PERCEPTION OF GYMNASTS TO DIFFERENT PEDAGOGICAL PROPOSALS IN GYMNASTICS FOR ALL

Abstract

The objective of this research was to identify the principles of Gymnastics for All in two groups of gymnasts, one of them with experiences of classes centered on the student and the other centered on the teacher. The qualitative study used participant action research as a methodological procedure. Students from an extension project in Gymnastics for All, boys and girls aged between 6 and 12 years, participated in the research. Data collection was carried out in 5 stages through field diaries, conversation circles, pedagogical didactic meetings, critical friend and focus groups. Data analysis was based on a priori thematic analysis. The results showed that the four GPT principles proposed by the FIG were alluded to in both pedagogical proposals. The lack of deepening knowledge and recognition of fitness-related activities was evident in both, mainly because we opted for games as moments of physical preparation, mischaracterizing - for students - as a moment of strengthening or flexibility training. It is interesting to note that issues related to friendships and interpersonal relationships in both classes, including the teacher-centered classes, were spontaneous and were present in the midst of activities that required support from colleagues, such as collective acrobatics. The ludic aspects and the fundamentals of gymnastics were hybrids, since the gymnastics movement, by itself, listed the pleasure of the practice. However, when there is choreographic composition, the group turned to the teacher was discouraged by the mechanized repetition of the proposal. Thus, the results showed how the principles of Gymnastics for All were presented in different intensities between them, but with similarities between the two pedagogical proposals.