MEANINGFUL LEARNING OF BIOMECHANICAL CONCEPTS: AN EXPERIENCE WITH PHYSICAL EDUCATION TEACHERS IN CONTINUING EDUCATION

Belmont, Rachel; Knudson, Duane; Costa, Paula Hentschel Lobo da; Lemos, Evelyse dos Santos

doi:10.4025/jphyseduc.v32i1.3263

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Journal of Physical Education

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Original Article • J. Phys. Educ. 32 • 2021 • https://doi.org/10.4025/jphyseduc.v32i1.3263 copy

MEANINGFUL LEARNING OF BIOMECHANICAL CONCEPTS: AN EXPERIENCE WITH PHYSICAL EDUCATION TEACHERS IN CONTINUING EDUCATION

APRENDIZAGEM SIGNIFICATIVA DE CONCEITOS BIOMECÂNICOS: UMA EXPERIÊNCIA COM PROFESSORES DE EDUCAÇÃO FÍSICA EM FORMAÇÃO CONTINUADA

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Biomechanical knowledge is essential for professional practice of physical education teachers, but it is still little applied by them. This study examined the effectiveness of a continuing education program based on meaningful learning theory to improve understanding of biomechanical principles and their application by physical education teachers. A pedagogical intervention study was developed using a mixed methods approach. Statistical analysis was performed to compare pretest and post-test scores, and content analysis to categorize the teachers' evaluation of classes. The program created significant increases in mastery of biomechanical concepts in teachers studied who had strong perceptions of the course, peer interaction, and application to professional practice. Difficulties perceived were related to lack of time to study and prior biomechanical knowledge.

Keywords:
Professional development; Teaching; Evaluation

Conceptual classes/ Relation between		Adequate	Partially adequate	Insufficient
Conceptual classes/ Relation between		3	2	1
A	Plane of motion and joint axis in which it occurs	Correct plan and axis with coherent explanations when requested	A correct element or only the coherent explanation when requested	Incorrect
B	Joint motion and muscular group responsible	Muscle groups or each muscle involved correctly	At least one muscle correctly	Incorrect
C	Muscular activity and direction and sense of the motion	Correct type of muscle action	-	Incorrect or more than one type of muscle action
D	Effect of external force and joint motion performed	The resistance to motion correctly and coherent explanation if requested	At least one element of system correctly and coherent explanation if requested	Incorrect or inconsistent explanations when requested
E	The shape of the body and its point of equilibrium	All correct	At least two corrects	Incorrect
F	Angular and linear motion	Explain relationship correctly	Explains part of the concepts involved	Incorrect or mention part of concept without explanation
G	Projectile's trajectory and its projection/release angle	Explain relationship correctly	Explains part of the concepts involved	Incorrect or mention part of concept without explanation
H	Force and its time of application	Explain relationship correctly	Explains part of the concepts involved	Incorrect or mention part of concept without explanation
I	Essential features and biomechanical concepts	Identifies the causes for inadequate movement using biomechanical principles and concepts	Identifies the causes for inadequate movement with at least one biomechanical principle or concept	Incorrect or did not use biomechanical principles and concepts
J	Essential features, diagnosis, and intervention	Intervention consistent with the diagnosis	At least one aspect of the intervention consistent with the diagnosis	Intervention not consistent with the diagnosis

Conceptual classes	Pretest %				Posttest
Conceptual classes	zero	one	two	three	zero	one	two	three
A	5.9	35.3	47.1	11.8	0	0	23.5	76.5
B	0	29.4	58.8	11.8	0	29.4	58.8	11.8
C	17.6	47.1	0	35.3	0	41.2	0	58.8
D	41.2	52.9	0	5.9	5.9	88.2	0	5.9
E	5.9	52.9	17.6	23.5	0	41.2	5.9	52.9
F	70.6	17.6	5.9	5.9	29.4	29.4	17.6	23.5
G	100	0	0	0	58.8	5.9	11.8	23.5
H	41.2	58.8	0	0	52.9	41.2	5.9	0
I	0	88.2	5.9	5.9	0	35.3	52.9	11.8
J	0	5.9	11.8	82.4	0	0	5.9	94.1

Conceptual classes	Associated Biomechanical Principles²2 Knudson D. Fundamentals of biomechanics. 2.ed. New York: Springer; 2007. Qualitative Diagnosis of Movement-QDM³3 Knudson D. Qualitative diagnosis of human movement: improving performance in sport and exercise. 3.ed. Champaign: Human Kinetics; 2013.	Z	Observed p
A	Anatomical Principles	-3.1	0.002*
B	Anatomical Principles	0.0	1.000
C	Anatomical Principles/ Force-Motion	-2.4	0.015*
D	Force-Motion/ Balance	-2.4	0.014*
E	Balance	-1.7	0.083
F	Range of Motion	-2.9	0.004*
G	Optimal Projection	-2.4	0.016*
H	Force-Time	-0.3	0.739
I	Diagnosis QDM Phase	-3.2	0.002*
J	Intervention QDM Phase	-1.1	0.257

Categories	Subcategories	Percent
Positive points	Content and professor didactics	76
	Reflection on teaching practice	35
	Social interaction	24
	Covered deficiency in undergraduate biomechanics	18
	Expanded vision about movements and biomechanics	12
	Remember biomechanical content	6
Difficulties	Lack of prior knowledge	12
	Lots of reading for home	6
	Teacher inquiries	6
	Practice-theory logic	6
Suggestions to improvements	Longer course duration	41
Suggestions to improvements	More practical activities	18

Universidade Estadual de Maringá Avenida Colombo, 5790 - cep: 87020-900 - tel: 44 3011 4315 - Maringá - PR - Brazil
E-mail: revdef@uem.br

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[1] Author address: Rachel Belmont. Fiocruz/ Pós-Graduação em Ensino em Biociências e Saúde. Av. Brasil 4365, Manguinhos. Rio de Janeiro/RJ, Cep 21040-360. E-mail:rachelsbelmont@gmail.com