O ensino do mini handebol: perspectivas e práticas pedagógicas de professores envolvidos em projetos oficiais da modalidade
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Data
2024-11-05
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Universidade Federal de Goiás
Resumo
Sport, as a cultural manifestation, plays a significant role in the social and educational development of individuals. Within this context, handball is a team sport that involves strategy, cooperation, and interaction between teams. However, the practice of traditional handball presents challenges when taught to children due to its technical and tactical complexity. To adapt the sport to a younger audience, mini handball was created, a simplified version that promotes the physical, motor, and social development of children in a playful and accessible way. Mini handball was introduced in Brazil with the support of the Brazilian Handball Confederation (CBHb), aiming to create a modality more suitable for children aged 5 to 10 as a sport initiation tool. This practice offers adaptations in the rules, court size, and ball size, providing a simpler and more enjoyable game experience focused on the child's overall development, emphasizing game reduction to suit the children's audience. This study had the general objective of investigating the implementation and teaching-learning process at the mini handball project centers from the perspectives of the teachers involved in this practice, seeking to identify the pedagogical practices involved in teaching the sport. The specific objectives were to investigate the main goals and purposes of mini handball classes, analyze teachers’/coaches’ perspectives and intentions regarding the teaching processes, and assess the most relevant aspects of mini handball lessons based on teachers’/coaches’ perceptions; and analyze the most relevant aspects of mini handball classes, based on the perception of teachers/coaches. The study followed a qualitative methodology, using semi-structured interviews with teachers and coordinators of mini handball centers distributed throughout the country. Content analysis of the interviews identified the main pedagogical practices adopted by the teachers and revealed their perceptions of the impact of mini handball on children's development. The qualitative data analysis resulted in five main categories: (1) Teaching methodologies and forms, (2) Teaching objectives and impact on children, (3) Challenges in implementation and the future of mini handball, (4) Inclusion and accessibility, and (5) Teachers' motivation. These categories guided data interpretation and revealed the most significant aspects of the modality's implementation. The results indicate that mini handball has been well received in schools and sports institutions, with teachers highlighting its relevance as a tool for sport initiation. The adaptations in the rules, court dimensions, and ball size make the practice more accessible to children, allowing them to develop fundamental skills in a fun and collaborative way. Furthermore, the teachers emphasize the importance of dynamic and flexible planning that considers the individual characteristics of the students and encourages active participation from everyone. However, the teachers recognize some challenges in implementing mini handball, such as a lack of resources and adequate infrastructure in some centers, as well as the need for greater institutional support to expand the practice in more regions of the country. Therefore, mini handball is an appropriate sport for children's initiation, providing a positive and inclusive experience. However, to ensure its long-term growth and success, increased investment in infrastructure and teacher training is essential, along with public policies that encourage sports participation from an early age.
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Mini-handebol, Esporte na infância, Pedagogia do esporte, Mini handball, Childhood sport, Sport pedagogy
Citação
LACERDA, Breno Lima. O ensino do mini handebol: perspectivas e práticas pedagógicas de professores envolvidos em projetos oficiais da modalidade. 2024. 201 f. Trabalho de Conclusão de Curso (Licenciatura em Educação Física) - Faculdade de Educação Física e Dança, Universidade Federal de Goiás, Goiânia, 2024.