Desenvolvimento profissional docente e condição física dos alunos: uma abordagem integrada em contexto escolar

Abstract

This report presents and reflects on the school placement experience carried out within the Master's Degree in Physical Education Teaching for Basic and Secondary Education. The professional school placement took place throughout the academic year of 2024/2025 in a public school, involving teaching, assessment, and research activities, with a focus on professional development and student learning enhancement. The report also includes a critical and reflective analysis of teaching practice, discussing the teaching-learning models applied, the assessment processes implemented, and the role of systematic reflection in the development of professional identity. The research component focused on analyzing the evolution of students' physical fitness, based on the application of the FITescola test protocol over three school terms. Additionally, differences were examined between students who participate in extracurricular activities (ECA) and those who do not, with special attention to gender. The methodology involved collecting quantitative data and conducting statistical analysis using SPSS software. The results revealed significant improvements in key physical performance indicators over the year, particularly among students engaged in ECA, suggesting a positive relationship between regular physical activity and performance development. The preservice teacher school placement development path proved to be fundamental for consolidating didactic, investigative and sustained educational intervention skills.