Proposta de coavaliação de desempenho tático-técnico em projeto de iniciação ao futebol

Abstract

The study proposal initially came from the possibility of constructing, applying and validating a spreadsheet for evaluating tactical-technical performance with students in a sports initiation project in football, with a view to the need of teachers for more practical methods of pedagogical assessment, leveraged by the difficulty of assessing an entire class, generally alone.The developments of the research expanded to the possibility of also discussing the entire process, admitting it as a pedagogical tool. Based on this context, the objective of this research is to analyze the process of construction, application and evaluation of a tactical-technical performance evaluation spreadsheet applied in a co-evaluation system. The study was accomplished through qualitative exploratory research, in a university extension project based in a state school in the city of São Carlos-SP, and covers students from the 6th, 7th, 8th and 9th classes. year. The sports initiation project is part of the ProFut Soccer Academy program, linked to the Sports Ministry of the Federal Government. For data collection, transcriptions of remote team meetings, daily field reports on application days and the impressions that teachers and students had of the process were used. Formal games were held, in which students were divided into pairs, where one of them alternated playing, while his/her colleague carried out his/her tactical-technical assessment using a spreadsheet with performance indicators. with subjective options on an assessment scale, thus configuring a co-evaluation proposal. The selected data was organized into the construction, application and evaluation categories, for each day of application accomplished. We interpret it based on content analysis and discuss the entire process with the aim of understanding the limits and potential of the experiences of the students involved and the teachers/monitors participating in the proposal. The proposal turned out to be a “gold mine” for pedagogical assistance and the production of different meanings and values from teaching.