Mestrado em Educação Física

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http://repositorio.ufes.br/handle/10/17598

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Agora exibindo 1 - 5 de 265

Análise das estratégias nas provas de 200 metros na natação: um estudo sobre o pacing dos melhores resultados da história
(Universidade Federal do Espírito Santo, 2026-07-14) Rivas, Ricardo Carreira; Vancini, Rodrigo Luiz; Castro, Flávio Antônio de Souza; Andrade, Marília dos Santos; https://orcid.org/0000-0002-7004-4565; http://lattes.cnpq.br/8618739762906389; Silva, Renato Barroso da Silva; https://orcid.org/0000-0001-8112-6622; http://lattes.cnpq.br/1083763999621860
Pacing represents the strategy of distributing effort throughout a race and is considered one of the main determinants of performance in endurance sports. Despite its relevance, there is still a lack of studies that systematically describe the pacing models adopted by elite swimmers in the 200-m events. Therefore, the present study aimed to describe and analyze the pacing models used in the fastest performances in the history of world swimming in the 200-m Butterfly, Backstroke, Breaststroke, and Freestyle events in long-course pools, as well as to investigate the influence of stroke, sex, specialization, age, and world ranking position on the occurrence of these models. This was an observational, retrospective, and descriptive study based on the historical rankings of World Aquatics. After applying the eligibility criteria, 1,380 performances (661 female and 719 male) were analyzed. Pacing models were classified using a decision tree composed of nine strategic models, adopting a 1.5% variation threshold between consecutive splits as the criterion for pace stability. Descriptive analyses, Pearson's correlation coefficients, chi-square tests of independence, and Cramér's V were performed to evaluate the associations between the variables. The results showed a predominance of the Flat (28.0%), Flat with Slower Finish (25.1%), and Positive (14.8%) pacing models, whereas progressive models accounted for only 2.2% of the sample. Approximately 75% of the performances maintained speed for at least 100 consecutive meters, indicating high stability of mean race velocity in elite performances. Stroke was the only variable that showed a moderate association with pacing models (χ² = 261; p < 0.001; V = 0.251), indicating stroke-specific pacing distributions. Backstroke and Freestyle exhibited the greatest similarity (r = 0.98; p < 0.01), whereas Butterfly presented a more distinct distribution compared with the other strokes. In contrast, sex (χ² = 11.6; p = 0.171; V = 0.092), specialization (χ² = 3.88; p = 0.867; V = 0.053), age (χ² = 21.5; p = 0.159; V = 0.088), and historical world ranking position (χ² = 19.8; p = 0.708; V = 0.069) showed weak and non-significant associations, indicating little influence on the choice of pacing models. It is concluded that pacing in elite 200-m swimming events is not characterized by a single universal pattern but rather by a limited set of recurrent models whose occurrence is primarily determined by the biomechanical and energetic characteristics of each stroke. Individual athlete characteristics, such as sex, specialization, age, and competitive level, exerted little influence on the distribution of pacing models. Furthermore, the methodology proposed in this study proved capable of objectively classifying different pacing patterns, representing a potential tool for future research and practical applications in sports training.
Caderno didático metodológico para inclusão de alunos/as com TEA nas aulas de educação física
(2025) Abreu, Dhiego Gualberto de; Rocha, Luiz Alexandre Oxley da
Didactic material intended to support Elementary School Physical Education teachers in their pedagogical practices, in classes that include students with ASD
Educação física e inclusão: proposta pedagógica inclusiva para estudantes com TEA nas aulas de educação física escolar
(Universidade Federal do Espírito Santo, 2025-03-14) Abreu, Dhiego Gualberto de; Luiz Alexandre Oxley ad Rocha; https://orcid.org/0000-0002-8501-8845; http://lattes.cnpq.br/8780245587166564; Silva, Erineusa Maria da; Chicon, José Francisco
The education systems and networks, as well as school institutions, must plan for an education focused on equity, recognizing the diverse educational needs of students. This also demonstrates a commitment to students with disabilities, emphasizing the importance of inclusive pedagogical practices and curriculum differentiation, as established in the Brazilian Law for the Inclusion of Persons with Disabilities (Brazil, 2015). School Physical Education (SPE) is no exception and plays a fundamental role in students' development. In this context, SPE enables access to a wide repertoire of body culture. Thus, we understand that SPE is highly important for the target audience of special education, including students with Autism Spectrum Disorder (ASD), the focus of this research. The objective was to design and develop an inclusive pedagogical proposal for students with ASD in School Physical Education classes in a 7th-grade elementary school class. The research was conducted at Escola Municipalizada Prudente de Moraes (E.M.P.M.), located in the municipality of Miracema – RJ. The research subjects are 20 students from 7th-grade classes (aged between 11 and 15) and 17 teachers (aged between 25 and 70) from the morning shift in the year 2024, totaling 37 participants. This research is characterized as an intervention research with a qualitative approach. In the initial stages, data were collected on the school structure, information about the student with ASD, and the knowledge of teachers and students about the research theme through questionnaires, semi-structured interviews, and discussion circles. In the following stage, the Individualized Educational Plan (IEP) for the student with ASD was developed, along with the inclusive strategy for Physical Education classes in the 7th-grade class in which the student is enrolled. The previously established methodology was implemented over two bimester periods, covering a total of 24 weeks. Finally, the analysis, description, and conclusion of the data collected were carried out using questionnaires, discussion circles, and field diary records, as well as videos and photos of the classes. The data were analyzed based on emerging patterns from the pedagogical interventions, following an interpretative approach. The strategies employed included awareness about diversity and ableism, the inclusion of the ASD student‘s special interest in activities, cooperative and competitive games, and adaptations in games, plays, and sports. The results showed that the inclusive didactic proposal had a significant impact, promoting greater participation, socialization, and learning for the student with ASD within the class. The inclusion of the special interest in ―Dinosaurs and Robots‖ stood out as an effective pedagogical strategy to strengthen the connection and socialization of the student with ASD.
Crescimento e desenvolvimento: a reorganização do futebol de mulheres no Brasil a partir da normativa da CONMEBOL
(Universidade Federal do Espírito Santo, 2026-04-09) Souza, Letícia Carvalho de; Martins, Mariana Zuaneti; https://orcid.org/0000-0003-0926-7302; http://lattes.cnpq.br/7281518704205888; Galatti, Larissa Rafaela; https://orcid.org/0000-0003-1743-6356; http://lattes.cnpq.br/3409947437523352; Augusto, Júlia Barreira
The development of women's football has garnered significant interest from sports organizations and investors worldwide, driven by new institutional regulations. Despite numerical growth, there remains a pressing need to understand the distribution of resources and the balance between regions and clubs. This study aims to analyze the development of women's football in Brazil under the influence of the South American Football Confederation's club licensing regulations, identifying how this normative framework has shaped the strategies and actions of stakeholders across different regions of the country. To this end, three methodological processes were employed. The first involved a theoretical analysis of the development of women's football, articulating academic literature with research problems. The second consisted of a longitudinal analysis of the Brazilian Football Confederation's National Ranking of Clubs and Federations between 2016 and 2026. The third process analyzed stakeholders' narratives through semi-structured interviews. The results indicate a reorganization of the national landscape. While the pre-regulation period was characterized by the prominence of traditional women's teams, the post-2019 scenario is marked by the hegemony of men's teams, also named "clubes de camisa", accompanied by deepening regional inequalities, with a concentration in the South-Southeast axis to the detriment of the North and Northeast. Furthermore, the reports evidence a process of dependent incorporation, in which women's football is tied to the structures of men's clubs, often functioning as an administrative annex to meet external requirements. The lack of financial and legal autonomy keeps the modality vulnerable to crises within men's departments and institutionalized gender hierarchies. It is concluded that, although the CONMEBOL regulation has increased visibility and the number of clubs, it has also consolidated an asymmetrical development model.
Corpos negros no palco: aproximações, pertencimentos e enfrentamentos de bailarinos/as negros/as periféricos/as no balé clássico e na dança jazz
(Universidade Federal do Espírito Santo, 2025-08-25) Loureiro, Ruan Carlos Sodré Matos; Oliveira, Maurício Santos; https://orcid.org/0000-0002-4779-0092; http://lattes.cnpq.br/4786947482425420; Ugaya, Andresa de Souza; https://orcid.org/0000-0001-9864-5971; http://lattes.cnpq.br/4952020883947768; Moraes, Antônio Carlos; https://orcid.org/0000-0001-8448-1152; http://lattes.cnpq.br/7642895931015242
This research investigated how Black dancers from peripheral communities have established and (re)signified their trajectories in classical ballet and jazz dance. Through a descriptive qualitative approach, the study considered these young dancers’ social and family contexts, their forms of access, and the challenges faced in spaces marked by inequalities and permeated by racial issues that influence the presence and visibility of Black bodies. Data were collected through semi-structured interviews and analyzed according to Bardin’s Content Analysis framework. The accounts reveal that, for many, the initial contact with dance took place through social projects and community initiatives, which served as gateways and spaces of belonging. At the same time, these dancers face both symbolic and practical barriers in formal environments, where Eurocentric standards and structural racism hinder their permanence and recognition. The research also showed that, by reclaiming their history, ancestry, and identity, these dancers are able to transform their relationship with dance, occupying the stage in a more authentic and empowered way. The visibility of prominent Black bodies inspires new paths and strengthens the sense of collective belonging. Finally, the study highlights the importance of rethinking pedagogical practices and cultural policies to value the aesthetic and cultural diversity of these bodies, ensuring not only access but also recognition and respect for the uniqueness of each trajectory. Thus, dance becomes a space for resistance, affirmation, and identity reconstruction, where these dancers assert their existence and claim their place, opening new possibilities for the future.

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