Catholic University of Mozambique

Institute of Distance Education

Athletics as content in physical education at the basic education level

case study EPC Eduardo Mondlane - Namialo

Verónica Monteiro
Pedro

708205368

Bachelor's Degree in Physical Education and Sports Teaching

Methodology of Scientific Research
2nd Year, IIoGroup, Class: C
 Nampula, May, 2021
Catholic University of Mozambique

Institute of Distance Education

Athletics as a content of physical education in basic education

case study EPC Eduardo Mondlane - Namialo

Bachelor's Degree in Physical Education and Sports Teaching

Assessment work presented in

chair of Scientific Research Methodology,
2nd Year, IIogroup, Class: C, guided by:

Teacher: Jeremias Francisco

Nampula, May, 2021

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Feedback Sheet

Classification
Categories Indicators Patterns Grading Score
o do Subtotal
maximum tutor
Index 0.5
Introduction 0.5
Aspects
Structure Discussion 0.5
organizational
Conclusion 0.5
Bibliography 0.5
Contextualization
(Indication Clara do 2.0
problem)
Introduction
Description of the objectives 1.0

Appropriate methodology
2.0
to the object of the work
Articulation and mastery of
speech academic
Content expression writing 3.0
care, coherence /
Analysis e textual cohesion
discussion Review bibliographic
national and international
2.0
relevant in the area of
study
Data exploration 2.5
Contributions theoretical
Conclusion 2.0
practical
Pagination type e
Aspects size of lyrics
Formatting 1.0
general paragraph, spacing
between the lines
APA 6th Edition Guidelines
Rigor and coherence of
References edition in
citations/references 2.0
Bibliographic citations e
bibliographic
bibliography
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Sheet for improvement recommendations: To be filled out by the tutor

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Index
CHAPTER I: INTRODUCTION
1.1. Justification...................................................................................................................6
1.2. Problematization
7
1.3.1. Objective General...............................................................7
1.3.2. Objectives Specifics.................................................................8
Hypotheses
2.1. Concept of athletics and its history
2.1. Athletics in school..............................................................10
CHAPTER III: RESEARCH METHODOLOGY................................................................11
3.1. Investigative Approach...............................................................................................11
3.2. Data Collection Technique..................................................................................11
3.4. Universe and Research Sample.................................................................12
Universe
3.4.2. Sample...................................................................................................................12
3.4.3. Schedule and budget.........................................................................................13
BIBLIOGRAPHICAL REFERENCES......................................................................................14
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CHAPTER I: INTRODUCTION
Since prehistory, human beings have been practicing basic motor skills in their day-to-day lives.
how to jump, run, throw, and push. Over time, they have been improved for the
competition and today, for example, are quite developed in athletics (PEDROSA et al.,
2011).

Athletics is considered a foundational sport, as stated by the Brazilian Confederation

Athletics (CBAt) corresponds to "natural movements of the human being". The first event
Documented was a race held in the Games of 776 BC, which took place in Greece. These games
are considered the origins of the Olympics.

According to Oliveira et al. (2010), since this sport is considered a base activity
for other sports, such as futsal, volleyball, basketball, and handball, it can be said that
the more contact students have with athletics, the better the development will be
your specific skills and, thus, there will automatically be an improvement in the
utilization of these skills in other sports. In addition to developing the aspects
fundamental bodily practices, this modality increases the cultural repertoire of children's body culture and

young people, promoting the development of motor coordination and physical conditioning.

As stated by Prado and Matthiensen (2007), although athletics has been known since the
Ancient Greece and having its modalities spread in the practice of Olympic games, its history is
little contextualized and publicized by those who teach and practice it. For the authors it is
it's important to reflect on the possibilities of teaching this modality in Education classes
Physics, emphasizing the importance of recovering technical movements of events for the
understanding of its development throughout history.

At school, the teacher should provide students with experiences in various tests of
athletics so that they can have knowledge of body movements and thus be able to
understand and critically analyze the reproductions of this modality (FURBINO et al.,
2010). It says that the theme arises in the approach of athletics as content in physical education.

basic education student-case study EPC Eduardo Mondlane-Namialo.

In other words, while current games are a creation of man for man
exclusively athletic (and commercial, their critics would say), the original competitions
they were made by man for the gods of Olympus and included, in addition to the sporting events,
a series of artistic competitions in the fields of theater, music, poetry, and sculpture.
2004).
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1.1. Justification
The learning of athletics in schools is relevant for motor development,
social, personal and in the creation of values for young people, factors of great importance in tracing
of the profile of the members of our society. As narrated by the historical context and authors
above, this sport practice walks hand in hand with the formation of society, both ancient
as current, which further emphasizes the relevance of your teaching in the school environment.

With the formation of new generations, their discovery of their rights, and the speed
with how information flows on social media, in addition to the directions taken by the nation
Brazilian, in recent years, the values of cooperation and respect cultivated in athletics have
are, more than ever, necessary in the current context. For these reasons, to know how to
has given to the learning of the modality in the basic training of students, what is the real value that

they provide to this learning and what are their main sources of information on the subject,
they are presented as relevant factors to be investigated. Therefore, providing support
for the investigation developed in this work.

Justifying the choice of target audience for the work. The point that makes it relevant
developing this research with high school students is due to the fact that they are in
last academic years of basic education, and thus, they have already had, throughout their education,
complete content of athletics. The proof for this fact is given according to the
teacher's notebook (2014), from the state of São Paulo, which includes in its curriculum the
athletics teaching for the basic level, more specifically for 6th and 7th grades, with the teaching of

races and jumps, with the teaching of throws and launches, order of content followed by
similar way by private institutions.

Finally, the comparison with parents, the past generation, and with significant differences in
school learning helps us to establish a parameter for how the teaching of history
athletics has been worked on in the education networks over a certain period of
time. With this collection of data in hand, we will investigate how this modality has been
shaping in the minds of our society regarding the social, cultural context and,
mainly, historical.

1.2. Problematic
Unlike other pedagogical disciplines, Physical Education differs by its object of
study, space and location of events, in addition to working with a more specific methodology
for your unusual needs the other subjects. It is then up to Physical Education, as
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discipline, dealing with the cultural body of movement and sport, this in its social scope and
transformer, in order to teach students so that they have awareness and capability to
shaping the reality that surrounds them. Thus, for Nascimento (2010) observing this
the role of Physical Education and the fact that athletics is an activity inherent to being
human, which replicates the natural movements of man, justifies the participation of this
mode in the subject.

Therefore, it is known that in the school environment young people experience various interactions and

situations that will serve for the individual's formation as a person. Thus, playing, gaming
And moving are important actions for social, cognitive, and emotional development.
because it is in these situations that the child experiences diverse feelings and learns to cope with
It is up to teachers to go beyond just working on technique, but also to assist their
students to emancipate themselves, develop principles of manner and have autonomy in their actions
(KUNZ, 1999).

Aiming precisely to create these notions in students is why athletics fits in, it utilizes
of the knowledge acquired from sports practice and daily experiences of the
themselves to assist them in addressing societal issues (NASCIMENTO, 2010).
Thus, the modality of athletics contributes through games, challenges, and playful activities.
so that young people learn to deal with the differences among peers
their individualities in a respectful manner. Develop cooperation and teamwork in
equip, among the students, so that they learn to value not only the most skilled,
but yes, the team’s collectivity is essential for good coexistence in society in
future. Hence, the following questions arise:

What is the learning trajectory in athletics of elementary school students and their parents?
at the EPC Eduardo Mondlane?
The Mozambican society, particularly in Namialo, does it really understand the
social, cultural, and historical function of athletics?

Objectives
General Objective
Analyze the trajectory of athletic learning in elementary school students
comparing it with that of your parents, in order to assess the progression of education

historical, social and cultural aspects of this modality in a specific social group over time
for a given period of time.
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1.3.2. Specific Objectives

Analyze the learning trajectory in athletics of elementary school students and their
country in EPC Eduardo Mondlane;
Identify the bodily experiences lived by the students and parents of EPC Eduardo
Mondlane
Verify the contents that incorporated athletics, what knowledge do they have regarding
historical, social, and cultural importance of this sport at EPC Eduardo Mondlane;

1.4. Hypotheses
H1the lack of knowledge about the historical, social and cultural importance of sport,
athletics in particular.

H2The weak understanding of the Mozambican school society about the real social function.
cultural and historical of athletics in her life.

H3Lack of historical, social, and cultural experiences of this modality in a certain context.
social group over a given period of time.

CHAPTER II: THEORETICAL FOUNDATIONS

2.1. Concept of athletics and its history
Athletics is a set of sports activities (running, jumping, and throwing) that has
origin in the first Olympics held in Ancient Greece. In the first Games
The Olympics, held in 776 B.C., featured running and weight throwing events.

A large part of athletics events is held in indoor stadiums. In these stadiums,

there are specific markings for each test and also the equipment such as,
example, in pole vaulting. Some competitions, such as the marathon, are
carried out on public roads.

a) The main categories of athletics are:

Track racing

It is the most traditional athletics competition and involves several events.

Races held on oval tracks (each athlete runs in a lane): 100 meters flat,
200 meters flat and 400 meters flat.
Middle Distance Races (athletes do not need to stay in the lane): 800 meters and 1,500
metros.
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Track Distance Races: 5,000 meters and 10,000 meters.

Marathon (held on the streets): distance of 42.19 km.

b) Races with obstacles

They take place inside the stadiums and are divided into four events: 100 meters
(female), 110 meters (male), 400 meters (male and female) and 3,000 meters
(female and male).

c) Relay

The relay races are contested by groups composed of four athletes each. Each
the athlete runs a quarter of the track and passes a baton to the next athlete of their team.

d) Jumps
Long jump: the athlete runs on a track, at least 40 meters long, and must perform
the jump before a platform 20 cm wide. Upon landing in the sand, the measurement is taken of the
distance achieved. The athlete who can achieve the jump with the greatest distance wins.

High jump: in this competition, the athlete must cover a track (minimum of 20
(meters) and with a pole jump over the bar (horizontal bar). The athlete can
to touch the bar, but it cannot fall. The height increases with each jump
Positive. The athlete who can jump the highest without knocking down the bar wins.
e) Throws and Releases

There are four modalities in this category: shot put, javelin throw, of
hammer and disc. In all of them, the athlete who can throw the object the farthest wins.
greater distance.

Decathlon

Practiced by men, ten athletics events are involved in the same competition.
The events of the decathlon are: running (100 meters), long jump, high jump,
shot put, 400 meters, 110 meters hurdles, discus throw, throw
of javelin, pole vault, and 1500 meters race. The athlete who achieves the highest wins.
punctuation in general on the tests.

Heptathlon
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Combined event only for women. Involves seven disciplines of athletics: 100 meters
com barreira, lançamento de peso, lançamento de dardo, salto em altura, salto em distância,
200 meter and 800 meter race. The athlete who scores the most points wins.
in general.

2.1. Athletics in school

At school, the teacher should provide students with experiences in various tests of
athletics so that they can gain knowledge of body movements and thus be able to
understand and critically analyze the reproductions of this modality (FURBINO et al.,
2010).

Considered the foundation of all other sports, athletics through

its demands and motor and physical work provide experiences for its practitioners
significant in preparing for daily challenges and in the manifestation of body culture of
general way (MATTHIESEN, 2014).

From an educational angle, a very important factor of athletics is its

wide range of coverage in age groups, with participants ranging from 12
years up to above 40, and the suitable modalities according to each of these age ranges
(MATTHIESEN, 2014). All these characteristics make athletics essential in
school learning, allowing students to have a closer contact with it
knowledge of the culture of bodily movement.

According to Nascimento (2010), in the school context, athletics is a sport that can be
worked helping students who may have physical, knowledge problems,
performance or social. This is how athletics began, called a grassroots sport, because it does not

present great difficulty in their practice, for using the basic forms of movement, and
to be easily assimilated. Athletics in school brings benefits both individually
how collective, as working on it develops autonomy and cooperation in
students.

Athletics plays a relevant role in school, as it is something that can be learned without the
the need to impose techniques at the beginning and gradually reach them, in this way, new
acquisitions of knowledge reach the student, contributing to their physical skills and
mental, awakening, possibly, the taste for a sports modality according to Oliveira
(2006). Still following this line of thought, the author emphasizes that in the school environment
Using recreation is an intriguing way to introduce athletics, as it awakens the
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interests and motivates young people, as this modality can be played, enjoyed or
reconstructed in a playful way, but still contemplating the knowledge of the techniques
specific.

Considering this aspect, the teaching of athletics is one of the most significant sports learnings.

accessible in schools, given the ease of inclusion of children and young people in their practice,
therefore, this falls under the knowledge of Physical Education in relation to the concepts,
procedures and attitudes (MATTHIESEN, 2014). According to the author, the knowledge of
mode as being self-generating, is part of the teaching of a sport, but for,
besides this, it also works on understanding, discussion, evaluation, and expression of
different points of view surrounding this universe of knowledge, which is broader than
only the practice of movement. It is through the use of games and play that
sports around the motor skills of athletics, which develops language
corporal.

Observing from a pedagogical perspective, understanding the conceptual differences between

natural activity, inherent skills of man belonging to human motor heritage,
and athletics, specific techniques for running, jumping and other motor skills
arising from an evolutionary process becoming a sport, are essential according to Souza
2005.

CHAPTER III: RESEARCH METHODOLOGY

3.1. Investigative Approach
The study will employ a qualitative research approach, which is characterized by
having the natural environment as its direct source of data, with a predominance of descriptive character

(LUDKE; ANDRÉ, 2012). As an investigative measure, within the possibilities of the research.
qualitative, the exploratory proposed by Gil (1999) will be used, thus working on the
historical, cultural, and social theme of athletics, which is still little explored and studied,
both in schools and in the literatures of the area.

3.2. Data Collection Technique

Questionnaire and interview techniques will be used, because all data will be collected.
directly from the site of occurrence of this phenomenon.
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A portion of the students from the Namialo Primary School of 1st and 2nd Grade will be interviewed.

including 3 teachers from that educational institution and structured interviews will be used,
which will consist of questions that will be asked to the population involved in the research.

The use of this technique will allow for the acquisition of information through oral expression and its study.

emotional.
3.2.1. Interview
MARCONI and LAKATOS (2001: 96) assert that the interview 'develops in a manner
methodical and provides the interviewees, verbally, the necessary information. It is a
another data collection technique, through face-to-face dialogue
3.2.2. Questionnaire
According to Marconi and Lakatos (1999: 100), the questionnaire is "a tool for data collection".

data consisting of a series of ordered questions that must be answered in writing

and without the presence of the interviewer.

This data collection technique is important because it provides the participant with an overview.
about the importance and responsibility of a questionnaire for the project results
research, in addition to providing elements that will contribute to the formulation of
"questionnaires", GRESSLER (2004: 34).

3.4. Universe and Sample of the Research

3.4.1. Universe
The universe of this research will consist of the total number of students selected from the 6th to
7th grade.
3.4.2. Sample.
To face the survey, about 17 (seventeen) individuals will be taken as a sample to
the interview and inquiry, in a universe 'N' of the student community of the Primary School Of
1st and 2nd Grade of Namialo.

Inquiry Local Numbers Technique / instrument

6th Grade Room 5 Questionnaire
7th Grade Room 6 Questionnaire
Teachers Teachers' room 4 Interview
Total 17
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3.4.3. Schedule and budget

[Link]. Timeline
Period
May June July August
Activities
Choice and delimitation of the theme X
Project development X
Project delivery X
Data collection X
Final paper writing X
Delivery of the final work X

3.4.2. Budget
Material or expenses Cost in metical
Print 900.00mt
Binding 290.00 mt
Photocopies 669.00mt
5 HB pencils 20.00m
2 Notepads 40.00mt
Transport 2300.00mt
1 Flash 260.00mt
Snack 880.00mt
Total 3,289.00 mt
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BIBLIOGRAPHIC REFERENCES

Furbino, A. P. A. et al.. 2010. The importance of athletics as a content of physical education

[Link].: IV Congress of the Midwest Sports Sciences and I District Congress of
Sports Sciences. Proceedings... Brasília: UniCEUB.

Athletics: Theory and Practice

Athletics is Learned at School

Matthiesen, S. Q. 2014. Athletics in School. UEM - State University of Maringá.

Maringá: UEM.

Nascimento, M. 2010. Contributions of the Inclusion of Athletics in the School Curriculum.

Fundamental Education. Agora: Journal of Scientific Dissemination, Mafra, v. 17, n. 2,

Oliveira, M. C. Oliveira, M. 2006. School Athletics: a teaching proposal in education

children's. Rio de Janeiro: Sprint.

Santos, I.L.; Matthiesen, S.Q.. (2013. The History of Athletics as a necessary knowledge to
Physical Education classes: delving into the study of hurdle races. Magazine
Mackenzie Journal of Physical Education and Sport, vol. 12, no. 2, p. 118-129.