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dc.contributor.CRUESPUNIVERSIDADE DE ESTADUAL DE CAMPINASpt_BR
dc.contributor.authoremailsgonzalekt@alumnos.unex.espt_BR
dc.typeArtigopt_BR
dc.titleIntervention Programs For Sports Education In The School Context, Petb And Peab: Preliminary Studyen
dc.contributor.authorGonzalez Espinosapt_BR
dc.contributor.authorSergio; Ibenez Godoypt_BR
dc.contributor.authorSergio Jose; Feu Molinapt_BR
dc.contributor.authorSebastian; Rafaela Galattipt_BR
dc.contributor.authorLarissapt_BR
unicamp.author.external[Gonzalez Espinosa, Sergiopt_BR
unicamp.author.externalIbenez Godoy, Sergio Josept_BR
unicamp.author.externalFeu Molina, Sebastian] Univ Extremadura, Badajoz, Spainpt_BR
unicamp.author.external[Rafaela Galatti, Larissa] Univ Estatal Campinas, Campinas, SP, Brazilpt_BR
dc.subjectValidationen
dc.subjectTeaching Methodsen
dc.subjectIntervention Programen
dc.subjectBasketballen
dc.subjectV Aikenen
dc.description.abstractLearning in sports has been one of the most common research topics in recent years in the field of sports pedagogy, and one of the areas that generated the biggest controversy is the comparison of different types of learning methodologies. In the absence of validated intervention programs designed in the basis of traditional and alternative paradigms of education, it is needed to address the validation of an intervention program positioned in two different methodologies for teaching a sport like basketball. The design of this research is instrumental. The validation process was performed by expert judgment, wherein 17 expert judges should attend from four to six predetermined selection criteria. For content validity the coefficient V Aiken was used. The reliability of the instrument was calculated using the Cronbach a. The intervention program is equivalent to each methodology, as well as the number of tasks, contents and practical situations. After analyzing the data, 38 of the 40 tasks that make up the intervention program exceeded the values required for validity (V > 0.70). Two tasks were created within traditional methodology and those suggested by the experts qualitatively changed. The reliability of the instrument was excellent with a value of .96. The Traditional Teaching Program Basketball and Compressive Teaching Program Basketball instruments are valid and reliable, therefore it can be used to compare two models for teaching basketball in school.en
dc.relation.ispartofRetos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacionpt_BR
dc.publisherFederacion Espanola Asoc Docentes Educacion Fisica-FEADEFpt_BR
dc.publisherMurciapt_BR
dc.date.issued2017pt_BR
dc.identifier.citationRetos-nuevas Tendencias En Educacion Fisica Deporte Y Recreacion. Federacion Espanola Asoc Docentes Educacion Fisica-feadef, p. 107 - 113, 2017.pt_BR
dc.language.isoSpanishpt_BR
dc.description.issuenumber31pt_BR
dc.description.firstpage107pt_BR
dc.description.lastpage113pt_BR
dc.rightsabertopt_BR
dc.sourceWOSpt_BR
dc.identifier.issn1579-1726pt_BR
dc.identifier.eissn1988-2041pt_BR
dc.identifier.wosidWOS:000396753600020pt_BR
dc.identifier.urlhttps://www.cabdirect.org/cabdirect/abstract/20173049026pt_BR
dc.date.available2017-11-13T13:23:06Z-
dc.date.accessioned2017-11-13T13:23:06Z-
dc.description.provenanceMade available in DSpace on 2017-11-13T13:23:06Z (GMT). No. of bitstreams: 1 000396753600020.pdf: 92978 bytes, checksum: 8e6158794aa93444703441814964290f (MD5) Previous issue date: 2017en
dc.identifier.urihttp://repositorio.unicamp.br/jspui/handle/REPOSIP/328032-
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