Reflections about outdoor adventure sports and professional competencies of physical education students

Marinho, Alcyane; Santos, Priscila Mari dos; Manfroi, Miraíra Noal; Figueiredo, Juliana de Paula; Brasil, Vinícius Zeilmann

doi:10.1080/14729679.2016.1218781

Cited by 10 publications

(9 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite identifying the major benefits of this activity, subjects do not include skating among their recreational preferences, probably because of the high degree of difficulty, risk, and insufficiently oriented mentality and behavior towards practicing different activities and in different environments. Studies have shown that experimenting with ways to improve student formative activity through curricular diversification creates favorable conditions for training attitudes and extending professional skills to future physicists [33,34]. Examination of the field literature shows that there are a number of studies [35,36,37,38] carried out in this country and abroad that show parallels with the findings of this study.…”

Section: Discussionsupporting

confidence: 79%

Student Perceptions of Motor, Mental and Social Benefits and the Impact of Practicing Recreational Figure Skating

Ionescu

Bădău

2018

Behavioral Sciences

View full text Add to dashboard Cite

The study aims to highlight the impact of practicing recreational figure skating by evaluating the relationship between the perceptions of motor, mental and social benefits of practicing figure skating and the frequency and duration allocated for this recreational activity. The study included 143 students of physical education and sport specialization. The questionnaire was designed to evaluate the students’ perception about the benefits of practicing recreational figure skating; it included 30 items divided in three parts: motor, mental and social benefits. Each of them contained 10 items to be assessed by students using the Likert scale, with 2 items related to the duration and frequency of practicing figure skating during recreational time. The results were processed using SPPS 24. The results were statistically significant at p < 0.05. The Cronbach’s Alpha coefficient of the questionnaire was α = 0.965, suggesting that the items had high internal consistency. Using the Likert scale, we found the following: concerning the high score 5 points—the motor capacity 62.9%, the mental capacity 49.7%, the social capacity 49.7%; and for a low score of 1 point—mental and social capacity 1.4%, motor capacity 0.7%. The effect size was medium for almost all items. No statistically significant correlations were found between the result of the questionnaire and the frequency and duration of practicing figure skating during free time. Figure skating is considered by students to be one of the activities through which a series of parameters of physical development and level of physical fitness can be improved through the expansion of motor skills. Also, the practice of figure skating contributes to the formation of proactive behaviors by improving the mental and social abilities of practitioners.

show abstract

Section: Discussionsupporting

confidence: 79%

Student Perceptions of Motor, Mental and Social Benefits and the Impact of Practicing Recreational Figure Skating

Ionescu

Bădău

2018

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…Studies on adventure education programs for students have highlighted that they were perceived more competent in the following aspects: intra-professional, ethical, and theoretical aspect of the profession [20,43]. Numerous studies confirm that adventure activities in specially arranged parks or in different natural environments contribute to the development of physical, mental, social capacities, and to the formation of proactive behaviors [44][45][46].…”

Section: Discussionmentioning

confidence: 99%

The motric, Educational, Recreational and Satisfaction Impact of Adventure Education Activities in the Urban Tourism Environment

Bădău

2018

Sustainability

View full text Add to dashboard Cite

(1) Background: The study aims to highlight the impact of educational, recreational, motric and satisfaction of adventure education activities in the urban tourism environment; (2) Methods: The study included 48 students with specialization in physical education. The adventure education program included two specific activities and the evaluation focused on: the students' choice in choosing and crossing the routes from the Adventure Park in Brasov according to their difficulty; the distance covered within the Photo Trip Brasov Adventure. At the end of program a questionnaire contained 20 items divided into two parts of 10 items for each of the two activities: Adventure Park Brasov Challenge and Photo Trip Brasov Adventure, was used to assess the educational, recreational and satisfaction impact of the urban adventure tourism activities. The results were processed using SPPS 20; (3) Results: At the Adventure Park Brasov Challenge the girls have accumulated 118 points (29.7%), and the boys 280 points (70.3%). For Photo Trip Brasov Adventure, the average distance covered by the 12 teams was 5.516 ± 0.240. The results are statistically significant for p < 0.05. The Cronbach's Alpha coefficient for the whole questionnaire was α = 0.933; for the Adventure Park Brasov Challenge was α = 0.811; for Photo Trip Brasov Adventure was α = 0.924, suggesting that the items had a very high internal consistency; (4) Conclusions: Participation in the Education program through adventure in urban tourism environment highlighted the expansion and improvement of the physical, technical, educational, recreational potential and participation of the students. The analysis of the results of the questionnaire revealed that the students mostly appreciate the satisfaction and recreational parameters and in the lower the educational and motoric parameters.

show abstract

“…Entretanto, os estudos sobre o assunto geralmente identificam essas aspectos na perspectiva do praticante esporádico ou do atleta de modalidades da aventura (DIAS, 2006;LAVOURA;MACHADO, 2008;MARINHO et al, 2016;SCHWARTZ et al, 2016), tornando-se necessárias mais reflexões sobre os estados emocionais associados às atividades de aventura na natureza tendo-se como foco seus instrutores e suas motivações para a atuação profissional com essas atividades, tal como apontado neste estudo e no de Paixão e Tucher (2010).…”

Section: Metodologiaunclassified

“…Contribuindo com este cenário, as discussões sobre a formação profissional em Educação Física, alavancadas a partir da década de 1990, as quais implicaram mudanças na estrutura curricular dos cursos universitários de formação inicial na área no sentido de contemplar a ampliação dos campos de intervenção desta área (NASCIMENTO, 2002(NASCIMENTO, , 2006, também contribuíram para a expansão das atividades de aventura no âmbito desta área do conhecimento, especialmente por meio da criação de disciplinas específicas nos currículos e de grupos de pesquisa sobre o assunto (SANTOS et al, 2015;MARINHO et al, 2016;TEIXEIRA;MARINHO, 2010). Para além disso, recentemente, com a elaboração da Base Nacional Comum Curricular, incluiu-se o conteúdo "práticas corporais de aventura" no componente curricular Educação Física no contexto da Educação Básica.…”

unclassified

Formação e Atuação Profissional de Instrutores de Atividades de Aventura na Natureza em Florianópolis (SC)

Amaral

Vaz

Correia

et al. 2018

Licere

Self Cite

View full text Add to dashboard Cite

Este estudo objetivou caracterizar a formação e atuação profissional de instrutores de atividades de aventura na natureza atuantes em Florianópolis (SC). Realizou-se uma pesquisa descritiva, com abordagens qualitativa e quantitativa. Participaram 22 instrutores de atividades de aventura na natureza. As informações foram coletadas por meio de um questionário contendo perguntas mistas e analisadas por intermédio da estatística descritiva e da técnica de análise de conteúdo. A média de idade dos instrutores é de 39,5±12,1 anos, sendo a maioria do sexo masculino (18). A maioria tem ensino médio (9) ou superior (9) e participaram de cursos de aperfeiçoamento nos últimos cinco anos (13). As vivências práticas são, prioritariamente, apontadas como formação considerada necessária para atuar na área. A maioria mostra-se satisfeito com a atuação na área (18), porém desempenham outras atividades profissionais (13).

show abstract

Reflections about outdoor adventure sports and professional competencies of physical education students

Cited by 10 publications

References 21 publications

Student Perceptions of Motor, Mental and Social Benefits and the Impact of Practicing Recreational Figure Skating

Student Perceptions of Motor, Mental and Social Benefits and the Impact of Practicing Recreational Figure Skating

The motric, Educational, Recreational and Satisfaction Impact of Adventure Education Activities in the Urban Tourism Environment

Formação e Atuação Profissional de Instrutores de Atividades de Aventura na Natureza em Florianópolis (SC)

Contact Info

Product

Resources

About