Efeitos do ensino generalizado do esporte durante as aulas de Educação Física Escolar no conhecimento tático processual de adolescentes

Abstract

The objective of this study was to identify the potential effects of a pedagogical intervention using the Generalized Sports Initiation (GSI) method for teaching sports during physical education classes on the procedural tactical knowledge of schoolchildren and the pedagogical practice of physical education teachers. A mixedmethod study was conducted with pre- and post-intervention measurements. The quantitative approach involved an experimental study with simple randomization into an intervention group (IG) and a control group (CG). The qualitative approach involved action research. The sample consisted of schools in the municipal public school system of the city of Canguçu, Rio Grande do Sul. The study included 113 students of both genders (IG, n = 75; 66.4%) and CG, n = 38; 33.6%), with a mean age of 13.7 (±1.17). Four physical education teachers from the respective schools participated in the study. The groups were allocated after identifying the work developed by teachers for teaching sports in Physical Education classes. For the IG, classes were selected from one teacher with an empirical pedagogical practice (PPP) who was randomly assigned to the IG and the other to the CG. Similarly, one teacher with an interactionist PPP was randomly assigned to the IG and the other to the CG. The GI teachers received training on "Teaching Sports in the School Environment" (IEG). The Procedural Tactical Knowledge Test (OE) was used to analyze the students' TPA, and the impact of the training on pedagogical practices was analyzed through a semistructured interview. Regarding TPA, both groups showed improvements in offensive actions, with the GI's superior effect on the "pass to a teammate without marking and positioning to receive" action standing out. The results also indicated positive changes in pedagogical practices, especially in the increased student participation and the diversification of teachers' PPP teaching strategies. The research reinforces the importance of bridging the gap between universities and schools, as well as the development of training proposals that combine theory and practice, respecting the specificities and challenges of the school context.