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Universidade Estadual de Campinas

1. Bolonhini, Sabine Zink. Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo .

Degree: 2009, Universidade Estadual de Campinas

Resumo: Esse estudo promove, no primeiro momento, uma discussão teórica acerca da Pedagogia do Esporte e da iniciação esportiva ao Tênis de Campo. As reflexões basearam-se a partir dos autores que defendem a proposta pedagógica do Teaching Games For Understanding (TGFU). No decorrer das discussões teóricas, foi realizado um diálogo entre as propostas desses autores e as reflexões de autores brasileiros que abordam o tema da Pedagogia do Esporte. É importante ressaltar que, a partir do encontro e da comparação das propostas de dois grupos de autores, é possível contribuir de maneira significativa para avanços da produção teórica no tema da Pedagogia do Esporte e Iniciação Esportiva. Além de contribuir com a construção de um referencial teórico, este estudo teve como objetivo verificar quais as características da Iniciação Esportiva nos 4 principais clubes do Estado de São Paulo. Para isso, foi realizada uma pesquisa de campo dividida em dois momentos: realização de entrevistas semi-estruturadas com os professores envolvidos com as aulas de iniciação esportiva nos clubes e a realização de observações não-participantes das aulas ministradas por esses professores. O objetivo das entrevistas foi o de verificar o perfil do profissional que trabalha com a iniciação esportiva à modalidade: sua formação escolar, sua experiência com a modalidade e, principalmente o de constatar quais os principais conteúdos que eles consideram que devem ser trabalhados em aulas de iniciação esportiva ao Tênis de Campo. O objetivo da observação das aulas foi o de constatar quais os conteúdos trabalhados nas aulas e quais os procedimentos pedagógicos utilizados pelo professores. A partir da pesquisa de campo, constatou-se que a maioria dos professores entrevistados não possui formação acadêmica em Educação Física, todos eles possuíam vivência na modalidade antes de se tornarem professores, e acreditavam que o ensino dos elementos técnicos da modalidade corresponde ao principal conteúdo a ser ensinado nas aulas de iniciação esportiva. Em relação aos conteúdos trabalhados durante as aulas, foi possível constatar que a preocupação central da maioria das aulas ainda é a de ensinar as habilidades técnicas da modalidade. Nesse sentido, verificamos uma disparidade entre as propostas pedagógicas de ensino do Tênis de Campo e o contexto da iniciação esportiva à modalidade constatado a partir da pesquisa de campo.; Abstract: This study promotes, initially, a theoretical discussion about Sport Pedagogy and sport initiation to Tennis. The reflections were based upon the Teaching Games For Understanding (TGFU) proposal. During the theoretical discussions, we proposed an dialogue between the TGFU ideas and the reflections of Brazilian authors that discuss Sport Pedagogy. It is important to point out that through these comparisons of two different proposals it is possible to contribute to the development of the theoretical productions of Sport Pedagogy. Besides these theoretical contributions, this study aims to verify the characteristics of sport initiation… Advisors/Committee Members: Paes, Roberto Rodrigues, 1956- (advisor), Leitão, Maria Thereza Krahenbuhl (committee member), Stucchi, Sérgio (committee member).

Subjects/Keywords: Esportes - Pedagogia; Iniciação esportiva; Tenis (Jogo); TGFU

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bolonhini, S. Z. (2009). Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo . (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/274758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bolonhini, Sabine Zink. “Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo .” 2009. Thesis, Universidade Estadual de Campinas. Accessed August 11, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bolonhini, Sabine Zink. “Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo .” 2009. Web. 11 Aug 2020.

Vancouver:

Bolonhini SZ. Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo . [Internet] [Thesis]. Universidade Estadual de Campinas; 2009. [cited 2020 Aug 11]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/274758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bolonhini SZ. Pedagogia do esporte e a iniciação ao tenis de campo = um estudo nos principais clubes de São Paulo . [Thesis]. Universidade Estadual de Campinas; 2009. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/274758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Bohler, Heidi Renee. Fifth-Grade Students' Tactical Understanding, Decision-Making and Transfer of Knowledge in a Tactical Games Model Net/Wall Sampling Unit.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

The Tactical Games Model (TGM) is an instructional model in which the primary assumption is to facilitate students' tactical understanding of games (i.e., response-selection and execution processes). Additionally, there is speculation that tactical understanding of one game transfers to other tactically similar games (Mitchell, Oslin & Griffin, 2006, p. 20). Limited research has been conducted regarding student response selection processes, problem representations, knowledge base development, or transfer of learning in this model. Griffin and Patton (2005) called for examination of TGM through an information processing lens. Examining action, condition, and goal responses of novice physical education students could provide significant insight to students' improved game performance. Also, examining students' engagement in particular tactical problems across diverse activities in a single game category could provide insight into how and which knowledge structures transfer. The purpose of this study was to examine fifth-grade students' tactical understanding and decision-making in a net/wall unit. A second purpose was to analyze the transfer of knowledge structures across the unit. Participants included an elementary school physical educator and purposively selected students (n=16; M=8, F=8) from a fifth-grade physical education class (N=50) at a suburban elementary school in the northeastern United States. Appropriate permission was obtained from the university's Institutional Review Board. The unit consisted of 20 lessons (50 minute classes). Select students remained in a cohort, participating with and against each other throughout the unit. Data was collected using multiple sources: (a) game performance (pre-post-unit), (b) situational knowledge quiz (pre-post-unit), (c) formal, semi-structured teacher interviews/written response to structured questions (pre-post-unit), (d) descriptive field notes, (e) video-taped and audio-taped teacher/student performances, (f) student think-aloud reports during the second game of each lesson (McPherson & Thomas, 1989), and (g) student focus group interviews (post-unit). Interviews were transcribed, open, axial, and selectively coded, then triangulated to develop categories. Situational quizzes, verbal recall data, and focus group interviews were micro-analyzed using a protocol analysis developed by McPherson and Thomas (1989) to examine action, condition, and goal orientations of students. Video taped game performances were analyzed using the Game Performance Assessment Instrument (Griffin, Mitchell, & Oslin, 1997). Results contribute to the empirical support for TGM, as well as contribute to what is known about knowledge structure development and transfer of learning for 5th grade novice games players. Advisors/Committee Members: Linda L. Griffin, Patti S. Dodds, Daniel S. Gerber.

Subjects/Keywords: Cognition; Physical Education; Tactical Games Model (TGM); Tactics; Teaching Games for Understanding (TGfU); Verbal Recall; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bohler, H. R. (2011). Fifth-Grade Students' Tactical Understanding, Decision-Making and Transfer of Knowledge in a Tactical Games Model Net/Wall Sampling Unit. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/426

Chicago Manual of Style (16th Edition):

Bohler, Heidi Renee. “Fifth-Grade Students' Tactical Understanding, Decision-Making and Transfer of Knowledge in a Tactical Games Model Net/Wall Sampling Unit.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed August 11, 2020. https://scholarworks.umass.edu/open_access_dissertations/426.

MLA Handbook (7th Edition):

Bohler, Heidi Renee. “Fifth-Grade Students' Tactical Understanding, Decision-Making and Transfer of Knowledge in a Tactical Games Model Net/Wall Sampling Unit.” 2011. Web. 11 Aug 2020.

Vancouver:

Bohler HR. Fifth-Grade Students' Tactical Understanding, Decision-Making and Transfer of Knowledge in a Tactical Games Model Net/Wall Sampling Unit. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2020 Aug 11]. Available from: https://scholarworks.umass.edu/open_access_dissertations/426.

Council of Science Editors:

Bohler HR. Fifth-Grade Students' Tactical Understanding, Decision-Making and Transfer of Knowledge in a Tactical Games Model Net/Wall Sampling Unit. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/426


Brock University

3. Robertson, Scott. Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students’ Enjoyment, Self-Efficacy, and Intentions to Enroll .

Degree: Applied Health Sciences Program, Brock University

Physical education (PE) is a useful course which provides a variety of physical, cognitive, and affective benefits to students; however, rates of student enrollment in Canadian PE classes are in decline (Lodewyk & Pybus, 2013). Teaching Games for Understanding (TGfU) was developed as a means of teaching students to be better games players and enjoy PE more than traditional teaching methods (e.g. Collier, 2005; Mandigo, Holt, Anderson, & Sheppard, 2008). Research has demonstrated that there is a link between TGfU and enjoyment (e.g. Mandigo et al., 2008), self-efficacy (Gubacs-Collins, 2007), and between enjoyment and participation in sports or physical activity (Kidman & Lombardo, 2010); however, there has been minimal research examining TGfU’s effect on student enrollment. Three ninth-grade PE teachers and 71 grade nine students in a southwestern Ontario school obtained consent to participate in the study. Questionnaires were used to collect data on four occasions across a two-week TGfU unit. Repeated-measures analysis revealed that ninth grade student enjoyment, self-efficacy, and intentions to enroll remained static over time (p > 0.05). Analysis also revealed that students who reported high enjoyment at baseline decreased in enjoyment over the course of the TGfU unit (p = 0.00). Students reported that the unit was fun and they liked the games aspect of TGfU; while the students disliked the unit because it was boring. Findings of decreased enjoyment in students with initially high enjoyment is novel to this study with previous findings have shown an increase in enjoyment (e.g., Jones, Marshall, Peters, 2010). Future research should continue to examine the effects of various instructional models on student enrollment to provide the benefits that PE has to offer.

Subjects/Keywords: Teaching Games for Understanding (TGfU); Physical Education; Enjoyment; Enrollment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Robertson, S. (n.d.). Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students’ Enjoyment, Self-Efficacy, and Intentions to Enroll . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/10104

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Robertson, Scott. “Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students’ Enjoyment, Self-Efficacy, and Intentions to Enroll .” Thesis, Brock University. Accessed August 11, 2020. http://hdl.handle.net/10464/10104.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Robertson, Scott. “Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students’ Enjoyment, Self-Efficacy, and Intentions to Enroll .” Web. 11 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Robertson S. Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students’ Enjoyment, Self-Efficacy, and Intentions to Enroll . [Internet] [Thesis]. Brock University; [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10464/10104.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Robertson S. Investigating the Relationship between Teaching Games for Understanding and High School Physical Education Students’ Enjoyment, Self-Efficacy, and Intentions to Enroll . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/10104

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

.