachers’ Throwing Techniques

Beseler,

Plumb,

Spittle

et al. 2023

Percept Mot Skills

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Métodos de ensino utilizados por professores de natação infantil

et al. 2022

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I Introdução: O ensino da natação infantil tem priorizado a aprendizagem dos quatro nados competitivos. Embora tenham surgido nos últimos anos diversos métodos de ensino, a prática docente dos professores ainda está voltada ao ensino da técnica esportiva por meio de métodos tradicionais. O baixo número de publicações sobre essa temática dificulta o avanço da linha da “pedagogia da natação”. Objetivo: Caracterizar os métodos utilizados por professores no ensino da natação infantil. Metodologia: Foi realizada uma pesquisa de abordagem qualitativa e de caráter descritivo, utilizando a técnica de observação não participante. As observações foram registradas com o auxílio de diários de campo. O contexto de investigação foi um estabelecimento no município de Brusque-SC. A seleção dos participantes foi de forma intencional não-probabilista e participaram três professores de natação infantil. Ao todo, foram observadas trinta aulas de quarenta e cinco minutos de duração. Os dados foram analisados através da técnica de análise de conteúdo, com as categorias determinadas a priori: atividades, instrução inicial e feedbacks. Resultados e discussão: Os resultados revelaram que os professores utilizaram a instrução por explicação, o baixo uso de feedback durantes as tarefas e predominaram as atividades técnicas/analíticas. Considerações Finais: Conclui-se que os professores observados priorizam o método de ensino analítico/tecnicista.

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The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

Duijn

Burnay

et al. 2021

Front. Psychol.

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Learning aquatic skills is an important component of developing physical literacy in children. Aquatic skills such as floating, swimming and safe entry/exit promote engagement in different water environments and may help preserve lives in an emergency. This scoping review was conducted to evaluate the influence of task constraints (i.e., equipment) and environmental constraints (i.e., physical and social) on how children learn foundational aquatic skills. In developed countries, children are typically taught in swimming pools under direct supervision. It is also not uncommon to see children and infants learning to swim with assistive equipment (e.g., buoyancy aids). However, perhaps surprisingly, the evidence on how and where children learn aquatic skills does not uniformly promote such practices. For example, the use of flotation devices has not been proven to aid skill learning. Some researchers have advocated that children should learn aquatic skills whilst wearing outdoor clothing. One benefit of children wearing clothing is an increased capacity to practice in colder water (such as the ocean, rivers, or lakes). Overall, whilst practitioners often use equipment for various reasons it seems that not all equipment is equally useful in promoting the acquisition of aquatic skills. In less developed countries, with limited access to swimming pools and fewer resources for private instruction, a range of different open water aquatic environments and practices, such as swimming in temporarily flooded areas, have been reported. Such strategies are in urgent demand of further research given that drowning rates in less developed countries around the world exceed those in developed nations. It can be argued that learning in pools does not afford the opportunities to develop the whole range of adaptive skills that may be required in different open water environments such as navigating currents and waves, floating whilst clothed, or making life-saving decisions. Consequently, a shift toward teaching in open water environments has occurred in several countries. This review provides an evidence-base upon which practitioners can design more effective aquatic education programs for children.

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Aprendizagem do nado peito através do fornecimento de feedback de videoteipe

Cited by 3 publications

References 14 publications

Examining Single Session Peer-Teaching Instructional Approaches on Pre-Service Physical Education Teachers’ Throwing Techniques

Examining Single Session Peer-Teaching Instructional Approaches on Pre-Service Physical Education Teachers’ Throwing Techniques

Métodos de ensino utilizados por professores de natação infantil

The Influence of Equipment and Environment on Children and Young Adults Learning Aquatic Skills

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