Mestrado em Educação Física
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- ItemAnálise cinemática da corrida associada à dupla tarefa (motora e cognitiva) em adultos e idosos(Universidade Federal do Espírito Santo, 2025-09-02) Couto, Luana Domingos de Oliveira; Rinaldi, Natalia Madalena; https://orcid.org/0000-0001-6125-3843; http://lattes.cnpq.br/5548866547945200 ; https://orcid.org/0009-0003-4931-4705; http://lattes.cnpq.br/5370518395382270; Lemos, Estele Caroline Welter Meereis; https://orcid.org/0000-0001-7827-1829; http://lattes.cnpq.br/2815232699306622; Batistela, Rosângela Alice; https://orcid.org/0000-0003-3062-2209; http://lattes.cnpq.br/6660469515395410Road running is one of the most practiced sports in Brazil, and in recent years it has shown an increase in the number of participants over the age of 60. The existing literature relating aging to running demonstrates that differences in movement patterns between younger and older adults are mainly associated with spatiotemporal gait parameters. Biomechanical and cognitive changes resulting from aging affect the motor pattern in older adults, which may influence sports performance. Dual-tasking is present in daily activities, whether in simple or complex tasks, and is also common during running. Performance in carrying out dual tasks is related to the individual’s cognitive and motor capacities, which are reflected in their functional performance and are impacted by aging. However, there are still gaps in the literature regarding the influence of motor and cognitive dual-tasking during running in older adults. Understanding the differences in running patterns among older adults, as well as the motor adjustments present when performing dual tasks during running, may be useful to verify whether age-related motor changes interfere with injury risk in this sport. Investigating different age groups, including middle-aged adults, can help identify whether running pattern alterations associated with dual tasking and aging already begin in this age range. The aim of this study was to investigate the kinematic parameters of the running pattern under dual-task conditions (motor and cognitive) in older adults. The study included 15 young adult runners aged 21 to 35 years, 15 middle-aged runners aged 38 to 50 years, and 15 older adult runners aged 60 years and older, all capable of performing the experimental task. Participants were instructed to run on an athletics track at a speed determined by an aerobic fitness test, under three experimental conditions: (1) Control, in which only running was performed; (2) Motor dual-task, in which the secondary task of grabbing a cup of water was added; and (3) Cognitive dual-task, in which the secondary task of solving a subtraction arithmetic problem was added. For the kinematic analysis of the experimental conditions, two digital cameras (GoPro, Hero 7 Black model) recording at 120Hz were used. The dependent variables analyzed were stride length, stride width, stride duration, and stride velocity, as well as knee and ankle angular variables. Older adult runners showed differences compared to young and middle-aged runners, with shorter stride length and stride duration, and reduced knee and ankle range of motion. No differences were found between middle-aged and young adults, which may suggest that running practice mitigates the effects of aging on running parameters. Both motor and cognitive dual-tasking interfered with most of the variables analyzed, such as decreased stride length, increased stride width, and reduced knee and ankle range of motion, with a trend toward greater interference from motor dual-tasking. An interaction between motor dual-tasking and stride was also identified, with changes observed in the stride preceding and during the motor dual-task stride, such as reduced velocity and knee and ankle range of motion. Based on these results, it can be concluded that older runners differ from young and middle-aged adult runners, what was evidenced by the changes in spatiotemporal and angular variables during dual-task running in older adults. Furthermore, it is also concluded that dual-tasking interferes with running patterns, as demonstrated by the changes above, showing that the division of attention whether in motor or cognitive dual tasks is responsible for altering motor responses during locomotion according to task demands. Finally, it can be concluded that the demonstrated changes related to the stride prior to and during the execution of the motor dual task reveal a pattern of anticipatory locomotor adjustment in the approach phase of the dual task, characterizing a motor adaptation to accommodate the task and perform it successfully. Thus, older adults may be more exposed to the risk of injury or falls as a result of aging, and their motor response and adaptation capacity to dual-task running may be compromised due to degenerations in the sensory, neuromuscular, musculoskeletal, and joint systems. Thus, the findings of this study may help fill the gap in the literature regarding the analysis of spatiotemporal and angular parameters of running under dual-task conditions in older adults. Furthermore, these results may be useful for the planning and prescription of training programs for older runners, aiming at fall and injury prevention, performance improvement, and longevity in the practice of running.
- ItemO fardamento de policiamento ostensivo promove desconforto musculoesquelético em policiais militares?(Universidade Federal do Espírito Santo, 2024-08-23) Silva, Camila Benevides Brandão; Rica, Roberta Luksevicius; https://orcid.org/0000-0002-6145-1337; http://lattes.cnpq.br/6498356573921604 ; Bocalini, Danilo Sales; https://orcid.org/0000-0003-3993-8277; http://lattes.cnpq.br/6290090639004596 ; https://orcid.org/0009-0009-8077-5909; http://lattes.cnpq.br/4901134312147738 ; Maia, Adriano Fortes; https://orcid.org/0000-0003-1880-3998; http://lattes.cnpq.br/0599968037984955; Yázigi, Flávia Giovanetti; https://orcid.org/0000-0001-6293-5416The nature of police work is characterized by exhausting critical activities, as well as occupational situations that require high physical fitness, such as running, jumping, pulling, pushing, and carrying. Personal protective equipment (PPE) and operational gear are mandatory devices for performing tactical police duties. However, due to the physical burden, they can cause physiological changes and affect the performance of officers during operations. Thus, the objective of this study was to evaluate the muscle discomfort of military police officers from the Special Missions Battalion of Espírito Santo with and without the use of the tactical uniform. A total of 42 military police officers participated in the study, all belonging to the Special Operations Command (COE), stationed at the Special Missions Battalion (BME) in Vitória - ES. The tactical uniform consists of a combination of mandatory equipment such as ballistic vest, tactical belt, thigh holster, firearms with main and spare magazines loaded, knife, boots, handcuffs, radio communicator, and flashlight. The evaluation of musculoskeletal discomfort was conducted by applying the Corlett & Manenica Diagram with and without the complete tactical uniform. The instrument divides the body into 27 parts and provides the evaluated individual with a discomfort index on a scale ranging from 1 (no pain) to 5 (extreme pain). The overall average age was 37.10 ± 6.05 years, with a body mass index of 28.20 ± 3.60 kg/m², and an average service time of 13.00 ± 6.70 years. A statistical difference (p<0.05) was found in body mass without (86.80 ± 11.74 kg) and with (100.40 ± 12.24 kg) the tactical uniform, resulting in an increase of 13.06 ± 2.89 kg from the uniform's equipment. Significant differences were found in all body parts only in the condition with and without the tactical uniform. Considering lumbar discomfort, significant differences (p<0.0001) were found with (2.70 ± 1.30) and without (1.83 ± 1.17) the uniform. In conclusion, the use of the tactical police uniform causes muscle discomfort in the military police officers of the Special Missions Battalion of Espírito Santo.
- ItemDesenvolvimento profissional e formação continuada em educação física: uma imersão na vida de professor(Universidade Federal do Espírito Santo, 2025-09-26) Polati, Giulliana Veiga; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858 ; https://orcid.org/0009-0004-1248-2315; http://lattes.cnpq.br/4007141097243350 ; Sá, Maria das Graças Carvalho Silva de; https://orcid.org/0000-0003-3460-7268; http://lattes.cnpq.br/8788192602168336; Vago, Tarcísio Mauro; https://orcid.org/0000-0001-5229-5582; http://lattes.cnpq.br/3671595343974895This work results from a master’s research study of a qualitative nature, grounded in life history narratives and based on the theoretical and methodological contributions of Josso (2004, 2006). Its objective was to investigate, understand, and analyze the narratives and reflections of participating teachers regarding continuing education, understood as an integral part of professional teacher development. To this end, the study was anchored in the contributions of authors such as Garcia (1999, 2009), Nóvoa (1995, 2001), Gatti (2010), Imbernón (2010), Cunha (2013), Day (1999), Formosinho (2009), and Schön (2000), who discuss professional development and the construction of teacher identity throughout the career. The research values the epistemological aspects that permeate formative processes, conceiving teacher education as a continuous, permanent movement articulated with initial training. It focused on the formative trajectories of five Physical Education teachers, students and graduates of the Professional Master’s Program at the Center for Physical Education and Sports of the Federal University of Espírito Santo (UFES), seeking to understand how they mobilize the knowledge built in their pedagogical practices and the meanings they attribute to continuing education as a space of articulation between personal and professional dimensions. The data were generated through narrative interviews guided by generative scripts and analyzed through a comprehensive-interpretive approach inspired by Souza (2006, 2014), which enabled the understanding of the time to remember, narrate, and reflect on teaching experiences. The results indicate that teacher education occurs in diverse times and Spaces, formal and informal, individual and collective, encompassing autonomous study initiatives, peer collaboration, and participation in collective projects. The formative experiences reveal motivations that give meaning to teaching life, fostering transformations, re-significations, and the construction of knowledge. It is concluded that recognizing teachers as subjects of knowledge and formation requires policies and institutional practices that value listening, dialogue, and the sharing of experiences, reaffirming teacher education as a continuous, singular, and complex process, shaped by the historicity and centrality of teaching experiences.
- ItemRelações semióticas entre educação física e obras de artes na mediação pedagógica com a educação infantil(Universidade Federal do Espírito Santo, 2024-09-27) Gomes, Michelle Cristina Duarte; Mello, André da Silva; https://orcid.org/0009-0001-0378-0917; http://lattes.cnpq.br/1466918874732141; https://orcid.org/0009-0002-2664-9716 ; http://lattes.cnpq.br/0519674563993715; Simão, Márcia Buss; https://orcid.org/0000-0001-6076-0640 ; http://lattes.cnpq.br/6386088355020507; Mazzei, Victor Reis; https://orcid.org/0000-0003-0520-7580 ; http://lattes.cnpq.br/3624226389119309This dissertation had as its object of study the articulation between Physical Education (PE) and works of arts in pedagogical mediations with Early Childhood Education (EI), in a phenomenological dimension of thirdness, anchored in Semiotics. Although the different languages have educational potential recognized in the legal and pedagogical sphere, as well as in the academic-scientific production in the area, the way in which Physical Education is articulated with the arts in Early Childhood Education still needs greater understanding and deepening. The objective of the dissertation was to analyze the possibilities and challenges for the articulation between Physical Education and works of arts in a third-party Semiotic dimension, in pedagogical mediations with Early Childhood Education. From this general objective, the following specific objectives unfold: a) identify, in the academic productions of the PPGEF at Ufes, the categories of semiotic experiences in the pedagogical mediations of PE with the multiple languages in EI; b) encourage, through Collaborative Action Research (PAC), pedagogical mediations with EI that articulate PE with works of art in a third-party Semiotic dimension, which favor children's cultural production; c) state the impact of the pedagogical experience on the continued training of the teachers involved. Qualitative research combined two methodologies: Bibliographic Research with Collaborative Action Research. From the 17 academic-scientific productions identified, we highlight two categories: types of languages mobilized in PE pedagogical practices and semiotic experiences in PE pedagogical mediations with EI. With the exploration of the theoretical locus, we subcategorized the types of languages identified into: make-believe; children's literature and storytelling; audio-visual; dramatization and cultural presentation; modeling; music; dance; painting; design. Semiotic experiences were subcategorized into: firstness, secondness and thirdness. The Action Research was carried out at CMEI Maria Nazareth Menegueli, from the Municipal Network of Vitória/ES (PMV), with monitoring of PE classes in Group 6. The subjects participating in the research were 21 children aged between 5 and 6 years old. age, together with the institution's Physical Education Teacher, who was our collaborator in planning and pedagogical mediations. The data produced were interpreted in the light of Semiotics (Santaella, 1983; 2004; 2008), Sociology of Childhood (Sarmento, 2008; 2013), above all, from an interpretative perspective (Corsaro, 2005; 2009), and the assumptions of Daily Life Studies (Certeau, 2014) and categorized according to the themes of the CMEI Institutional Project: Life made a word that liberates and produces love, We affirm our nests and backyards through forests, plants and animals and We affirm our nests and backyards by the original peoples. After developing the PAC, we carried out a narrative interview with the collaborating teacher, with the intention of understanding the impact of the experience on her professional and personal trajectory, as, in the research process, there was a new meaning of her pedagogical practice. At this juncture, we intend and captivate, taking into account that the objectives of the PAC are the transformation of the investigated reality and the production of knowledge, that carrying out the research would contribute to the redefinition of pedagogical practices, bringing together what is prescribed and what is experienced in mediation of multiple languages related to the arts in Physical Education classes in Early Childhood Education
- ItemO curso de bacharelado em Educação Física da Ufes e sua relação com o conceito de formação pedagógica(Universidade Federal do Espírito Santo, 2025-09-12) Guedes, Alvimar Jorge; Figueiredo, Zenólia Christina Campos; https://orcid.org/0000-0001-9637-4581; http://lattes.cnpq.br/3674967450536858; 0009-0000-3208-012X; http://lattes.cnpq.br/9561221620738183; Almeida, Ueberson Ribeiro; https://orcid.org/0000-0001-9255-4542; http://lattes.cnpq.br/1735265888095821; Silva, Bruno Vasconcellos; https://orcid.org/0000-0002-8001-1011; http://lattes.cnpq.br/7356880573554101Our research seeks to understand how the teaching staff of the Bachelor's degree in Physical Education at the Federal University of Espírito Santo (UFES) understands pedagogical formation and how it is materialized in the daily classroom. We chose a qualitative approach due to its subjective nature, its exploratory bias and the spontaneity that this type of approach gives to the research. In addition, the possibilities of developing concepts based on facts, ideas or opinions associated with the research problem and the interpretative understanding make the qualitative method the most appropriate way to empirically capture the object resulting from our work. We also used semi-structured interviews as a data collection instrument, because we understood that, with the establishment of a dialogical relationship between the interviewer and the interviewee, the questions would give rise to new conjectures arising based on the responses of the research colaborators, a total of ten, six male and four female teaches. Regarding the justification, we realized that there is a need to understand the Bachelor's Degree as a proposal for differentiated training that meets the discussion and debate about what is proposed as a curriculum and what is called Pedagogical Training in training. In our final considerations, we would like to point out that there is a diverse understanding of the topic. On the hand, pedagogical formation is seen of a set of tools that teachers use to enhance their teaching practices. On the other hand, we find teachers who give the subject on epistemological bias when, supported by the bibliography of the area and the Human Sciences, they create the possibility of leading students to a moment of reflection that enables debate and discussion with a view to building a critical view of the course and its representation in the social context. The fact is that pedagogical training runs through the disciplines and is sometimes materialized in a limited and reduced way, but also as a dynamic, active and enhancing tool for critical debate as a training and educational instrument, so that it not treated as a simple complement or something secondary, but as a tool capable of breaking with the idea that teaching is just transmitting technique or content.