The role of the relationship with the coach in the group environment of school sports / El papel de la relación con el entrenador en el entorno grupal de los deportes escolares

Abstract The relationship between coach and athlete has been identified as a key factor for several positive outcomes in the sports context. Thus, the aims of this study were to analyze the association between the quality of the coach-athlete relation ship (CAR) and the perception of team cohesion of youth athletes. Participants were 301 athletes, aged 15 to 17 years, who participated in the School Games of Pernambuco, Brazil. The instruments used were the Coach-Athlete Relationship Questionnaire (CART-Q) and the Group Environment Questionnaire (GEQ). Data analysis was conducted through the Structural Equation Modeling (p< .05). The results showed that the quality of CAR showed a significant association (p<.05) with team cohesion, explaining 25% of the variance of task cohesion and 15% of social cohesion. Specifically, the effect of CAR on task (β = 0.50) and social (β = 0.39) cohesion was significant (p<.05) and positive. It was concluded that the quality of CAR is a key factor for the engagement of the adolescent with the teamwork and its goals as well as for the de velopment of positive interpersonal relationships.

Resumen La relación entre entrenador y atleta ha sido identificada como un factor determinante para varios resultados positivos en el contexto deportivo. Por lo tanto, los objetivos del estudio fueron analizar la asociación entre la calidad de la relación en trenador-atleta (CAR) y la percepción de la cohesión del equipo de los atletas jóvenes. Participaron 301 atletas, de 15 a 17 años, que compitieron en los Juegos Escolares de Pernambuco, Brasil. Los instrumentos utilizados fueron el Cuestionario de Relación Entrenador-Atleta (CART-Q) y el Cuestionario de Ambiente Grupal (GEQ). El análisis de los datos se realizó a través del modelado de ecuaciones estructurales (p <.05). Los resultados mostraron que la calidad de la CAR mostró una asociación significativa (p <.05) con la cohesión del equipo, explicando el 25% de la varianza de la cohesión de la tarea y el 15% de la cohesión social. Específicamente, el efecto de CAR en la cohesión de tareas (β = 0.50) y social (β = 0.39) fue significativo (p <.05) y positivo. Se concluyó que la calidad de CAR es un factor clave para el compromiso del adolescente con el trabajo en equipo y las metas de este, así como para el desarrollo de relaciones interpersonales positivas.

Atendimento em Saúde à Pessoa com Deficiência e a Formação Inicial do Profissional de Saúde: o que Há rntre Nós?1 / Health Care for the Person with Disability and the Initial Training of the Health Professional: what Is Between Us?1

RESUMO: O processo de formação do profissional de saúde tem se modificado na busca de educar profissionais com uma visão integral e que proponham mudanças na sociedade. Dentro desse contexto, a saúde da pessoa com deficiência merece destaque, tendo em vista que essas pessoas têm mais barreiras de acessos aos serviços prestados por esses profissionais, tais como dificuldade de comunicação, empatia do profissional, barreiras arquitetônicas, instrumentais, entre outras. Logo, este estudo objetiva analisar como duas universidades públicas discutem a saúde da pessoa com deficiência dentro do currículo do profissional de saúde. Para isso, analisaram-se projetos pedagógicos de oito cursos de Saúde. Concluiu-se que os projetos analisados não garantem uma formação integral no que tange à atenção à saúde da pessoa com deficiência.

ABSTRACT: The process of training the health professional has changed in the search to educate professionals with an integral vision and who propose changes in the society. Within this context, the health of people with disabilities deserves to be highlighted, given that these people have more access barriers to the services provided by these professionals, such as communication difficulties, professional empathy, architectural, instrumental barriers, among others. Therefore, this study aims to analyze how two public universities discuss the health of the person with disability within the curriculum of the health professional. For this, we analyzed pedagogical projects of eight health courses. We concluded that the projects analyzed do not guarantee an integral training regarding the health care of the person with disability.

Formação continuada colaborativa de professores de educação física / Continuing collaborative training of physical education teachers / Formación continuada colaborativa de profesores de educación física

O objetivo da pesquisa foi analisar o desenvolvimento de um projeto de formação continuada colaborativa considerando a natureza das interações interpessoais e sua repercussão em ações pedagógicas inovadoras desenvolvidas por professores de Educação Física. Trata-se de uma pesquisa qualitativa de caráter descritivo. A amostra foi composta por 13 professores de Edu-cação Física da SME-RJ. O modelo de formação foi desenvolvido mediante a pesquisa-ação. Foram realizados oito seminários, sendo o último destinado à apresentação de projetos de intervenção pedagógica tematizados no uso de Tecnologias nas aulas de Educação Física. A análise evidenciou o valor da formação colaborativa, sendo observados processos de inova-ções e mudanças na prática pedagógica.

The objective of the research was to analyze the development of a collaborative continuing education project considering the nature of interpersonal interactions and its repercussion on innovative pedagogical actions developed by Physical Education teachers. This is a descrip-tive qualitative research. The sample consisted of 13 Physical Education teachers from SME-RJ. The training model was developed through action research. Eight seminars were held, the last one being aimed at the presentation of pedagogical intervention projects, thematized in the use of Technologies in Physical Education classes. The analysis evidenced the value of collaborative training, observing processes in the innovations and changes in pedagogical practice.

El objetivo de la investigación fue analizar el desarrollo de un proyecto de formación conti-nuada colaborativa considerando la naturaleza de las interacciones interpersonales y su reper-cusión en acciones pedagógicas innovadoras desarrolladas por profesores de Educación Físi-ca. Se trata de una investigación cualitativa de carácter descriptivo. La muestra fue compuesta por 13 profesores de Educación Física de la SME-RJ. El modelo de formación fue desarrolla-do mediante la investigación-acción. Se realizaron ocho seminarios, siendo el último destina-do a la presentación de proyectos de intervención pedagógica tematizados en el uso de Tecno-logías en las clases de Educación Física. El análisis evidenció el valor de la formación colabo-rativa, siendo observados procesos de innovaciones y cambios en la práctica pedagógica.

Perfil docente: análise das decisões de planejamento de professores estagiários de educação física / Teaching profile: analysis of the planning decisions of physical education trainee teachers

RESUMO Inicia-se o estudo com as seguintes problemáticas: Existe estabilidade nos pensamentos e decisões de planejamento dos estagiários em sequências de aulas? Ou seja, é possível dizer que existe um perfil de planejamento típico de cada estagiário?; Quais as características dos pensamentos e decisões de planejamento dos estagiários de Educação Física? O design metodológico é qualitativo e quantitativo, de natureza descritiva, em que os instrumentos e técnicas objetivam identificar e analisar os processos de pensamento no planejamento de ensino. A amostra é constituída por 18 estagiários de Educação Física. Para coleta de dados utilizou-se uma entrevista estruturada. Os dados foram tratados com recurso ao programa estatístico SPSS 21, mediante o One Sample T-Test para verificar a estabilidade das decisões e Cluster Analysis para identificar grupos de estagiários baseado na comunalidade das decisões de planejamento. Verificou-se a estabilidade das decisões de planejamento em relação às três entrevistas pré-aula. Os resultados possibilitaram identificar quatro perfis de professores estagiários, com características típicas e atípicas segundo a literatura referendada.

ABSTRACT The study begins with the following problems: Does stability exists in the thoughts and in the trainees' planning decisions in the several classes? In other words, is possible to say that a typical profile of each trainee exists?; Which are the characteristics of the thoughts and the trainees' of Physical Education planning decisions? The methodological design is qualitative and quantitative, of descriptive nature, where the instruments and techniques aim at to identify and to analyze the thought processes in the teaching planning. The sample is constituted by 18 trainees of Physical Education. For collection of data a structured interview nature was used. The data were processed using the SPSS 21 statistical program, using the One Sample T-Test to verify the stability of decisions and Cluster Analysis to identify groups of trainees based on the commonality of planning decisions. The stability of the planning decisions was verified at the three interviews made before the class. The results allowed the identification of four profiles of trainee teachers, with typical and atypical characteristics according to the referenced literature.

Continuing education of physical education teachers and self-assessment of the teaching domain

AIMS: to diagnose continuing education initiatives and training needs of physical education teachers. The frequency, limitations and alternatives to continuing education were characterized and self-assessment areas of knowledge essential to teaching were analyzed. METHODS: Data were obtained from 18 beginning teachers, using the Professional Career Characterization Questionnaire, an inventory of needs and characterization of continuing training and self-assessment of skills in areas of knowledge essential to teaching. Qualitative data were systematized and quantitative data analyzed by descriptive statistics. RESULTS: Teachers performed 78 continuing training activities over the last four years, 43 in the technical area of physical education and 28 in school-based Physical Education. The most attended subjects were short-duration and graduate courses. The main limitations identified were the financial and time constraints to training. Self-assessment of the teaching areas was deemed to be sufficient, indicating a margin for new learning. CONCLUSION: The teachers showed commitment to their training, with a focus on teaching and awareness of its importance in professional development.(AU)