The dialectic method proposes a two-way teaching (teacher-student) that causes learning through ongoing task of the subjects. For this, the teacher assumes the role of mediator and directs several activities. In line with the above, Exercise Physiology is an academically oriented discipline undergoing in a dynamic environment, and the use of different teaching strategies is needed to optimize the appropriation of knowledge in an active way and contribute to the greater autonomy of university students. Therefore, the aim of this study was apply different strategies in the course entitled "Physiology of the Motor Activity I" at School of Physical Education and Sport of University of Sao Paulo and assess a correlation between students participation and students performance. We used teaching strategies such as exposition and dialogue classes, practical classes, conversations with experts, directed study, study of scientific texts, concept mapping, case study and study of the environment in order to optimize the appropriation of the concepts of exercise physiology with emphasis on neuromuscular and cardiovascular physiology exercise. Our main findings show significant and positive correlations between the presence in classes and the performance evaluations (p < 0.0001, r = 0.84) as well as between the tasks proposed and the performance evaluations (p < 0.0001; r = 0.69). Altogether, these data suggest that using different teaching strategies based on the dialectic method associated with the participation of students is essential for a good academic performance in Exercise Physiology.
Sport; Physical education; Education
