Resumo A competência profissional representa a capacidade de mobilizar conhecimentos, habilidades, atitudes e valores para responder às demandas da situação de trabalho. O objetivo da pesquisa foi descrever e comparar a autopercepção de competências de professores de educação física. O modelo do estudo foi quantitativo, de caráter descritivo e comparativo. A amostra foi constituída de 30 professores experientes e 32 iniciantes. Os dados foram coletados através de questionário e analisados por meio da estatística descritiva e inferencial. A autopercepção dos professores experientes e iniciantes se diferenciou significativamente em seis das nove áreas de conhecimento relativas ao ensino. A experiência foi uma variável discriminativa das diferenças encontradas.

Abstract Professional competence is understood as the ability to mobilize knowledge, skills, attitudes and values to meet the demands of the work context. The aim of this study was to describe and compare beginners and experienced Physical Education teacher's self-perception of competence. The model study was quantitative, descriptive and comparative. The sample consisted of 30 experienced teachers and 32 beginning teachers. The self-perception of experienced teachers and beginning teachers differed significantly in six of nine teaching knowledge Areas. Teacher experience was discriminating the differences found.

Resumen La competencia profesional es la capacidad de movilizar conocimientos, habilidades, actitudes y valores para satisfacer las exigencias de la situación de trabajo. El objetivo fue describir y comparar la autopercepción de competencias del profesorado de educación física. El modelo de estudio fue cuantitativo, descriptivo y comparativo. La muestra estaba formada por 30 profesores experimentados y 32 principiantes. Los datos se recopilaron por medio de un cuestionario y se analizaron utilizando estadística descriptiva e inferencial. La percepción de los profesores experimentados y principiantes difiere sustancialmente en seis de las nueve áreas de conocimiento relativas a la educación. La experiencia fue una variable discriminativa entre las diferencias encontradas.

RESUMO Inicia-se o estudo com as seguintes problemáticas: Existe estabilidade nos pensamentos e decisões de planejamento dos estagiários em sequências de aulas? Ou seja, é possível dizer que existe um perfil de planejamento típico de cada estagiário?; Quais as características dos pensamentos e decisões de planejamento dos estagiários de Educação Física? O design metodológico é qualitativo e quantitativo, de natureza descritiva, em que os instrumentos e técnicas objetivam identificar e analisar os processos de pensamento no planejamento de ensino. A amostra é constituída por 18 estagiários de Educação Física. Para coleta de dados utilizou-se uma entrevista estruturada. Os dados foram tratados com recurso ao programa estatístico SPSS 21, mediante o One Sample T-Test para verificar a estabilidade das decisões e Cluster Analysis para identificar grupos de estagiários baseado na comunalidade das decisões de planejamento. Verificou-se a estabilidade das decisões de planejamento em relação às três entrevistas pré-aula. Os resultados possibilitaram identificar quatro perfis de professores estagiários, com características típicas e atípicas segundo a literatura referendada.

ABSTRACT The study begins with the following problems: Does stability exists in the thoughts and in the trainees' planning decisions in the several classes? In other words, is possible to say that a typical profile of each trainee exists?; Which are the characteristics of the thoughts and the trainees' of Physical Education planning decisions? The methodological design is qualitative and quantitative, of descriptive nature, where the instruments and techniques aim at to identify and to analyze the thought processes in the teaching planning. The sample is constituted by 18 trainees of Physical Education. For collection of data a structured interview nature was used. The data were processed using the SPSS 21 statistical program, using the One Sample T-Test to verify the stability of decisions and Cluster Analysis to identify groups of trainees based on the commonality of planning decisions. The stability of the planning decisions was verified at the three interviews made before the class. The results allowed the identification of four profiles of trainee teachers, with typical and atypical characteristics according to the referenced literature.

This study showed the objectives to evaluate the self-perception of body image in adolescents, raising the issues related to the physical aspects and the physical education classes. The design of this research was qualitative and quantitative nature, associated with the field research of experimental and comparative type. In the experimental phase was the implementation of an intervention program in relation to body image. In the quantitative study, met the perception of body image of 102 students with a mean of 15.5 (± 1.2) years of age, 50 adolescents from the experimental school (49.0%) and 52 adolescents in the control school (51.0%), enrolled in classes of 1st and 2nd year of high school in the public-school network. In experimental school there was a significant improvement to the program in the perception that the girls had on their body image. In the qualitative study parse through 8 focus groups (48 students) the issue focus of research from personal experiences. The students showed a high rate of dissatisfaction with the body and the willingness to take risk behaviors in pursuit of the ideal body with better results after the program. The approach on body image in Physical Education was nonexistent.

Abstract This study tests Ajzen’s1 Theory of Planned Behavior in sport sciences with the purpose of determining which variables most influence students’ entrepreneurial intentions. Although this theory has been employed to explain entrepreneurial intentions within different contexts, the context of sport sciences has not been addressed. A sample of 379 sport sciences students were administered the Entrepreneurial Intentions Questionnaire and results were analyzed using structural equation modeling. Results indicate that both perceived attitudes and perceived behavior control have significant positive impacts on entrepreneurial intentions, while the impact of subjective norms is negative. Several suggestions to improve curriculum design and teaching in order to promote entrepreneurial intentions and behaviors are provided.

Abstract AIMS to diagnose continuing education initiatives and training needs of physical education teachers. The frequency, limitations and alternatives to continuing education were characterized and self-assessment areas of knowledge essential to teaching were analyzed. METHODS Data were obtained from 18 beginning teachers, using the Professional Career Characterization Questionnaire, an inventory of needs and characterization of continuing training and self-assessment of skills in areas of knowledge essential to teaching. Qualitative data were systematized and quantitative data analyzed by descriptive statistics. RESULTS Teachers performed 78 continuing training activities over the last four years, 43 in the technical area of physical education and 28 in school-based Physical Education. The most attended subjects were short-duration and graduate courses. The main limitations identified were the financial and time constraints to training. Self-assessment of the teaching areas was deemed to be sufficient, indicating a margin for new learning. CONCLUSION The teachers showed commitment to their training, with a focus on teaching and awareness of its importance in professional development.

Este artigo apresenta um segundo estudo preliminar desenvolvido para construir e validar o questionário CDC (Corpo, Dança e Comunidade) para jovens praticantes de 12 a 18 anos do Núcleo de Arte da Prefeitura do Rio de Janeiro. O referencial teórico foi baseado em estudos relacionados com as dimensões corporal (Figueiredo, 2013; Furhmann, 2014), afetiva (Damásio, 2013, 2012; Figueiredo, 2011) social (Fuhrmann, 2008; Marques, 2010, 2014; Shapiro, 2008) e da adolescência (Lipp, 2010; Matos & Tomé, 2012). O instrumento foi aplicado a 50 jovens com idades compreendidas entre os 12 e 16 anos. Com base nos resultados do estudo, obteve-se a consistência interna do questionário e suas subescalas. Os resultados do estudo apontam valores de consistência interna adequados, bem como benefícios da prática da dança assinalados pelos jovens nas dimensões física, afetiva e social. Na dimensão física assinala-se uma melhor expressividade do corpo e autoperceção das emoções expressas ao dançar; na dimensão afetiva o desenvolvimento de sentimentos de autoconfiança e bem-estar e na dimensão social uma melhor interação e participação social com a família, escola, comunidade e membros do Núcleo de Arte.

This article presents the second preliminary study designed to develop and validate the questionnaire CDC (Body, Dance and Community) for young dance practitioners from the Art Centers of Rio de Janeiro City Hall. The theoretical framework was based on studies related to the physical dimension (Figueiredo, 2013; Furhmann, 2014), affective dimension (Damásio, 2014; 2013; Figueiredo, 2011), social dimension (Fuhrmann, 2008; Marques, 2010; 2014; Shapiro, 2008) and adolescence (Lipp, 2010; Matos & Thomas, 2012). The instrument was applied to 50 subjects aged from 12 to 16 years old. Based on the results of this study, we obtained the internal consistency of the questionnaire and its subscales. The results from the study point adequate values for the internal consistency of the questionnaire and identify benefits derived from the practice of dance by young people, namely in the physical dimension trough a better expressiveness and self-perception of emotions expressed while dancing, as well as in an affective dimension, through the development of feelings of self-confidence and well-being and in a social dimension by the impact of dance on a better interaction and social participation with family, school, community and among members of the art center.

O interesse político das autarquias locais em torno do desporto não é recente. Todavia, a sua imposição como um “direito de todos” tanto a nível dos textos e documentos internacionais como nacionais rondará as quatro décadas. Ignorar a sua importância é, pois, contradizer os interesses, necessidades e expectativas das populações, assim como, o interesse público que lhe está subjacente. É nosso propósito investigar o interesse, a promoção e a operacionalização das políticas públicas, os programas e as medidas de acção por parte do poder local no desporto. A amostra contemplará os municípios da Área Metropolitana do Porto. Metodologicamente, recorreremos a entrevistas e análise documental de fontes diversas. Os resultados terão por base a análise de conteúdo, a estatística descritiva e a interpretação jurídica e, na sua discussão, atenderemos a dissertações na área, à doutrina e à jurisprudência. Por fim, apontaremos as principais conclusões e recomendações.

The political interest of local autarchies around sports isn’t recent. Nevertheless, it’s imposition as a “right to everyone” either in the international subjects or in a national level, goes round four decades. Ignoring its importance it’s to contradict the population’s interests, needs and expectations, as well as its underlying public interest. It’s our purpose to investigate the interest, promotion and operative skills of public policies, the programs and the action measures of local power concerning sports. The sample will contemplate the municipalities of the Metropolitan area of Porto. Methodologically speaking, we will use interviews and documental analysis of several sources. The result will have as basis the content’s analysis, the descriptive statistics and the legal interpretation and, in its discussion, we will attend the dissertations in the area, the principles and the jurisprudence. At last we will point out our main conclusions and recommendations.

A auto-percepção de competência influencia o interesse e a persistência do aluno na concretização da aprendizagem. O objectivo deste estudo analisa a relação entre o desempenho dos alunos, as expectativas dos professores e a competência percebida pelos alunos. O estudo é descritivo e a amostra é constituída por 10 professores e 186 alunos da 6ª à 8ª série do ensino fundamental brasileiro. O desempenho dos alunos foi medido através de testes, e a percepção pessoal do aluno e as expectativas do professor foram obtidas através da técnica de auto-relato. As estatísticas descritiva e inferencial permitiram a análise da congruência entre as variáveis em estudo. A competência percebida pelos alunos tem forte associação positiva, tanto com o seu desempenho, como com as expectativas do professor. Há uma expressiva correspondência entre as expectativas dos professores e o desempenho dos alunos. Os resultados demonstram a necessidade de aprofundar o estudo das expectativas do professor e os seus efeitos sobre o comportamento de ensino e a representação de competência formulada pelos alunos.

Student's perceived competence influences interest and persistence in learning accomplishment. The aim of this study was to analyze the relationships among student performance, teachers' expectations and student's perceived competence. Having a descriptive approach, we sampled 10 teachers and 186 6nd to 8nd grade students of the Brazilian educational system. Student performance was measured through tests, and the student's personal perception and teacher's expectation were picked up through self-report measures. Descriptive and inferential statistics allowed the analysis of the congruence among the variables in study. Student's personal perception has strong association with student performance and teacher's expectations. The teacher's expectations corresponded meaningfully with the students' performance. The results demonstrate the need to deepen the study of the effects of teachers' expectations on the teaching behaviour and students' perceived competence.