RESUMO
Os métodos de ensino-aprendizagem e treinamento (EAT) dos esportes se fundamentam basicamente em duas concepções: Métodos Tradicionais e Novas Abordagens. O estudo buscou identificar os métodos utilizados para o EAT da natação. Foram observadas 64 aulas aplicadas por três professores a alunos em sete níveis de aprendizagem (pautados na Metodologia Gustavo Borges), registradas em diário de campo e filmagens com áudio. Considerando organização dos conteúdos, oferecimento de instruções e informações, e utilização de feedbacks, verificou-se o uso de estratégias pertencentes às duas concepções metodológicas, reafirmando não existir forma ideal ou correta para o processo EAT, uma vez que o professor/treinador deva adequar o ensino conforme à situação e às necessidades de cada aluno.
The sports teaching-learning and training methods (TLT) are based primarily on two concepts: Traditional and New Approaches methods. This study sought to identify the methods used to swimming TLT. 64 lessons, applied for three teachers to students in seven levels of learning (lined in the Methodology Gustavo Borges), were observed, recorded in a field diary and filmed with audio. Considering the organization of content, the offering of guidance and information and the use of feedbacks, it was verified the use of strategies belonging to both methodological concepts, reaffirming that there is no ideal or correct way to the TLT process, since the teacher/coach should adapt the teaching according to the situation and needs of each student.
Los métodos de enseñanza-aprendizaje y entrenamiento (EAE) de los deportes se basan principalmente en dos conceptos: Métodos Tradicionales y Nuevos Enfoques. Este estudio trata de identificar los métodos utilizados para el EAE de la natación. Se observaron 64 clases aplicadas por tres profesores a los alumnos en siete niveles de aprendizaje (guiado por la Metodología Gustavo Borges), registradas en un diario de campo y en filmaciones con audio. Teniendo en cuenta la organización de los contenidos, el ofrecimiento de instrucciones e informaciones, y el uso de feedbacks, se verificó el uso de estrategias pertenecientes a los dos conceptos metodológicos, reafirmando que no existe forma ideal o correcta para el proceso EAE, ya que el profesor/entrenador debe adaptar la enseñanza de acuerdo a la situación y a las necesidades de cada alumno.
Assuntos
Humanos , Esportes/educação , Natação , Ensino , Metodologia como Assunto , AprendizagemRESUMO
BACKGROUND: Black women have higher rates of cervical cancer and lower rates of HPV vaccination than White women in the United States, and Haitians may be an especially vulnerable subgroup of Black women. To reduce these disparities, understanding differences among subgroups of Black women is crucial. METHODS: The objective of our study was to assess similarities and differences in the knowledge, attitudes, beliefs, and practices toward HPV vaccination and actual vaccination rates among African-American and Haitian immigrant women and their daughters. We used validated surveys of HPV knowledge, trust in physicians, acculturation, and constructs of the health belief model: Perceived susceptibility, severity, and barriers. We probed women's thought processes about vaccination using open-ended questions. We then reviewed medical records to determine vaccination rates. RESULTS: Nineteen African Americans and 51 Haitians participated. Although 75% of Haitians and 63% of African Americans intended to vaccinate their daughters, only 47% of African-American and 31% of Haitian daughters were vaccinated. African Americans were more knowledgeable than Haitians and had more prior experience with HPV disease. Most African Americans felt that vaccination fell within the parental role, whereas many Haitians felt uncomfortable vaccinating against sexually transmitted infections because they felt children should not be having sex. Both ethnic groups wanted more information about HPV vaccines. CONCLUSION: Cultural differences between African-American and Haitian immigrant mothers revealed distinct barriers for vaccine acceptance. Improving HPV vaccine rates in Black women may require culturally competent and sensitive approaches that address ethnic-specific barriers.
