https://tede.unioeste.br/handle/tede/6315 Sat, 07 Feb 2026 13:48:53 GMT 2026-02-07T13:48:53Z https://tede.unioeste.br/handle/tede/8188 Title: Efeitos de atividades psicomotoras sobre o desenvolvimento motor de alunos com Transtorno do Espectro Autista Autor: Lima, Douglas Correa de Primeiro orientador: Borella, Douglas Roberto Abstract: The present study aimed to analyze the effects of psychomotor activities on motor development applied to students with Autism Spectrum Disorder (ASD). The sample consisted of ten students diagnosed with ASD, aged between 7 and 11 years, with support levels 1 and/or 2, regularly enrolled in the 1st to 5th grades of elementary school at the Antônio Gonçalves Dias Municipal School, located in the municipality of Foz do Iguaçu, Paraná. The research was characterized as quasi-experimental with a mixed- -methods approach. The method did not include a control group. Before the development of the psychomotor activities, the students were evaluated using the Motor Development Scale (Rosa Neto, 2020). Based on these results, individualized psychomotor activities were developed and subsequently worked on with each participant, taking into account their needs and potential. Each student participated in 16 sessions of 30 minutes each. At the end, the students were reassessed using the same scale, allowing for verification of progress in motor development and evaluation of the effectiveness of the proposed interventions. The results showed that all students with ASD achieved progress in 100% of the elements studied. The median scores for fine motor skills and gross motor skills remained the same in the pre-tests and post- tests, marking 108 months. The positive impact was especially observed in the areas of balance, body scheme, and temporal and spatial organization. Finally, through the proposed activities where lesson plans were developed, an ebook was created with the aim of assisting physical education teachers who wish to work on motor development in students with ASD. These lesson plans were part of the psychomotor activity sessions that each student with ASD participated in, emphasizing that the activities were individualized and aimed to develop motor skills in which the students showed deficits. The Motor Development Scale (Rosa Neto, 2020) was effective in supporting the construction of psychomotor activities, as it perfectly identified the motor elements in which the students needed to improve. Individualized and systematized psychomotor activities contributed to the achievement of the objectives, as all students managed to improve in most of the motor skills indicators. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 18 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8188 2025-09-18T00:00:00Z https://tede.unioeste.br/handle/tede/8044 Title: Os princípios metodológicos da educação física escolar no ensino do esporte da escola: o caso do minivoleibol Autor: Ferreira, Alexandre José Primeiro orientador: Both, Jorge Abstract: This study investigated the teaching of school sports in the final years of elementary school, with an emphasis on applying the methodological principles of school Physical Education. It is a qualitative, action-research study. The central research question guiding the investigation was: How can a pedagogical progression for teaching from minivolleyball to volleyball in the final years of elementary school be built and implemented based on the methodological principles of school Physical Education? The general objective was to build and implement such a pedagogical progression. The research was conducted at Colégio Estadual Mendes Gonçalves, located in the municipality of Guaíra-PR, with the participation of 29 sixth-grade students. A pedagogical progression from minivolleyball to volleyball was developed and implemented, grounded in the methodological principles of school Physical Education. Data collection was carried out through focus group interviews and field diary records within the context of action research. Data analysis followed the Reflective Thematic Analysis proposed by Braun and Clarke (2006), which unfolds in six phases: (1) familiarization with the data; (2) generation of initial codes; (3) search for themes; (4) theme review; (5) theme definition and naming; and (6) production of the analytical report. The analysis started from eleven pre-established themes, corresponding to the methodological principles of school Physical Education as described by Batista and Moura (2019): interaction, contextualization, content dimensions, valuing students’ experiences, diversity of experiences, problematization, autonomy and creativity, playfulness, understanding and skill transfer, structural modification of content, and use of technological resources. The results showed that these principles contributed to the design and pedagogical conduct of the classes and enriched the teaching-learning process. A pleasant and humanized educational environment was created, emphasizing tactical learning over technical execution and promoting social skills essential for students’ holistic development. At the end of the analysis, two new themes emerged: “circle time” and “life skills.” The latter stood out as particularly relevant, playing a central role in building a learning environment in which students assumed a leading role in constructing knowledge throughout the implementation of the pedagogical progression. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 23 May 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8044 2025-05-23T00:00:00Z https://tede.unioeste.br/handle/tede/8026 Title: As modalidades esportivas não tradicionais: experiências e vivências a partir dos esportes de rede de origem brasileira Autor: Dias, Marcos Vinicius Fontana Primeiro orientador: Silva Júnior, Arestides Pereira da Abstract: Non-traditional sports are little known and widespread, and rarely practiced in schools. Therefore, this research aimed to present a teaching proposal for Physical Education classes, based on experiences with non-traditional network sports of Brazilian origin. It is characterized as a qualitative action research, in which 30 students from the 5th year B, class of 2024, from the Municipal School Professora Rosália de Amorim Silva, located in the municipality of Foz do Iguaçu-PR participated. During the intervention, 15 classes were taught, in which students experienced non-traditional sports: Futsac, Manbol, Mirimbol, Quimbol, Sorvebol and Zbol. The planning, execution and evaluation of the classes were based theoretically and methodologically on the Collection of Body Practices and Knowledge Organization: Network Sports, by González, Darido and Oliveira (2017). Data collection was carried out through field journals, which recorded all student actions and questions during class, as well as interactions in discussion groups at the end of each meeting. Diagnostic assessments were also conducted: an initial assessment to assess students' prior knowledge and expectations regarding the research, and a final assessment to assess participants' levels of satisfaction, interest, and feedback. Data analysis, conducted using Laurence Bardin's content analysis technique, revealed several challenges and potentialities that contributed to improving teaching practices. Among the findings, we highlight the high level of student engagement, cooperation, and motivation in the activities, with active participation in class organization, which resulted in a broader understanding of students' motor and athletic repertoires. However, some limitations were noted, such as a lack of materials and adequate facilities for practical activities, the limited time allocated to weekly classes, and students' lack of prior knowledge of the proposed modalities, which required more time for explanations. These factors, however, were overcome through the use of reduced-size games and the simplicity of the rules of Brazilian net sports.The challenges faced and the possibilities explored led to the proposal's broadening knowledge of body movement culture, proving effective for the early years of elementary school. As an educational product, a textbook was developed that reflected the research experiences, as well as ongoing training for physical education teachers in the Foz do Iguaçu, Paraná, municipal school system, aiming to share experiences and disseminate the results obtained. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 27 Jun 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8026 2025-06-27T00:00:00Z https://tede.unioeste.br/handle/tede/7995 Title: Os jogos esportivos na Educação Física Escolar: uma proposta construtivista para contextualizar a indisciplina e conflitos nos anos iniciais do ensino fundamental Autor: Ampessan, Patrícia Gabriela Primeiro orientador: Silva Júnior, Arestides Pereira da Abstract: Indiscipline and conflicts in Physical Education are caused by several factors, such as side conversations, arguments, disagreements between colleagues and lack of respect for teachers, which negatively impact the development of classes. In this context, sports games, based on the constructivist approach, applied in the pedagogical practice of students in the initial years of elementary school, can minimize these problems. The constructivist approach values the construction of knowledge through the interaction of students with the environment and with colleagues. The main objective of this research was to investigate how invasion sports games, through a constructivist approach, can be used as a pedagogical tool to deal with the challenges in the initial years of elementary school. The methodology used was action research, with a qualitative approach, carried out at the Dom Pedro II Municipal School, in Matelândia - PR. The research used the following instruments: diagnostic interview with teachers, application of the pedagogical intervention proposal with the use of a field diary and evaluation of the intervention with a final interview with the teachers. Nineteen 5th grade elementary school students participated in the intervention during 16 Physical Education classes on invasion sports games using a constructivist approach. The data obtained were processed and analyzed using the qualitative data analysis technique. The diagnostic interview conducted with the teachers before the intervention identified the main undisciplined behaviors of the 5th grade students, the most frequent being: provocations, conflicts, verbal and physical aggression, and excessive competition. These acts negatively affected the learning environment. The pedagogical intervention, focused on invasion sports games and adopted a constructivist approach, sought to actively involve the students, who, during the activities, modified rules and reflected on the activities and participation. This made them more involved in the teaching-learning process and developed social, cognitive, emotional and motor skills by finding collective solutions to the problems they faced. At the end of the intervention, new interviews with the teachers indicated a significant improvement in the students' behavior, providing a calmer and more favorable environment for learning, promoting greater collaboration among them and more active participation in class decisions. The constructivist approach and the use of invasion sports games proved effective in reducing indiscipline and building a more collaborative environment, stimulating the students' comprehensive development and promoting more cooperative behaviors. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 09 May 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/7995 2025-05-09T00:00:00Z