Livro de ATAS_Desporto e CiÃªncia 2011.pdf - DigitUMa

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Atas/Proceedings Seminário Desporto e Ciência 2011 396 de 520 Assim sendo, constatamos que o modelo apresentado promove um “ (…) bom nível de motivação e de empenhamento (e participação!) nas tarefas, grande incidência sobre os mecanismos da percepção-acção, já que se apresentam situações imprevisíveis, que implicam análises e tomadas de decisão diferenciadas e uma incidência média e por vezes grande nos mecanismos de execução sempre que há a necessidade de recorrer à repetição (irrepetível!) de determinadas acções” (Pereira, 2009). Concluída a breve caracterização de ambos os modelos de ensino, apresentaremos um quadro resumo demonstrado por Pereira (2009) que estabelece uma comparação entre a perspectiva ecológica (mais sistémica) e a perspectiva tradicional (mais analítica):
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