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Perceptions of pedagogical practices of physical education teachers in Portugal since the 1970s

Ferreira, António G.; Moreira, J. António
Fonte: Faculty of Physical Education and Sports, University Banja Luka Publicador: Faculty of Physical Education and Sports, University Banja Luka
Tipo: Artigo de Revista Científica
Publicado em //2012 ENG
Relevância na Pesquisa
86.05%
The aim of this study is to analyse how Physical Education teachers in Portugal organise their lessons, taking into consideration the most valued lesson models. Moreover, we sought to understand the existing relationship between those practices, their experiences, attitudes and the influence of training schools, ie, the existing relationship between pedagogical work and a habitus, seen as a product of history and a defining principle of group and individual practices learned empirically in specific contexts. Based on a qualitative methodology, the study focused on a group of fifteen teachers with varied degrees in Physical Education, who graduated from some of the most distinguished schools in Portugal, for e.g., the National Institute of Physical Education, Colleges of Physical Education, and some of the most famous Portuguese faculties in this field of study established in the early 1990s. We concluded that these teachers defend the use of well structured classes, based on strict planning, not neglecting students’ motivations. Moreover, that the existence of different pedagogical practices (and attitudes) is possible due to different training, to the specific historical context and different experiences, personalities and motivations of each teacher. These differences suggest...

The socio-professional status of physical education teachers in Portugal: a qualitative approach

Ferreira, António G.; Moreira, J. António
Fonte: Faculty of Physical Education and Sports, University Banja Luka Publicador: Faculty of Physical Education and Sports, University Banja Luka
Tipo: Artigo de Revista Científica
Publicado em /06/2011 ENG
Relevância na Pesquisa
86.08%
Despite some worth mentioning initiatives, Physical Education teaching in Portugal was only unveiled and recognized at a later stage by others than the ones directly involved in it. In fact, during most of the 20th century, both the subject and the teachers were clearly considered to have a peripheral status, particularly when compared to their professional peers. Considering the changes in the last decades, we found it pertinent to analyse how these teachers perceive the status that is assigned to them by teachers of other subjects, and also by their students. For the purpose of this analysis, we used a qualitative methodology in our study focused on a group of fifteen teachers with varied degrees in Physical Education, and graduated from some of the most distinguished schools in Portugal since the 1940s until the end of the 20th century. We concluded that there could be made a definition to a certain extent, regarding what the other teachers think about the status of Physical Education teachers. Some of the teachers, namely those graduated from institutes, ISEF (College of Physical Education), realise that their fellow teachers do not recognize their true value and treat them as the "poor relatives" of education. Nevertheless, there are those who perceive and recognize their value and treat them as equals. More consensual...

The self-esteem of the teachers of physical education in Portugal

Moreira, J. António; Ferreira, A. Gomes
Fonte: ESSIE - European Society for the Systemic Innovation of Education Publicador: ESSIE - European Society for the Systemic Innovation of Education
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 ENG
Relevância na Pesquisa
75.97%
Our professional practice in institutions of the training of teachers on Physical Education, has contributed for a bigger attention and concern with inborn questions to the definition of the teaching identity. In order to study these questions, we developed the present study. Appealing to a methodology of qualitative form, this study has been centered in a group of fifteen teachers with distinct training in the Physical Education area in the most known institutions in Portugal. We conclude that teachers, independently of their school of teaching and their professional experience, define themselves as good teachers, assuring to possess good pedagogical capacities, looking forward to promote the learning’s and to develop the capacities of the pupils.

Educação Física e Psicologia: em busca de novos diálogos; Physical Education and Psychology: in search of new dialogues

Moreira, Cássia Regina Palermo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 09/12/2011 PT
Relevância na Pesquisa
66.14%
A interface da Educação Física com a Psicologia tem sido construída, tradicionalmente, pela área denominada Psicologia do Esporte e da Atividade Física. Embora seja legitimada a importância de pesquisas e aplicação de conhecimento dessa área, cuja base epistemológica encontra-se nas Ciências Naturais, parece haver uma carência de estudos que investiguem as relações eu - outro, no sentido de contribuir com o desenvolvimento afetivo-cognitivo individual, uma vez que razão e emoção são consideradas instâncias comportamentais separadas. No Brasil, no âmbito da Educação Física escolar, as propostas pedagógicas atuais têm focado na necessidade de desenvolver o autoconhecimento mediante a percepção corporal, bem como conhecer atividades corporais próprias da nossa cultura, o que contribuiria com a formação de cidadãos críticos; entretanto, pouca atenção tem sido destinada às questões inerentes ao desenvolvimento afetivo da pessoa em sua relação com os outros, sejam colegas, professores, familiares, objetos de conhecimento e ainda, suas relações consigo mesma. Esse afastamento nas relações eu - outro não tem sido muito diferente na formação em Educação Física no Ensino Superior, em que, muitas vezes...

A ação do professor de ensino superior na educação fisica adaptada : construção mediada pelos aspectos dos contextos historicos, politicos e sociais; The physical education professor performance in the adapted physical education discipline : mediated construction by aspects of the historical political and social contexts

Rita de Fatima da Silva
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/01/2005 PT
Relevância na Pesquisa
66.14%
A ação do professor do ensino superior é decisiva no direcionamento das disciplinas acadêmicas. Essa ação é construída envolta em elementos que a influenciam. Dessa forma, a preocupação nesse estudo foi com a questão da ação do professor enquanto decisiva para atribuição de identidade à disciplina Educação Física Adaptada, fazendo assim o seu direcionamento, bem como os aspectos que podem contribuir para a construção dessa ação. Para elucidar tal preocupação objetivou-se identificar quem é esse professor do ensino superior na disciplina Educação Física Adaptada em Instituições de Ensino Superior no Estado de Mato Grosso do Sul, sua formação e atuação, bem como sua representação sobre a EFA, correlacionando esses dados com as orientações legais e a literatura da área. A partir dessa concepção compreendeu-se que a pesquisa qualitativa, através de revisão de literatura e de cunho interpretativo e documental seria capaz de alcançar a "objetividade social" que envolve a realidade desse constructo que é a ação do professor com relação à disciplina Educação Física Adapta. Para tanto, foram selecionadas as sete Instituições de Ensino Superior (uma pública e seis particulares) que oferecem o curso de graduação e/ou licenciatura em Educação Física...

Dança - educação fisica : (in)tensas relações; Dance - physical education : (in)tense relations

Livia Tenorio Brasileiro
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/03/2009 PT
Relevância na Pesquisa
66.13%
Esta pesquisa reflete sobre as (in)tensas relações vividas entre dança e educação física no processo de formação de professores. Apresenta como questão central: Como os projetos pedagógicos dos cursos de licenciatura em dança e em educação física enunciam a dança? Situando-se dentre os estudos que investigam os conhecimentos necessários à formação de professores, tem como foco de discussão a dança como conhecimento a ser estudado na escola e como objetivo: analisar os sentidos e significados produzidos nas propostas curriculares dos cursos de formação de professores de educação física e de dança a respeito do conhecimento dança. Em seu primeiro capítulo, apresenta as Trajetórias da dança na educação brasileira”, percorrendo os caminhos da dança ao longo do processo de escolarização brasileiro, através da inserção da arte e da educação física na escola, o que permite afirmar que, inicialmente, a dança não participava do processo de escolarização da arte, e apresentava-se de forma discreta na educação física. Porém, a sua presença, quando iniciam os cursos de formação em nível superior, demonstra que a dança é considerada um conhecimento necessário à formação de professores e...

Atividade motora adaptada : o conhecimento produzido nos programas Stricto Sensu em Educação Física no Brasil; Adapted motor activity : knowledge produced in Physical Education post-graduation programs in Brazil

Rita de Fatima da Silva
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 29/05/2009 PT
Relevância na Pesquisa
66.14%
As Universidades brasileiras, em seus estatutos estabelecem três funções específicas: o Ensino, a Pesquisa e a Extensão. Estas Universidades necessitam criar, desenvolver, organizar, preservar, transmitir o saber acadêmico-científico e a cultura por meio do ensino e da pesquisa, para formar profissionais aptos ao exercício da investigação científica, para o desempenho do magistério e das demais profissões, articulando-se ainda, com a comunidade, na busca do desenvolvimento de suas atividades acadêmicas. Nos últimos anos, tem havido um interesse crescente em relação à pesquisa em Atividade Motora Adaptada. Outro fato também observável é que as pesquisas que discutem a produção do conhecimento científico nos programas estrito senso em Educação Física no Brasil têm enfocado áreas de concentração e linhas de pesquisa diversas, mas não privilegiam a Atividade Motora Adaptada. Um ponto relevante de investigação, então, é verificar o conhecimento produzido em Educação Física envolvendo a Atividade Motora Adaptada, nos programas de mestrado e doutorado, reconhecidos e recomendados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Para tal investigação utilizou-se Levantamento bibliográfico com análise de conteúdo...

Educação física e saúde : necessidades e desafios nos currículos de formação profissional; Physical education and health : needs and challenges in professional training curricula

Carolina Santos Barroso de Pinho
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/02/2011 PT
Relevância na Pesquisa
66.15%
Esta pesquisa se insere na temática geral da Formação de Professores e na luta política pela qualidade dessa formação, especialmente no campo da Educação Física. Neste trabalho, delimitamos como objetivo principal identificar e analisar os fundamentos teórico-metodológicos que sustentam os currículos para formação de professores de Educação Física, particularmente no trato com o conhecimento da relação educação física/saúde. Este estudo se justifica pela necessidade de superar o "colonialismo epistemológico" que determina historicamente a dependência da área de conhecimentos oriundos de outros campos do saber, caracterizando a Educação Física como um campo de ciências aplicadas, dificultando sua autonomia e desenvolvimento epistemológico. A construção de uma nova proposição teórica já vem acontecendo quando abordamos com prioridade os problemas concretos da prática profissional e as necessidades do desenvolvimento educacional e social da realidade brasileira. Espera-se contribuir com a reconceptualização dos currículos dos cursos de formação de professores de Educação Física, especialmente acerca da relação educação física/saúde. Tomamos como referência a proposição elaborada pelo grupo conhecido como "Coletivo de Autores" fundamentada na teoria crítico superadora. Os projetos de formação de professores de educação física são entendidos como a expressão da luta de perspectivas diferenciadas no campo da educação e...

Examining current facilitative practices and projections of activity-based physical education degree programs regarding the participation of individuals with disabilties /

Hanthorn, Scott.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.07%
Individuals with disabiliiies are increasingly accessing post secondary education opportunities to further develop their educational and career goals. This study examines the current facilitative practices of Canadian university activity-based physical education degree programs on the participation of individuals with disabilities. A critical orientation and descriptive/interpretative approach allows insight into unique stories and experiences of physical education practitioners and special needs professionals as they attempt to provide equitable educational experiences within a least restrictive environment. Leading practitioners are used to triangulate and strengthen the validity of the data while providing direction and advocacy for future development and inclusion of individuals with disabilities. The study concludes with seven recommendations, each providing university activity-based physical education degree programs with viable opportunities for helping create equitable opportunities for individuals with disabilities.

Overcoming victim behaviour through physical education

Hobin, Christopher L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.01%
This study presents infonnation gathered during personal interviews in which participants were asked how they, as physical educators, might possibly assist the victim of bullying through their programs. The research is a qualitative study, using an inductive approach. Five participants were chosen, based on convenience sampling, with semi-structured interviews which were audio recorded. The theoretical research found that the most stable characteristics of victimized boys were lack of strength and lack of physical fitness. This suggested that Physical Education class might be the best place in which to empower victimized students to reduce their own victimization by addressing these areas of strength and fitness. From the interviews it became clear that, while these educators showed a willingness to help bullying victims through their programs, their adherence to a Physical Education model based primarily on elitism, as opposed to individual fitness, would make it difficult for them to do so effectively.

Evaluating the Norfolk physical education program with respect to fitness-level improvement

Baker, Robert Wayne.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.1%
The grades seven and eight physical education program of the Norfolk Board of Education was evaluated with respect to fitnesslevel improvement, an objective of the Ministry of Education for the province of Ontario. The Canada Fitness Award battery of fitness tests was used to measure fitness levels. It was established that in September the students were unfit, and in May they were fit. This indicated that the Norfolk physical education program was effective, with respect to the criterion used for this research. In addition, it was discovered that fitness-level improvement was significantly related to certain variables: teacher qualifications, teaching experience, school, and participation in extracurricular physical activity. Considering the results of the research, it was recommended that the Norfolk Board of Education hire young, qualified physical education teachers; create the position of Physical Education Consultant; and strive to create equitable resources for physical education instruction, in order that the school to which a student belongs no longer will be a determinant of fitness improvement.

The promotion of continuity between physical education and co-curricular physical activities: an Irish perspective

MacPhail, Ann; Slattery, John
Fonte: Association for Physical Education United Kingdom Publicador: Association for Physical Education United Kingdom
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
86.13%
peer-reviewed; The main purpose of this study was to identify the extent to which Irish physical education teachers promote continuity between curricular physical education and extra-curricular physical activities in post-primary schools. The latter denotes the provision of activities outside the formal (physical education) curriculum, which are not compulsory for all students but offered as optional activities (Penney & Harris, 1997), now also commonly referred to as out-of-school-hours learning or provision. Two particular issues discussed are ways in which physical education can help promote physical activity outside of the physical education class and the identification of factors that may hinder continuity between physical education and extra-curricular activities. The physical education curriculum, staffing and the school ethos arose as elements that have the potential to promote continuity between physical education and extra-curricular activities in Irish post-primary schools.

High school physical education teachers and their world of work: scope and direction of the project

O'Sullivan, Mary
Fonte: Human Kinetics Publicador: Human Kinetics
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
66.13%
peer-reviewed; There is a paucity of literature on the specific issues of high school physical education and how those who do the job manage to create quality programs. Since a recent issue of Quest (Siedentop & O'SulIivan, 1992) featured secondary school physical education, one might wonder whether a monograph so soon afterwards would be overkill. I would like to address this concem up front by suggesting that the intent of this project was significantly different from, though complementary to, the Quest effort. The Quest feature presented a critique of societal factors within which contemporary physical education programs and practices might be designed, critiqued, and challenged. This project presents an intensive study of the issues and concems about high school physical education teaching and programming at a micro level with 11 high school teachers and their world of physical education and teaching in today's high schools. The monograph attempts to describe, discuss, and understand perceptions and practices of these teachers of physical education, their students, and parents in light of a contemporary analysis of physical education. The specific objectives of this study were as follows: 1. To describe these physical educators' sense of their work as high school teachers and coaches...

Pupils' subject choice - higher grade physical education

MacPhail, Ann
Fonte: Physical Education Association of the United Kingdom Publicador: Physical Education Association of the United Kingdom
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
86.03%
peer-reviewed; While 1990 saw the general availability of 'A' level examinations in Physical Education and Sport Studies, it was not until 1993 that the Scottish 'equivalent', Higher Grade Physical Education (HGPE), became available, with the first examinations taking place in 1994. Although 'A' level and Higher Grade target the same age group (17 and 18 year olds), Higher Grade study in Scotland has, until the recent introduction of the Higher Still development, normally been completed within one year compared to two years for 'A' level. HGPE aims to develop concepts that are introduced within Standard Grade Physical Education (SGPE) . SGPE became available in Scottish secondary schools in 1988 and is a two-year course primarily undertaken by pupils aged 15 and 16 years old. Since the introduction of 'A' level PE and Sport Studies, very little has been written regarding its uptake, beyond reporting the number of people entered for either 'A' level and the grades achieved. Apart from Carroll's (1995) research, no work has reported on pupils' reasons for choosing to do 'A' level in either PE or Sport Studies. Sadly, there is a similar dearth of knowledge north of the border in relation to pupils' reasons for choosing to do HGPE. Although a number of authors (including Cooper...

Exploring domination and subordination in high school physical education /

Usborne, Darcy.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.06%
This is a critical qualitative inquiry into secondary school students' experiences of power relations within physical activity and physical education settings. More specifically the study examines the reproduction ofpower relations through the use of domination and subordination in physical activity and physical education. This study will attempt to understand power relations that take place between and among students and between teachers and students and how certain sports or activities reinforce power relationships within the gymnasium. Thirty eight first and second year university students completed a questionnaire which asked them to reflect upon their high school physical education experiences. Feedback fi*om the questionnaires described that highly skilled male students benefit the most fi-om high school physical education and receive more power and privilege when compared to lesser skilled students.

Adolescent females' self-concept and physical education : a Q-sort analysis /

Swain, Janet L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
76.04%
This research illuminates the relationship between female adolescents' self-concept and their experience of physical education. This was accomplished through three stages of interviews and a Qsort. The topics through which the research was categorized included peer support, teachers as significant others, meaningful connections to the body, and curriculum content. During stage one female physical education specialists, curriculum coordinators, and adolescents were interviewed to develop Q-items for the Q-sort. The second stage Involved two groups of females between the ages of 12 and 14 years who participated in the Q-sort. The final stage involved an insight group that consisted of four Q-sort participants who interpreted the highest ranking Q-items. Critical to this research was giving these adolescents the opportunity to voice what was important to them. The results of the research included descriptions of the elements in physical education that were deemed most important by female adolescent students. The topics of "peer support" and "meaningful connections to the body" were ranked the highest. By interpreting the rich insights of the discussion group, it was found that peers were most influential to these young girls. Perceiving and bestowing respect were imperative in this stage of their lives.

Docência universitária: o professor de educação física no curso de educação física; Academical teaching: the physical education teacher in the physical education major

Lacerda, Patrícia Belchior de Oliveira
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
POR
Relevância na Pesquisa
66.13%
Esta pesquisa tem como objetivo abordar a temática da docência universitária, tratada atualmente por pesquisadores em todo o mundo. Especificamente em Educação Física, notase certa carência de estudos científicos que abordem a prática docente universitária mais voltada para a associação dos conteúdos curriculares com princípios epistemológicos, político-sociais, culturais e que discutam a qualidade das relações interpessoais entre professores e alunos. Diante da diversidade de maneiras de se pensar e analisar a docência universitária, em especial a atuação do docente de Educação Física na IES, apresenta-se como problema de pesquisa o fato de como os docentes universitários, vinculados ao curso de Educação Física de uma universidade pública de Minas Gerais, interpretam sua própria formação e prática profissional, a partir da leitura de suas vivências acadêmicas, com ênfase nas relações interpessoais, no planejamento e nos processos de ensino e aprendizagem que implementam. A partir do problema, objetiva-se refletir sobre as possíveis formas de como estes docentes interpretam sua própria formação e prática profissional, a fim de se compreender as relações que estabelecem entre si e com os alunos...

Educação corporal para as crianças pequenas: existe lugar para a educação física?; Education body for small children: there is place for physical education?

Gonzaga, Laerson Pires
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
66.17%
The present study, linked to the line of research Training and Teacher Professional, of the School of Education (Post-Graduation Department), of the Federal University of Goiás and the Study and research for Children and their Education in Different Contexts Nucleus (Nepiec), aimed to investigate, analyze and understand the historical movement of approch between the fields of Early Childhood Education and Physical Education, having as object the Body Education and experience of the Municipal Goiânia than in the years 2000 and 2001 incorporated the framework of public Early Childhood Education teachers from the Physical Education. We therefore investigated the role played by the body in the history of early childhood education, the historicizing of Physical Education and training directed towards the performance spaces in early childhood education, the process of integration of physical education teachers in Municipal Center for Child Education of the Municipal Network Education Goiânia. We base on historical data obtained primarily through literature and documents, from empirical data obtained on account of semi-structured interviews with those involved in the insertion of the Physical Education teachers in these Municipal Center for Child Education. In the dialectical analysis of the data...

In door physical education measured by heart rate monitor : a case study in Portugal

Wang, G. Y.; Pereira, Beatriz Oliveira; Mota, Jorge
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em //2005 POR
Relevância na Pesquisa
66.16%
Reports indicated that children are spending too much time being physically inactive during physical education classes and many school physical education programs are not meeting the recommendation. The purpose of this study was to investigate the physical activity levels in Portuguese indoor physical education classes. Methods. The physical activity levels of 28 Portuguese 7[th] grade children were assessed by heart rate monitor during their indoor physical education classes. Results. The study showed that much physical education class time had been wasted, and less than 70% of physical education class time had actually been used in classes. On average, 14.4 min of 45-min physical education classes and 27.9 min of 90-min physical education classes had been spent in MVPA with children's heart rates above 139 bpm; 6.7 min of 45-min physical education classes and 15.7 min of 90-min physical education classes had been spent in VPA with children's heart rates above 159 bpm. Children engaged in more MVPA, VPA, and continuous bouts of physical activity in 90-min physical education classes than those of 45-min physical education classes. There were no significant differences in activity levels between genders in co-educational indoor physical education classes. Conclusion. This indoor PE class study supports the results that children are less active during school physical education classes. Both the quantity and the quality of school physical education needs to improve to encourage children to engage in a substantial amount of physical activity both inside and outside school.

Hierarchy of physical education goals as an expression of educational priorities among Polish teachers; Hierarquia de educação física objetivos como uma expressão de prioridades educativas entre professores Poloneses

Kuśnierz, Cezary; Opole Iniversity of Technology; Pośpiech, Dariusz; Academy of Physical Education; Rogowska, Aleksandra Maria; Opole Iniversity of Technology
Fonte: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil Publicador: Universidade Federal de Santa Catarina. Florianópolis, SC. Brasil
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; "Avaliado por Pares",; Survey; Avaliado por Pares; Artigos Originais Formato: application/pdf
Publicado em 22/09/2015 ENG
Relevância na Pesquisa
86.07%
DOI: http://dx.doi.org/10.5007/1980-0037.2015v17n5p592 The work of teachers has to be purposeful and well thought out in order to achieve desired results. Both theory and practice show that achieving success is combined with the adequate setting of educational goals and organizing them in a specific hierarchy. The objective of this study was the diagnosis of preferences concerning the hierarchy of physical education goals. A questionnaire developed by the European Physical Education Association was used as the research tool. Teachers perceived the goal of ‘encouraging students to lead an active, healthy lifestyle’ as the most important consideration. Its realization should result in lifelong physical activity and healthy lifestyle among students. From the results of this study it can be concluded that the following priorities of Polish teachers of physical education can be identified: health and physical fitness of pupils. Goals connected with shaping the social competences of pupils ranked lowest in importance; DOI: http://dx.doi.org/10.5007/1980-0037.2015v17n5p592 O trabalho dos professores tem de ser intencional e bem pensado, a fim de alcançar os resultados desejados. A teoria e a prática mostram que, para se alcançar o sucesso educativo...