Teachers’ perceptions of Physical Education: a case study

Authors

  • Antonino Manuel Pereira Escola Superior de Educação - Instituto Politécnico de Viseu, Portugal
  • Carla Silva
  • Cláudia Pinheiro Instituto Universitário da Maia - Portugal

DOI:

https://doi.org/10.5007/2175-8042.2016v28n47p160

Abstract

Despite the high potential physical education has for the development of young people, it has been facing several constraints in various countries. Thus, this study has as its main goal to identify the teachers' representations about the current state of PE in a town located in central region of Portugal We conducted semi-structured interviews with 10 teachers from public schools in the municipality of Viseu – Portugal. The data showed that students have been giving less importance to the discipline while parents give more importance. Concerning the programs, the interests of students are frequently ignored. These programs should be less extensive and new subjects related to the socio-cultural environment could be promoted. Students’ evaluation is adequate but in the future it should highlight students’ commitment.          

Downloads

Published

2016-05-25

How to Cite

PEREIRA, Antonino Manuel; SILVA, Carla; PINHEIRO, Cláudia. Teachers’ perceptions of Physical Education: a case study. Motrivivência, Florianópolis, v. 28, n. 47, p. 160–176, 2016. DOI: 10.5007/2175-8042.2016v28n47p160. Disponível em: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2016v28n47p160. Acesso em: 7 jan. 2026.

Issue

Vol. 28 No. 47 (2016)

Section

Artigos Originais

License

Os autores dos textos enviados à Motrivivência deverão garantir, em formulário próprio no processo de submissão:

a) serem os únicos titulares dos direitos autorais dos artigos,

b) que não está sendo avaliado por outro(s) periódico(s),

c) e que, caso aprovado, transferem para a revista tais direitos, sem reservas, para publicação no formato on line.

Obs.: para os textos publicados, a revista Motrivivência adota a licença Creative Commons “Atribuição - Não Comercial - Compartilhar Igual 4.0 Internacional” (CC BY-NC-SA).