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Advisor(s)
Abstract(s)
Atualmente regista-se com o aumento da escolaridade uma menor motivação para a Educação Física, assim a introdução de matérias alternativas reafirma-se como uma forma de proporcionar aos alunos novas experiencias, desafiadoras e motivantes que potencializam o desenvolvimento integral do aluno. O kin-ball pelas suas características únicas é na nossa opinião um excelente meio de transformação dos alunos. O kin-ball foi inventado por Mario Demers, em 1986, com objetivo de promover a saúde, a cooperação, o trabalho de equipa, o espírito desportivo e o sucesso dos alunos, intuito de atender aos pedidos e necessidades específicas docentes, constituindo-se assim como um desporto de aprendizagem fácil e atrativo devido ao tamanho da bola e ao seu peso. Esta matéria está estruturada de forma a que todos os elementos tenham a oportunidade de jogar e assegurar situações de êxito. O kin-ball é pouco conhecido na escola, possivelmente por não estar contemplado no PNEF, contudo pode ser facilmente adaptado a escola, constituindo-se assim como uma matéria alternativa, com grandes potencialidades de transfer para outras matérias (ex: ocupação racional do espaço), bem como de dinâmica de grupo (ex: cooperação). Pretende-se assim apresentar uma proposta de abordagem do kin-ball em contexto escolar, através da apresentação de um conjunto de estratégias didático pedagógico (proposta de unidade didática considerando três níveis introdutório, intermédio e avançado; estratégias de dinamização e organização da turma e alguns exemplos de exercícios) e adaptação de recursos materiais e espaciais. Pretende-se deste modo sensibilizar e promover o Kin-ball em contexto escolar, com o intuito de proporcionar aos alunos uma experiência lúdico-desportiva nova, bem como mostrar que esta matéria potencia o desenvolvimento de competências essenciais nos alunos tais como cooperação, espírito de grupo, montagem de estratégias entre outros.
Nowadays, with the increase in schooling, there is less motivation for Physical Education, so the introduction of alternative subjects reaffirms itself as a way to provide students with new, challenging and motivating experiences that enhance the student's integral development. The kin-ball for its unique characteristics is in our opinion an excellent way of transforming students. The kin-ball was invented by Mario Demers in 1986 with the aim of promoting health, cooperation, teamwork, sportsmanship and student success, in order to meet the specific requests and needs of teachers. As well as an easy and attractive learning sport due to the size of the ball and its weight. This is structured in such a way that all elements have the opportunity to play and ensure success. The kin-ball is little known in the school, possibly because it is not included in the PNEF, but can easily be adapted to the school, constituting itself as an alternative subject, with great potential of transfer to other subjects (ex: rational occupation of space ), As well as group dynamics (eg cooperation). The intention is to present a proposal for a kin-ball approach in a school context, through the presentation of a pedagogical didactic strategy (a proposal for a didactic unit considering three introductory, intermediate and advanced levels, strategies to dynamize and organize the class and some Examples of exercises) and adaptation of material and spatial resources. In this way, the aim is to raise awareness and promote Kin-ball in a school context, in order to provide students with a new leisure and sports experience, as well as to show that this material enhances the development of essential skills in students such as cooperation, Group, set up of strategies among others.
Nowadays, with the increase in schooling, there is less motivation for Physical Education, so the introduction of alternative subjects reaffirms itself as a way to provide students with new, challenging and motivating experiences that enhance the student's integral development. The kin-ball for its unique characteristics is in our opinion an excellent way of transforming students. The kin-ball was invented by Mario Demers in 1986 with the aim of promoting health, cooperation, teamwork, sportsmanship and student success, in order to meet the specific requests and needs of teachers. As well as an easy and attractive learning sport due to the size of the ball and its weight. This is structured in such a way that all elements have the opportunity to play and ensure success. The kin-ball is little known in the school, possibly because it is not included in the PNEF, but can easily be adapted to the school, constituting itself as an alternative subject, with great potential of transfer to other subjects (ex: rational occupation of space ), As well as group dynamics (eg cooperation). The intention is to present a proposal for a kin-ball approach in a school context, through the presentation of a pedagogical didactic strategy (a proposal for a didactic unit considering three introductory, intermediate and advanced levels, strategies to dynamize and organize the class and some Examples of exercises) and adaptation of material and spatial resources. In this way, the aim is to raise awareness and promote Kin-ball in a school context, in order to provide students with a new leisure and sports experience, as well as to show that this material enhances the development of essential skills in students such as cooperation, Group, set up of strategies among others.
Description
Keywords
Kin-ball Escola Operacionalização Ferramentas didático-pedagógica Educação física School Operationalization Didactic-pedagogical tools Physical education . Faculdade de Ciências Sociais
Citation
Publisher
Universidade da Madeira