Physical education and electronic games: an educational proposal for the classes
DOI:
https://doi.org/10.18675/1981-8106.v31.n.64.s14832Keywords:
Physical Education. School. Videogames. Educational TechnologyAbstract
This study verified if exergames can be considered as an educational proposal to the participation of students on Physical Education classes. The study was characterized as action research, guaranteed by quantitative data and was carried out with the participation of 22 students from the 7th grade and 36 from the 9th grade of a public school located in the city of Teresina, Piauí,, consisting of classroom intervention and application of a non-structured questionnaire before and after intervention. The research took place in three phases: observation and diagnostic evaluation; lesson planning and intervention; evaluation of activities. After using exergames, the strategy showed a high level of acceptance by the students, as a dynamic and motivating agent for the contents in Physical Education classes. The work is still limited due to the few studies found, but teachers need to be open to the new and need training and studies on the use of digital technologies, as they are present in the daily lives of many of their students. The data from the present study demonstrate that in a school from Teresina-PI, the exergames were responsible for the significative increase of participation of students in Physical Education classes. Furthermore, the virtual games were accepted as educational proposal during classes.
References
ALLEN, N. E. et al. An interactive videogame for arm and hand exercise in people with Parkinson's disease: A randomized controlled trial. Parkinsonism & Related Disorders, n. 41, p. 66-72, 2017.
ANDRADE, T. E.; TASSA, KOME. Motivação nas aulas de Educação Física no ensino médio. Revista Digital Buenos Aires, v. 20, n. 203, p. 1-7, 2015.
BARBIER, R. A Pesquisa-Ação. Trad. Lucie Didio. Brasília: Liber Livro Editora, 2007.
BARACHO, A. F. O.; GRIPP, F. J.; LIMA, M. R. Os Exergames e a Educação Física Escolar na Cultura Digital. Revista Brasileira de Ciências do Esporte, v. 34, n. 1, p. 111-126, 2012.
BEHM-MORAWITZ, E.; LEWALLEN, J.; CHOI, G. A Second Chance at Health: How a 3D Virtual World Can Improve Health Self-Efficacy for Weight loss Management Among Adults. Cyberpsychology, Behavior and Social Networking, v. 19, n. 2, p. 74-79, 2006.
BRASIL. Secretaria da Educação Básica. Base Nacional Comum Curricular. Brasília, 2017. Disponível em: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=79601-anexo-texto-bncc-reexportado-pdf-2&category_slug=dezembro-2017 pdf&Itemid=30192. Acesso em: 8 dez. 2020.
BRASIL. Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: Educação Física – Brasília (Brasil): MEC/SEF; 1997.
CAPARRÓZ, A. S. C.; LOPES, M. C. P. Desafios e perspectivas em ambientes virtuais de aprendizagem: inter-relações, formação tecnológica e prática docente. Educação, Formação e Tecnologias, v. 1, n. 2, p. 50-58, 2008.
CHICATI, K. C. Motivação nas aulas de educação física no ensino médio. Revista da Educação Física, v. 11, n. 1, p. 97-105, 2000.
COLLADO-MATEO, D. et al. Effects of Exergames on Quality of Life, Pain, and Disease Effect in Women with Fibromyalgia: a randomized controlled trial. Archivos Physiscal Medicine Rehabil, v. 98, n. 9, p. 1725-1731, 2017b.
COLLADO-MATEO, D. et al. Exergames for women with fibromyalgia: a randomised controlled trial to evaluate the effects on mobility skills, balance and fear of falling. Peer Journal, v. 20, n. 5, p. 3211, 2017a.
DALEY, A. J. Can exergaming contribute to improving physical activity levels and health outcomes in children? Pediatrics, v. 124, n. 2, p. 763-771, 2010.
DARIDO, S. C. Implicações para a Prática Pedagógica. Rio de Janeiro: Guanabara Koogan, p. 293, 2005.
GOMES, K. R. Possibilidades do uso do exergames na educação física. 2014. 105 f. Dissertação (Mestrado em Educação) – Universidade Federal Tiradentes, Sergipe, 2014.
GRAVES, L. E. et al. The physiological cost and enjoyment of Wii Fit in adolescents, Young adults, and older adults. Journal of Physical Activity & Health, v. 7, n. 3, p. 393-401, 2010.
HAYES, E.; SILBERMAN, L. Incorporating vídeo games into physical education. Journal of Physical Education, Recreation & Dance, v. 78, n. 3, p. 1-58, 2007.
HUIZINGA, J. Homo ludens: o jogo como elemento da cultura. São Paulo (SP): Perspectiva. 1996.
KENSKI, V. M. O impacto da mídia e das novas tecnologias de comunicação na educação física. Revista Motriz, v. 1, n. 2, p. 129-133, 1995.
KLOMPSTRA, L.; JAARSMA, T.; STRÖMBERG, A. Exergaming to increase the exercise capacity and daily physical activity in heart failure patients: a pilot study. BMC Geriatrics, v. 18, n. 14, p.119, 2014.
LANNINGHAM-FOSTER, L. et al. Energy expenditure of sedentary screen time compared with active screen time for children. Pediatrics, n. 118, p. 1831-1835, 2006.
LARA, L. M.; PIMENTEL, G. G. A. Resenha do Livro os Jogos e os Homens: a Máscara e a Vertigem, de Roger Caillois. Revista Brasileira de Ciência do Esporte, v. 27, n. 2, p. 179-185, 2006.
LIERBERMAN, D. A. What can we learn from playing interactive games? In: VORDERER, P.; BRYANT, J. (org.). Playing video games: Motives, responses, and consequences. 2006. p. 379-397.
OBLINGER, D. The next generation of educational engagement. Journal Interactive Media Education, n. 8, p. 1-18, 2004.
PATEL, V. L. et al. Cognitive and learning sciences in biomedical and health instructional design: a review with lessons for biomedical informatics education. Journal of Biomedical Informatics, n. 42, p. 176-197, 2009.
PIZANI, J. et al. (Des)motivação na educação física escolar: uma análise a partir da teoria da autodeterminação. Revista Brasileira de Ciências do Esporte v. 38, n. 3, p. 259-266, 2016.
TENÓRIO, J. G.; SILVA, C. L. O desinteresse dos estudantes pelas aulas de educação física em uma escola de ensino público do estado de Mato Grosso. Salusvita, v. 34, n. 1, p. 27-44, 2015.
TOKUYOCHI, J. H. et al. Retrato dos professores de Educação Física das escolas estaduais do estado de São Paulo. Revista Motriz, v. 14, n. 4, p. 418-428, 2008.
TRIPP, D. Pesquisa-ação: uma introdução metodológica. Educação e Pesquisa, v. 31, n. 3, p. 443-466, 2005.
VAGHETTI, C. A. O.; BOTELHO, S. S. C. Ambientes virtuais de aprendizagem na educação física: uma revisão sobre a utilização de Exergames. Ciências & Cognição. v. 15, n. 1, p. 76-88, 2010.
VAGHETTI, C. A. O.; VIEIRA, K. L.; BOTELHO, S. S. C. Cultura digital e Educação Física: problematizando a inserção de Exergames no currículo. Revista Educação: Teoria e Prática, v. 26, n. 51, p. 3-18, 2016.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
