Aquisição da habilidade motora rebater na educação física escolar: um estudo das dicas de aprendizagem como conteúdo de ensino

Silveira, Sérgio Roberto; Basso, Luciano; Freudenheim, Andréa Michele; Corrêa, Umberto César; Ferreira, Marilda Gonçalves; Tani, Go

doi:10.1590/s1807-55092013000100015

Cited by 11 publications

(20 citation statements)

References 10 publications

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“…The fact that LCs presented positive effects for the learning of the forward roll in the present study confirm the study's hypotheses and reinforce the suggestion that for this strategy to be effective, they should focus on the essential elements of the skill to be learned. In this way, the teacher/instructor must know the specificities of the task and learners so that they can provide the most adequate cues to achieve the desired goal 14,23 . By this way, the results of the present study add important information regarding the usage of cues and its effectiveness for teaching children with learning difficulties and the possibilities of using it at school context.…”

Section: Discussionmentioning

confidence: 99%

“…Such difficulties are understood as students' issues during the schooling period, specifically to the capture and assimilation of information 5 . Therefore, investigations into the effectiveness of this strategy in this population are necessary, mainly due to the great ease of cues usage in the teachinglearning process at scholar contexts 23 . Considering the learning difficulties of these children, this study questions whether the selected learning cues would have the potential to make the instructions clearer and more objective, so as to aid in the acquisition of these skills.…”

Section: Introductionmentioning

confidence: 99%

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The positive effect of the use of cues for learning forward rolls in children with learning difficulties

Costa¹,

Marques²,

Silva³

et al. 2019

B J Motor Beh

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The objective of this study was to verify the effect of the use of learning cues in the performance development of forward rolls by children with learning difficulties. Twenty-six children (12 boys and 14 girls) with 10,7 ± 0,6 aged were divided into two groups: group with learning cues (GLC) and group without learning cues (GWC). The children were indicated by the school as they present learning difficulties in several academic areas and, therefore, attend reinforcement classes in the extra-curricular period at school. The study took place in four stages: Pre-test; Intervention (five sessions, 45-minutes each); Post-test; Retention (two days post-test). For the motor performance analysis, the children were filmed and the videos analyzed by two evaluators, using the motor pattern check list for the forward rolls. Regarding GWC, no significant differences were found. On the other hand, GLC showed significant results during the evaluation phases. This showed that the use of cues to teach forward rolls to children with learning difficulties was positive, demonstrating that learning cues are fundamental resources which teachers in the area can adopt.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The positive effect of the use of cues for learning forward rolls in children with learning difficulties

Costa¹,

Marques²,

Silva³

et al. 2019

B J Motor Beh

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“…Having a clear definition of the identity of Physical Education would generate other attributions, such as area of knowledge, professional preparation course, academic subject or professional intervention field. It is possible to observe through the last forty years the elaboration of different approaches to the SPE teaching which when analyzed present wide discussion about the philosophical and ideological matrices (SILVEIRA et al, 2013), but very few of those evolve in what concerns what, who, when and how to teach, also adding the question of how one can follow the students' learning. Perhaps, if more effort were directed to that concern, more advances would be observed in the knowledge making of SPE.…”

Section: Seminar Of School Physical Education: the Search For Legitimmentioning

confidence: 99%

School physical education

Correia

Silveira

2020

QUAESTIO

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This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

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“…On the other hand, research have also used "typical" population were conducted by Ladewig (1994) using school children while playing an special computer game; Caçola & Ladewig (2007) to teach a rhythm gymnastics skill, by parts and as a whole; Silveira, Basso, Freudenhein, Correa, Ferreira & Tani (2013) investigating the use of learning cues as a teaching content; Spessato & Valentin (2013) to teach dance; Ferreira, Bastos, Pasetto, Torriani-Pasin & Corrêa (2016) studying self-talk and the effects on transfer and retention in the tennis forehand; Benz, Winkelman, Porter & Nimphius (2016) to improve sprinting performance and Bruin, Dunlosky & Cavalcanti (2017) studied the use of predictive cues in med school. All these studies have one way or another demonstrated the use of cues while teaching some type of task or motor skill.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Using Learning Cues to Teach Children Perform the Backhand

Ladewig¹,

Boell²,

Pereira³

et al. 2019

JPESM

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Attention is very important for learning. Children are known for not paying much attention due to lack of selective attention resources. Selective attention is the ability to direct the attentional focus to a specific point in the environment, in order to pay attention to what is relevant (Ladewig et all, 2001). One way to assist children to pay more attention while teaching a task, is by using cues, that are one or two words, short phrases, with higher meaning to the learner. The objective of the current study was to test the efficacy of the cues, while school children performed the backhand. The statistical results of the retention test have shown, after 20 days rest without any practice, very high levels of significance in favor of the cue group, which was even able to increase the mean average from the post-test. On the other hand, children that did not receive cues had a decrease in performance in all six technical factors, from the post-test to the retention. In conclusion, the use of learning cues was very effective in assisting children to learn the backhand. Future research must continue to explore the use of cues, while teaching different motor skills in different contexts.

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Aquisição da habilidade motora rebater na educação física escolar: um estudo das dicas de aprendizagem como conteúdo de ensino

Cited by 11 publications

References 10 publications

The positive effect of the use of cues for learning forward rolls in children with learning difficulties

The positive effect of the use of cues for learning forward rolls in children with learning difficulties

School physical education

The Efficacy of Using Learning Cues to Teach Children Perform the Backhand

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