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O professor da escola básica e o estágio supervisionado: sentidos atribuídos e a formação inicial docente; The teacher of the basic school and the supervised apprenticeship: assigned senses and the initial teaching training.

Galindo, Monica Abrantes
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 23/02/2012 PT
Relevância na Pesquisa
55.77%
Diante da necessidade de reflexão constante sobre os processos de formação docente e do estágio supervisionado como um espaço privilegiado dessa formação, o presente trabalho focaliza sua atenção no professor da escola básica que recebe estagiários em sua sala de aula. Considerando os três atores principais do estágio, o estagiário, o professor universitário das disciplinas responsáveis pelo estágio e o professor da escola que recebe o estagiário, este último tem sido o menos ouvido em termos de trabalhos que discutem o estágio, suas possibilidades e problemas. O professor da escola básica, mesmo não sendo atualmente, na maioria dos casos, um participante envolvido intencionalmente no estágio supervisionado, está envolvido na atividade de formação docente ao receber o estagiário. A questão que nos orientou foi: Que sentidos professores que ministram aulas de Física no ensino Médio e recebem estagiários em suas salas de aula, atribuem ao estágio supervisionado da Licenciatura de Física e que relações podemos estabelecer entre esses sentidos e a formação inicial docente? Trabalhamos com uma metodologia qualitativa e nos aproximamos da abordagem sócio histórica, pela preocupação em compreender os eventos investigados...

Relationship between School Absenteeism and Depressive Symptoms among Adolescents with Juvenile Fibromyalgia

Kashikar-Zuck, Susmita; Johnston, Megan; Ting, Tracy V.; Graham, Brent T.; Lynch-Jordan, Anne M.; Verkamp, Emily; Passo, Murray; Schikler, Kenneth N.; Hashkes, Philip J.; Spalding, Steven; Banez, Gerard; Richards, Margaret M.; Powers, Scott W.; Arnold, Le
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
55.76%
Objective To describe school absences in adolescents with Juvenile Primary Fibromyalgia Syndrome (JPFS) and examine the relationship between school absenteeism, pain, psychiatric symptoms, and maternal pain history. Methods Adolescents with JPFS (N = 102; mean age 14.96 years) completed measures of pain and depressive symptoms, and completed a psychiatric interview. Parents provided information about the adolescents’ school absences, type of schooling, and parental pain history. School attendance reports were obtained directly from schools. Results Over 12% of adolescents with JPFS were homeschooled. Those enrolled in regular school missed 2.9 days per month on average, with one-third of participants missing more than 3 days per month. Pain and maternal pain history were not related to school absenteeism. However, depressive symptoms were significantly associated with school absences. Conclusion Many adolescents with JPFS experience difficulties with regular school attendance. Long-term risks associated with school absenteeism and the importance of addressing psychological factors are discussed.

Middle School Math Acceleration and Equitable Access to 8th Grade Algebra: Evidence from the Wake County Public School System

Dougherty, Shaun M.; Goodman, Joshua Samuel; Hill, Darryl V.; Litke, Erica G; Page, Lindsay Coleman
Fonte: Harvard Kennedy School, Harvard University Publicador: Harvard Kennedy School, Harvard University
Tipo: Research Paper or Report
EN_US
Relevância na Pesquisa
45.8%
School districts across the country have struggled to increase the proportion of students taking algebra by 8th grade, thought to be an important milestone on the pathway to college preparedness. We highlight key features of a research collaboration between the Wake County Public School System and Harvard University that have enabled investigation of one such effort to solve this problem. In 2010, the district began assigning middle school students to accelerated math coursework leading to 8th grade algebra on the basis of a clearly defined measured of prior academic skill. We document two important facts. First, use of this new rule greatly reduced the relationship between course assignment and student factors such as income and race while increasing the relationship between course assignment and academic skill. Second, using a regression discontinuity analytic strategy, we show that the assignment rule had strong impacts on the fraction of students on track to complete algebra by 8th grade. Students placed in accelerated math were exposed to higher-skilled peers but larger class sizes. We describe future plans for assessing impacts on achievement and high school course-taking outcomes.; Other Research Unit

Pathways from School Bullying to Adult Aggression: A Longitudinal Study

Homel, Jacqueline Beatrice
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN
Relevância na Pesquisa
55.72%
This study identifies developmental processes underlying the relationship between school bullying and physical aggression in emergent adulthood. The data are drawn from the ‘Life at School’ project, a longitudinal study of schooling, socio-emotional functioning, and bullying in a sample of young people living in the Australian Capital Territory. This study consists of three waves of self-report data collected from 88 females and 63 males (N=151) during primary school (Time 1), high school (Time 2) and emerging adulthood (Time 3). The study extends earlier analyses to consider the relative significance of distal functioning and the proximal effects of heavy drinking and work/study roles during the transition to emerging adulthood in shaping pathways from school bullying to adult aggression. … The analyses show that the expression of bullying and adult physical aggression is flexible, open at each stage of development to influence from personal resources (e.g., capacity for adaptive shame management), social resources (e.g., parental education), and changing institutional settings, through for example the cultural and behavioural norms that characterise the university, workplace, and drinking environments and which constrain aggressive behaviour or promote a sense of future orientation. Patterns of adult aggressive behaviours are thus shaped not just by past bullying...

SCHOOL SIZE AND YOUTH VIOLENCE: POTENTIAL MEDIATING AND MODERATING ROLE OF SCHOOL CONNECTEDNESS

Volungis, Adam Matthew
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
55.86%
Thesis (Ph.D.) - Indiana University, Psychology, 2011; Youth violence continues to be considered a public health concern in the United States. Extant research indicates school size is positively associated with youth violence. School connectedness (i.e., the quality of perceived relationships between students and school personnel) has been found to be inversely associated with youth violence. This study utilized longitudinal data to test the possible mediating and moderating effects of school connectedness between school size and youth violence. The participants were obtained from Waves I and II of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative ongoing survey of 7th through 12th grade students in the United States. A series of multilevel models using Hierarchical Linear Modeling (HLM6) procedures were compared. Results did not support school connectedness as a moderator; however, results did support school connectedness as a mediator between school size and youth violence. Although no direct relationship was found between school size and youth violence, there was a significant inverse relationship between school size and school connectedness and a significant inverse relationship between school connectedness and youth violence. These findings highlight the importance of how the quality of individual student-school personnel relationships can play a role in preventing violence both within and outside of the school setting. Furthermore...

RISK-TAKING BEHAVIOUR AND SCHOOL INJURY IN CANADIAN ADOLESCENTS

KWONG, JONATHAN LOK-MING
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
55.79%
Background: Adolescent school injuries are common and often result in serious consequences. Problem risk behaviours are known causes of injury and interventions have targeted these independent behaviours with modest success in the past. Although there is some research investigating relationships between risk behaviours, none have empirically evaluated measures of multiple risk behaviour using a theoretical framework of adolescent risk-taking. There is a need for research to utilize population health theory to investigate associations between measures of multiple risk behaviour and school injury. Objectives: The objectives of this thesis are to: 1) investigate the relationships between risk behaviours among a sample of Canadian adolescents using a framework of adolescent risk-taking, and 2) to evaluate adolescent risk behaviours and school climate as independent, and perhaps interactive, determinants of school injury under the Population Health Framework. Methods: Both objectives utilized an interim dataset from the 2014 Health Behaviour in School-aged Children (HBSC) Study. Objective 1. Factor-analytically derived (and validated) scales of multiple risk behaviours were used to describe relationships between these behaviours. Objective 2. Students reported their experiences with different types of school injury. Relationships between multiple risk behaviour and school injuries were assessed. The influence of school climate on that relationship was also evaluated. Results: Objective 1. Adolescent risk behaviours appear to cluster into three distinct categories: 1) Overt Risk-Taking...

ACTIVE TRANSPORTATION TO SCHOOL AMONG CANADIAN YOUTH: AN EXPLORATION OF CORRELATES AND ASSOCIATED INJURY

Gropp, Kathleen Mary
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
45.79%
Background: Active transportation refers to methods of travel that involve physical activity, such as walking and bicycling. For students, characteristics of both individual and contextual environments are likely associated with active transportation to school. Furthermore, injury is one possible but overlooked outcome of active transportation to school. Objectives: To examine among urban Canadian youth in grades 6-10: 1) associations between individual- and area-level factors and active transportation to school and 2) the relationship between active transportation to school and active transportation injury. Methods: Individual-level data were obtained from the 2009/2010 Canadian Health Behaviour in School-Aged Children (HBSC) survey. Active transportation to school was measured via student’s report of their usual method of travel to school. Active transportation injury was assessed via self-report for a one-year recall period. Area-level data were obtained from a school administrators’ survey and from various geographical sources. Multi-level logistic regression was used to examine the associations of interest. Results: Multiple correlates of active transportation to school were identified from the individual/family, school...

IS THE ASSOCIATION BETWEEN THE BUILT ENVIRONMENT AT SCHOOL AND STUDENTS’ PHYSICAL ACTIVITY MODERATED BY THE SOCIAL ENVIRONMENT?

Button, Brenton
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
55.9%
Surveillance data from 105 countries indicates that 80% of 13-15 year-olds do not meet the public health guideline of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. This is problematic as a lack of physical activity in young people is associated with physical, mental, and social health problems. Schools are a place where children and adolescents spend a large amount of their time and where they have several opportunities to engage in physical activity. The built and social environment of the school can influence the physical activity levels of students. The school built environment consists of the facilities that can encourage physical activity such as gymnasia, fields, and fitness rooms. This thesis looked at two aspects of the social environment: 1) school policies, programs, and practices (PPP) for physical activity, and 2) school social capital. School PPP includes things like having intramural sports. School social capital is based on the relationships formed at school. The purpose of this thesis was to determine whether selected features of the school social environment (social capital, school PPP for physical activity) changes the relationship between the school built environment and physical activity among 11-15 year-old Canadians. Information on the school social environment...

Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board

Milnes, TERRY
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
55.76%
The issue of lower academic achievement for English language learners (ELLs) compared to their English-speaking peers has been identified in the research literature. Professional learning for classroom teachers, English as a second language (ESL) teachers, and ESL paraprofessionals has been promoted as one strategy to address this achievement gap. In some rural school boards, ELLs represent a small proportion of the overall student population. Academic achievement, however, is as much an equity issue for ELLs in rural as in urban school boards. The purpose of this study was to describe how the implementation of ELL-related professional learning policy was perceived in a rural school board in the province of Ontario, Canada from 2007 to 2013. Honig’s (2006) conceptualization of education policy implementation guided the study. The unit of analysis for this descriptive case study was a rural school board in which ELLs were approximately 2% of the student population. Data were collected through semi-structured interviews with 20 participants: board-level ESL consultants, ESL teachers, classroom teachers, ESL paraprofessionals, and a secondary school principal. ELL-related learning materials published by the school board were also collected. Five themes emerged from data analysis: first...

The Relationship between In-School Physical Activity and Life Satisfaction, Self-Rated Health, Academic Performance, and Out-of-School Physical Activity: A Canadian Study

Choudhury, Moaz
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
55.9%
The growing prevalence of childhood and adolescent physical inactivity and obesity are major concerns in Canada. Physical activity promoted within schools should be seen as a way to address these problems, since the majority of children receive public schooling. Research highlighting in-school physical activity helps influence school board and public health officials to create a physically active school environment. Consequently, this study has two objectives. The first is to describe the prevalence of in-school physical activity and four dependent variables in a nationwide sample of 9717 students, using data from the Health Behavior in School–aged Children survey. Dependent variables include life satisfaction, self-rated health, academic performance, and out-of-school physical activity. The second objective examines the association between in-school physical activity levels and these dependent variables, while controlling for potential confounders. Using existing data from the 2005/06 Health Behaviour in School-aged Children Survey, a partial proportional odds model form of ordinal logistic regression was fitted in order to investigate the relationship between in-school physical activity and self-rated health, life satisfaction...

AN ANALYSIS OF THE RELATIONSHIP BETWEEN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND SCIENTIFIC LITERACY IN CANADA AND AUSTRALIA

Luu, King
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 630550 bytes; application/pdf
EN; EN
Relevância na Pesquisa
45.82%
Despite the lack of substantial evidence for improvement in the quality of teaching and learning with information and communication technology (ICT), governmental organizations, including those of Canada and Australia, have made large investments into ICT. This investment has been largely predicated on the hypothesized relationship between ICT and science achievement, and the need for ICT as a means of providing broad-scale training to meet the demand for a skilled workforce. To better understand this possible relationship, this study used data from the 2006 administration of the Programme for International Student Assessment (PISA 2006) to determine the extent to which scientific literacy is predicted by student- and school-level variables related to ICT, after adjusting for student demographic characteristics and school characteristics. The findings suggest that, once student demographic characteristics and school characteristics have been accounted for, students with prior experience with ICT, who browse the Internet more frequently, and who are confident with basic ICT tasks earned higher scientific literacy scores. Gender differences existed with respect to types of productivity and entertainment software used; this difference may be attributed to personal choice and initiative to learn ICT. Finally...

Bullying in a Multicultural Context: The Influences of Race, Immigrant Status, and School Climate on the Incidence of Bullying in Canadian Children and Adolescents

LAROCHETTE, ANNE-CLAIRE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 410614 bytes; application/pdf
EN; EN
Relevância na Pesquisa
55.82%
Strong group affiliations based on race have been found in children at a very young age (Aboud, 1988) and may lead to a higher risk of involvement in bullying for certain racial groups. Little research, however, has addressed the relationship among bullying, race, and immigrant status in a Canadian sample. As well, few studies have directly examined racial bullying and victimization. Thus, the two studies in the current project aim to examine race and immigrant status as individual risk factors for bullying involvement, while also examining the individual- and school-level factors associated with racial bullying. In Chapter Two, an empirical examination of the relationship among race, immigrant status, and bullying and victimization in adolescence reveals that racial minority adolescents experience racial bullying. Immigrant status, however, does not appear to predict victimization, but it may be a risk factor for bullying others. In Chapter Three, a multilevel investigation of racial bullying and victimization at the individual and school levels indicates that African-Canadian students are at risk of engaging in both racial bullying and victimization, and that being male is also associated with participation in this type of bullying. At the school level...

Students' Experiences and Teachers' Perceptions of Student Belonging in One Elementary School

O'Shea, Karen
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
55.77%
Belonging is a fundamental human need and this need is universal (Baumeister & Leary, 1995). How a student perceives their own belonging within a school and classroom can be predictive of their future engagement, motivation, achievement, and success of their interpersonal relationships. Students who feel connected are found to be less likely to engage in risky behaviours, be absent from school, or drop out of school entirely (Nichols, 2006; Anderman, 2003). Recent research on belonging has sought to examine the relationship between belonging and its outcomes on student behaviour (Anderman, 2003; Clegg, 2006; Goodenow, 1993; Ma, 2003; Osterman, 2000). There is an increasing need for belonging research to examine the development and incidence of belonging in children at school (Johnson, 2009; Osterman, 2000). This study has three research questions: a) What are students’ experiences with belonging in the school? b) What are teachers’ perceptions of students’ belonging in the school? c) How do the students’ experiences and teachers’ perceptions of student belonging in the school compare? The comparison of teachers’ and students’ responses will provide more information as to whether the students’ experiences and teachers’ perceptions of student belonging are aligned or if they are disparate. This data will make it possible to begin to target specific belonging factors in school programs and teacher practices.; Thesis (Master...

The complex classrooms of three award-winning Ontario high school physics teachers

Roy, Suparna S.
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1293670 bytes; application/pdf
EN
Relevância na Pesquisa
55.7%
Complexity theory investigates complex systems and how parts of a system give rise to collective behaviours. My thesis focuses upon the nature of the complex systems emerging within the classrooms of three award-winning high school physics teachers in Ontario. Using vignettes for each teacher and their classroom system, I have highlighted themes related to the emergence of collective behaviours. My interpretations found the first classroom collective agreeing to work towards academic excellence with the intention of achieving success in university. The second classroom collective was invested in relationship-building and used the resulting emphasis on teamwork and group-oriented learning to further physics understanding. The final classroom system was in the process of learning to grapple with discovering physics through following and contending with the results of their instincts. From a complex systems perspective, differences amongst teachers and students and different sets of interactions result in unique systems. Therefore, a single prescription for the emergence of certain collective behaviours is unlikely. The journal/commentary format traces my changing understandings of complexity thinking in education and how those understandings made an impact on the way I approached and reflected upon the observations of the study. As such...

I'm still learning: the lived experience of disengagement from school of five young aboriginal women

Runnels, Susan Amelia
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 431240 bytes; application/pdf
EN; EN
Relevância na Pesquisa
55.75%
This study sought to understand the lived experience of disengagement from formal schooling of five young Aboriginal women in a mid-Northern community. Using the qualitative methodology of narrative inquiry, and through a series of guided open-ended interviews, this research explored each participant’s experiences as a learner; informally and in school. Analysis of the personal histories of learning shared by the participants enabled the identification of attributes of best-remembered learning experiences and also elements that contributed to marginalization and dis-continuing of school. Key elements for each learner clustered around relationship and connectedness. Contexts of optimal learning as revealed in the narratives can be characterized as authentic, situated, experiential, guided, and often culturally-relevant. Marginalization and dis-continuing of school were related to: a sense of emotional insecurity in the school, the need for community and a sense of belonging, disrespectful treatment and relational bullying by teachers and/or peers, administrative policy related to placement and psycho-social needs, and restrictive curricular decisions. The participants’ desire to learn and continuing pursuit of learning goals...

The School as a Setting to Promote Student Health

Saab, HANA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 711598 bytes; application/pdf
EN; EN
Relevância na Pesquisa
55.76%
The Health Promoting School (HPS) is s a model that advances both the health and learning needs of students. Yet there is a lack of consensus on student indicators that reflect a HPS or a coherent understanding of what a HPS represents amongst various stakeholders. The goal of this research was to establish indicators of student health and wellbeing associated with policies and practices in schools, and to further our understanding of health promoting schools. The research proceeded in three phases. The first phase established a relationship between student health and academic achievement. The second phase examined the associations amongst student health and wellbeing and student and school-level factors. The third phase involved case studies of two schools in Ontario to examine the organisational and structural elements associated with achieving a HPS, and the mechanisms by which these elements support student health and wellbeing. The association between students’ self-rated health and their academic achievement found in the first phase provides a platform for advancing the health promoting school agenda in Canada at the research and policy levels. Subsequent findings established an association between the environment and disciplinary climate in schools...

Do Relationships Matter? An Examination of a School-Based Intergenerational Mentoring Program

SUE, JOANNA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
55.8%
Although relationships are central to psychological health throughout the lifespan, not all children have caring adults in their lives that can provide nurturing and stable relationships. Mentoring was established as a means of providing these essential adult relationships to at-risk children. Although the history of formal mentoring traces back to the beginning of 20th century America, only recently have systematic investigations of mentoring programs been conducted. Furthermore, a wide range of mentoring programs across North America have been implemented which has outpaced the research community’s ability to provide evidence-based practice guidelines. The goal of this dissertation was to contribute to research and practice in the field of youth mentoring. In the first study I evaluated the effects of participating in a school-based intergenerational mentoring program. Although I did not find benefits of program participation for mentors or mentees, I identified methodological limitations that are important for future studies to take into consideration and determined two key strengths of the program. In the second study, I compared mentee, mentor, and mentoring coordinator perspectives on mentoring relationship quality and examined how two components of mentor-mentee interactions...

Prática de ensino e formação de professores : um estudo de caso sobre a relação universidade-escola em cursos de licenciatura

Wielewicki, Hamilton de Godoy
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
45.94%
O crescente interesse, no campo da Educação, por questões relativas à formação docente tem propiciado a produção de contribuições teóricas e empíricas importantes para a compreensão das dimensões envolvidas na formação de professores. Há, no entanto, uma preocupação quanto a uma relação ainda tênue entre universidade e escola em espaços nos quais ambas as instituições estão mutuamente envolvidas, notadamente nas atividades de prática de ensino. Tal situação pode ser sugestiva das dificuldades de uma baixa permeabilidade da universidade à construção de uma relação menos hierárquica entre educação superior e educação básica. Tendo em vista tal preocupação e levando em conta o complexo cenário social e político da educação brasileira contemporânea, o presente trabalho de pesquisa qualitativa foi desenvolvido sob a forma de um estudo de caso, a partir de análise documental e de entrevistas com 34 profissionais envolvidos – pela universidade e pela escola - no contexto das atividades de estágio supervisionado em 12 cursos de licenciatura de uma universidade pública federal do sul do Brasil desenvolvidas em contexto de educação básica. Mais especificamente, a pesquisa visa a explorar concepções desses profissionais sobre a relação entre universidade e escola em cursos de licenciatura. Os resultados sugerem que o arranjo institucional – na universidade e na escola – não favorece maior envolvimento dos docentes universitários das licenciaturas com o contexto da escola e tampouco ajuda a promover uma relação mais simétrica entre as instituições e atores envolvidos. Tal arranjo reflete e produz isolamento no âmbito dessas instituições e atores...

School discipline: punishing more than bodies

Brent, John James
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
55.71%
Kupchik, Aaron; The topic of school discipline and punishment has received growing attention from scholars, politicians, and larger public. Prior work often explores the rise of exclusionary policies, punitive practices, and a buildup of school security. Explanations for this trend often focus on large-scale incidents, the perpetuation of social inequalities, students' perceived racial/ethnic threat, and shifts in modern governance. Little work, however, has considered the nexus between school discipline and youths' ontological motivations and identity constructions. By using a mixed methods approach, I examine the relationship between school discipline and students' identity work influenced by institutional and peer expectations as well as being informed by community and cultural experiences. Overall, I find that schools are disciplining more than misconduct. Quantitative and quantitative data show that perceived identities shape students' disciplinary involvement. Additionally, data indicate that selective disciplinary conditions influence students' and staffs' identity work. This study more critically finds that schools may be disciplining disadvantaged youth into cultural compliance while maintaining social, economic, and political suppression by using selective punishment practices.; University of Delaware...

A possible relationship between school performance and motor skills: a neural network approach. DOI: 10.5007/1980-0037.2011v13n5p373; Uma possível relação entre desempenho escolar e habilidades motoras: uma abordagem de rede neural. DOI: 10.5007/1980-0037.2011v13n5p373

Kuśnierz, Cezary; Opole University of Technology. Institute of Physical Education. Opole.; Glaner, Maria Fátima; Universidade Estadual de Londrina. Centro de Educação Física e Esporte. Departamento de Educação Física. Londrina. PR, Brazil.; Tukien
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",; Transversal de associação; Avaliado por Pares; Formato: application/pdf
Publicado em 26/08/2011 ENG
Relevância na Pesquisa
65.77%
The aim of this study was to answer the question whether a relationship exists between school grades reflecting humanistic, synthesis, ecological, and physical skills and motor skills (speed and power) in middle school adolescents. The following tests were used for the evaluation of the particular motor skills: plate tapping test for the measurement of upper limb speed, Fleishman test for the measurement of lower limb speed, medicine ball throwing for the evaluation of upper limb power, and standing broad jump for lower limb power testing. The data were analyzed using a neural network approach. The results indicated that the school grades of middle school adolescents can be used to predict motor power. In this case, the linear correlation coefficient (r) between the actual and predicted data exceeded the level of r = 0.9. In particular, a strong statistical impact of ecological, synthesis and physical skills on power performance was established. In contrast, a weaker correlation was observed with motor speed performance (r < 0.6). More attention should be paid to the possible relationship between school grades and motor skills in children and adolescents. This information is important, particularly for the selection of youngsters with advanced motor skills at an early age.; O objetivo deste estudo foi pesquisar uma resposta à questão se existe uma relação entre as notas escolares que refletem as habilidades humanísticas...