Efeitos de modelos de ensino do esporte sobre diferentes domínios de aprendizagem dos escolares: fundamentação e protocolo metodológico

Cunha, Gabriel Barros da; Leonardi, Thiago José; Bergmann, Gabriel Gustavo

doi:10.1590/rbce.44.e20230011

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ORIGINAL ARTICLE • Rev. Bras. Ciênc. Esporte 45 • 2023 • https://doi.org/10.1590/rbce.44.e20230011 linkcopiar

Efeitos de modelos de ensino do esporte sobre diferentes domínios de aprendizagem dos escolares: fundamentação e protocolo metodológico

Autoria SCIMAGO INSTITUTIONS RANKINGS

O estudo tem por objetivo descrever o desenho metodológico da pesquisa intitulada “Efeitos do Sport Education Model (SEM) nas aulas de Educação Física sobre os desfechos físicos, emocionais, cognitivos e socioafetivos de escolares em três contextos distintos do ensino médio”. Será realizado um estudo experimental com medidas pré e pós-teste em um grupo experimental (SEM) e em um grupo comparador (Modelo de Ensino Tradicional) randomizado por clusters. Temos como hipótese que o SEM apresentará efeitos positivos e superiores ao modelo tradicional em todas as variáveis analisadas. A descrição detalhada da base teórica e dos procedimentos metodológicos da pesquisa permitirá uma melhor compreensão dos resultados que serão apresentados após o término do estudo.

Palavras-chave:
Modelo pedagógico; Estudantes; Educação esportiva; Intervenção

INVASION SPORTS PROTOCOL’S – FIVE-A-SIDE INDOOR SOCCER
Models	Content	Learning Tasks	Social Relationship
SEM	Tactical Problems: keep possession of the ball; create goal-scoring opportunities.	Methods: game-based approach.	Sports Characters: players, coaches, captains, referees, journalists, and statisticians/game analysts.
	Tactical Principles: create pass line; support.	Learning Environment: conditional games, pre-sports game, and functional structure (2x1, 4x3+Gol).	Role of Students: practitioner - guide the team during the game, encourage sportsmanship, manage the events (competition and culminant event), publicize the individual events’ results, and analyze game performance.
	Game Components: pass, control, ball reception, ball conduction, fake, communication, kick on goal.
	Sportsmanship: fair play, social relationships in sports (player-referee, fans-referee, fans-players, players-players, fans-fans), value the effort, and relativizing victory.	Main Game: 3 x 3, 4 x 4 or 5 x 5.	Role of Teachers: support sports characters, mediate and evaluate the sports characters.
TTM	Technical Fundamentals: pass, kick on goal, ball reception and conduction.	Method: analytical and global.	Sports Characters: players.
	Sportsmanship: fair play, social relationships in sports (player-referee, fans-referee, fans-players, players-players, fans-fans), value the effort, and relativizing victory.	Learning Environment: Individual, pairs or trios tasks to skill development	Role of Students: practitioner - reproduce the sports technique during the learning tasks and game formal.
		Main Game: 5 x 5.	Role of Teachers: instruction and correction of the learning tasks.

Cognitive Domain
Knowledge of Sports Content
Description: the following sporting knowledge will be considered: (a) rules; (b) tactical-technical knowledge; (c) sportsmanship; (d) general sports knowledge.
Instrument: a Sports Content Knowledge Test (SCKT) will be elaborated by the researchers and teachers’ applicators of the intervention (EG and CG). The SCKT will consist of multiple-choice questions and video analysis may be used. The following steps will be respected to elaborate the SCKT: (a) teachers applicator will indicate themes to elaborate the items; (b) researcher trainer will elaborate on the initial version of the SCKT; (c) debate among teachers applicators and improvements in the initial version; (d) validation of the instrument by the group of expert (Hastie et al., 2013) and (e) analysis of reproducibility
Game Performance (GP)
Description: the GP will be analyzed from the cognitive and physical domain interactions perspective. Thus, the GP will show the processual knowledge of practitioners, composed of elements such as decision-making, skill execution, and support (Mitchell et al., 2013; Chatzipanteli et al., 2016; Matias and Greco, 2010; Santos, 2016).
Instrument: the Game Performance Assessment Instrument – GPAI (Mitchell et al., 2013) will be used to analyze the GP. The present study will analyze skill execution (successful/unsuccessful), decision-making, and support (appropriate/inappropriate) (Memmert and Harvey, 2008).
Game Involvement (GI)
Description: the GI is composed of the same elements that GP but is calculated differently. It is important to measure to identify the game's participation level.
Instrument: will be used the GPAI to analyze the GI (Memmert and Harvey, 2008).
Emotional Domain
Motivation for PE lessons
Description: the classification and the levels of motivational regulation proposed by the self-determination theory (SDT) will be used to analyze the students’ motivation for PE lessons.
Instrument: the Brazilian version to students of the Perceived Locus of Causality (PLOC) will be used to assess the students’ level of motivation during PE lessons. Guedes et al. (2020) carried out the translation and cross-cultural adaptation into the Portuguese language of Brazil.
Basic Psychological Needs (BPN)
Description: will be considered the three BPN: (a) competence – the feeling of mastery, (b) autonomy – a sense of initiative and ownership in one’s action, (c) relatedness – a sense of belonging to a group.
Instrument: the Basic Psychological Needs in Physical Education Questionnaire [BPNQ-PE - Pires et al. (2010)] will be used to verify the students’ perceptions of BPN.
Intention to be Physically Active (IPA)
Description: the variable identifies whether the students intend to practice physical activity in the future (Cuevas et al., 2016; Gil-Arias et al., 2017).
Instrument: the Intention to be Physically Active Scale [IPAS - Moreno et al. (2007)] will be used to analyze the IPA.
Socio-affective Domain
Sportsmanship
Description: sportsmanship is understood as attitudes and behaviors that promote respect for the rules, refereeing, and positive interactions among all participants (Vallerand et al., 1996).
Instrument: the Multidimensional Sportsmanship Orientations Scale (the Brazilian version of MSOS) will be used to analyze the students’ sportsmanship. The translation and cross-cultural adaptation into the Portuguese language of Brazil were carried out (Andaki and Salles, 2018).
Physical Domain
Intensity of PE lessons
Description: the intensity of physical activity is an important health benchmark, being categorized as follows way: (a) light; (b) moderate, and (c) vigorous.
Instrument: a triaxial accelerometer (ActiGraph®) will be attached by an elastic strap at the waist of the participants to assess the intensity of physical activity. Data collection will be analyzed using the software ActiLife (ActiGraph®) and calculated in metabolic equivalents (METs). The categorization will be carried out according to Haskell et al. (2007): (a) Light PA < 3METs; (b) Moderate PA between 3 and 6 METs; and (c) Vigorous PA > 6METs. Participants who achieve at least 50% of the lesson time in moderate to vigorous PA will be classified as “Meet the Recommendations”.

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[1] SEM: Sport Education Model; TTM: Traditional Teaching Model.

[2] Source: elaborated by the authors.