Compreensão da lógica do jogo na iniciação do voleibol: a contribuição das novas tecnologias
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Data
2018-02-28
Autores
Sarruge, Carina da Silva de Lara
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A prática do voleibol vem se expandindo no Brasil desde a década de 1980, sobretudo pelas vitórias internacionais das seleções feminina e masculina, sendo as principais responsáveis pelo aumento do número de praticantes. A modalidade se manifesta de várias formas na sociedade, em vários lugares e para múltiplas finalidades, por isso deve ser motivo de reflexão também na iniciação. Embora as tecnologias estejam presentes no contexto esportivo de modo geral e no voleibol, pouco se encontra sobre sua utilização no sentido de melhorar a compreensão da lógica tática do jogo pelos praticantes, pois a prevalência do uso está em oferecer dados e respostas prontas, especialmente aos treinadores ou professores. Sendo assim, essa pesquisa teve como objetivo elaborar, implementar e avaliar uma Unidade Didática de iniciação ao voleibol, baseada na compreensão da lógica tática do jogo, a partir de um diagnóstico das dificuldades de ensino percebidas por professores de voleibol do SESC São Paulo, utilizando recursos de filmagem e Tecnologias de Informação e Comunicação (TIC) para auxiliar no processo de ensino-aprendizagem. A presente pesquisa é de natureza qualitativa com referencial teórico na pesquisa-ação e foi organizada em três etapas: 1) Levantamento diagnóstico com professores de voleibol do SESC São Paulo; 2) Elaboração de uma Unidade Didática de Voleibol e 3) Implementação e avaliação da Unidade Didática. Os professores indicaram, por meio do questionário, que "observar a quadra adversária e passar a bola nos espaços vazios" são as maiores dificuldades dos alunos iniciantes. A partir desse diagnóstico, elaborou-se e implementou-se uma Unidade Didática com tais elementos táticos considerando-se as tendências atuais da Pedagogia do Esporte, a partir do uso do modelo Teaching Games for Understand (TGfU), assim como recursos de filmagens e outras TIC (celular, tablet, notebook, projetor, aplicativos, sites). Os principais resultados indicam que, de fato, as filmagens dos jogos dos alunos e a utilização das TIC, além de serem atrativas, foram notavelmente facilitadoras para o alcance do objetivo proposto. As gravações permitiram que os alunos identificassem quem conseguia olhar para a quadra adversária, assim como os espaços vazios e, dessa forma, concomitantemente com os momentos de conscientização tática proposta, puderam refletir, discutir e construir estratégias e soluções para os problemas táticos impostos. Tais condições favoreceram um ensino para a formação de praticantes que compreendem a lógica tática do jogo. Observou-se, no último jogo proposto, que 43% das disputas de pontos tiveram alunos jogando a bola com clara intenção e direcionamento para a quadra adversária, um aumento considerável quando comparado ao primeiro jogo filmado no início da Unidade Didática. Conclui-se que, apesar das dificuldades técnicas, o uso de filmagem e das TIC auxiliou na aquisição da capacidade de iniciantes no voleibol jogarem com intenções táticas.
The volleyball practice has been expanding in Brazil since the 1980s, mainly due to the international victories of the women's and men's teams, being mainly responsible for the increase in the number of practitioners. The modality manifests itself in many ways in society, in many places and for multiple purposes, so it is also a reason for reflection on the initiative. Despite being in a position to improve the understanding of the tactical logic of the game for practitioners, there is a prevalence of use in data and ready-answers, especially the coaches or teachers. Thus, the research aims to develop, implement and evaluate a didactic unit of volleyball initiation, a program of learning difficulties of teaching by volleyball teachers of SESC São Paulo, filming resources and Information and Communication Technologies (ICT) to assist in the teaching-learning process. A qualitative research present with theoretical reference in action research and organization in three stages: 1) Diagnostic survey with SESC São Paulo volleyball teachers; 2) Elaboration of a Didactic Unit of Volleyball and 3) Implementation and evaluation of the Didactic Unit. The teachers indicated through the questionnaire that "they observe an opponent's court and pass the ball in the empty spaces" are like greater difficulties of the beginning students. Based on the use of the Teaching Games for Understanding (TGfU) model as resources of movies and other ICT (cell phone, tablet, notebook, projector, applications, websites). The main results indicate that the filming of student games and ICT applications, in addition to being attractive, were remarkably facilitative in reaching the proposition. As recordings allowed the students to identify who got a look at the opposing squad, as well as the empty spaces and how they concomitantly with the moments of tactical awareness proposed, they could reflect, discuss and construct strategies and solutions to the tactical problems imposed. Such conditions favored a teaching for the formation of practitioners who understand a tactical logic of the game. It was observed in the last proposed game, that 43% of the test points disputes, throwing a ball with clear intention and direction to an opponent's court, there was a considerable increase when compared to the first game filmed at the beginning of the didactic unit. It is concluded that, despite the technical difficulties, the use of shooting and ICT, is not accepted in the acquisition of ability of beginners in volleyball play with tactical intentions.
The volleyball practice has been expanding in Brazil since the 1980s, mainly due to the international victories of the women's and men's teams, being mainly responsible for the increase in the number of practitioners. The modality manifests itself in many ways in society, in many places and for multiple purposes, so it is also a reason for reflection on the initiative. Despite being in a position to improve the understanding of the tactical logic of the game for practitioners, there is a prevalence of use in data and ready-answers, especially the coaches or teachers. Thus, the research aims to develop, implement and evaluate a didactic unit of volleyball initiation, a program of learning difficulties of teaching by volleyball teachers of SESC São Paulo, filming resources and Information and Communication Technologies (ICT) to assist in the teaching-learning process. A qualitative research present with theoretical reference in action research and organization in three stages: 1) Diagnostic survey with SESC São Paulo volleyball teachers; 2) Elaboration of a Didactic Unit of Volleyball and 3) Implementation and evaluation of the Didactic Unit. The teachers indicated through the questionnaire that "they observe an opponent's court and pass the ball in the empty spaces" are like greater difficulties of the beginning students. Based on the use of the Teaching Games for Understanding (TGfU) model as resources of movies and other ICT (cell phone, tablet, notebook, projector, applications, websites). The main results indicate that the filming of student games and ICT applications, in addition to being attractive, were remarkably facilitative in reaching the proposition. As recordings allowed the students to identify who got a look at the opposing squad, as well as the empty spaces and how they concomitantly with the moments of tactical awareness proposed, they could reflect, discuss and construct strategies and solutions to the tactical problems imposed. Such conditions favored a teaching for the formation of practitioners who understand a tactical logic of the game. It was observed in the last proposed game, that 43% of the test points disputes, throwing a ball with clear intention and direction to an opponent's court, there was a considerable increase when compared to the first game filmed at the beginning of the didactic unit. It is concluded that, despite the technical difficulties, the use of shooting and ICT, is not accepted in the acquisition of ability of beginners in volleyball play with tactical intentions.
Descrição
Palavras-chave
Voleibol, Pedagogia do esporte, Filmagem, Tecnologia da Informação e Comunicação, Teaching games for understand, Volleyball, Pedagogy of sport, Filming, Information and communication technology