A Arte de Ajustar e de Incluir: O percurso de uma Professora-Estagiária de Educação Física

Abstract

This Professional School Placement Report provides a critical and systematic reflection on the training pathway developed during the Supervised Teaching Practice, as part of the Master's Degree in Physical Education Teaching in Primary and Secondary Education at the Faculty of Sport of the University of Porto. The pedagogical intervention took place at high school, in Espinho, with a 12th grade Visual Arts class. Throughout the school year, annual planning and teaching were guided by the Core Learning Outcomes and strategically adapted to the students' reality, aiming to counter sedentary behaviour, enhance physical fitness, and foster inclusion, particularly through the design of Individual Work Plans for students excused from active physical practice. This document details the student-teacher's pedagogical maturation, illustrating the transition from the Direct Instruction Model and an instinct-driven approach to an empathetic, dialogue-based, and Cooperative Learning practice. This evolution extended to extension activities and community engagement, namely the co-organization of the School Cross-Country, support in the Regional Cross-Country, active collaboration in the School Sports adventure activities, and the design of a town-wide Multi-activity Pedipaper. Additionally, it presents a study on the application of Cooperative Games under the lens of Self-Determination Theory, aiming to assess their impact on motivation and the reduction of anxiety and avoidance behaviors toward team sports. The results showed a 50% reduction in student amotivation (from 40% to 20%) and an increase in autonomous regulations, proving that cooperative methodology and de-emphasizing formal competition are essential strategies to foster an inclusive, safe environment that promotes active citizenship and critical thinking