{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T07:31:46Z","timestamp":1773732706994,"version":"3.50.1"},"reference-count":9,"publisher":"Sociedade Cientifica de Pedagogia do Desporto","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Planning is a part of teaching-learning processes influencing its effectiveness. The accomplishment of this task is often difficult by the innumerable variants that the practical context of teaching presents. For this reason, it undergoes through several changes during its application. The model of physical education planning recommended in Portugal and defined by the PNEF (guiding document), is the step-by-step planning. This planning model structures the learning throughout the year, in logic of progression and monitoring the student\u2019s development. There is no evidence to support this type of planning to be more effective compared to any other. As an indispensable tool for the teacher, it is important to find out if this type of planning is feasible, meeting the objectives that it proposes. Therefore, the purpose of this document was to investigate the perception of pre-service teachers about the viability of the step-by-step planning in the teaching process of physical education. As a method of data collection, a focus group was formed constituted by four pre-service teachers. The pre-service teachers concluded that this planning model is viable, admitting that its feasibility is dependent on certain factors.<\/jats:p>","DOI":"10.47863\/cuwm8901","type":"journal-article","created":{"date-parts":[[2020,10,20]],"date-time":"2020-10-20T19:51:56Z","timestamp":1603223516000},"page":"62-67","source":"Crossref","is-referenced-by-count":1,"title":["Viabilidade do planeamento por etapas: vis\u00e3o dos estudantes-estagi\u00e1rios"],"prefix":"10.47863","volume":"6","author":[{"given":"Jo\u00e3o","family":"Andrade","sequence":"first","affiliation":[{"name":"Faculdade de Motricidade Humana, Universidade de Lisboa"}]},{"given":"Andr\u00e9","family":"Cruz","sequence":"additional","affiliation":[{"name":"Faculdade de Motricidade Humana, Universidade de Lisboa"}]},{"given":"Daniel","family":"Patr\u00edcio","sequence":"additional","affiliation":[{"name":"Faculdade de Motricidade Humana, Universidade de Lisboa"}]},{"given":"Raquel","family":"Correia","sequence":"additional","affiliation":[{"name":"Faculdade de Motricidade Humana, Universidade de Lisboa"}]},{"given":"Adilson","family":"Marques","sequence":"additional","affiliation":[{"name":"Faculdade de Motricidade Humana, Universidade de Lisboa"}]}],"member":"27454","published-online":{"date-parts":[[2020,6]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Assis, R. M., Oliveira, M., & Santos, N. (2013). Planejamento de ensino: Algumas sistematiza\u00e7\u00f5es. Revista Eletr\u00f4nica de Educa\u00e7\u00e3o do Curso de Pedagogia, 1(4). doi: 10.5216\/rir.v1i4.214","DOI":"10.5216\/rir.v1i4.214"},{"key":"ref1","unstructured":"Bento, J. O. (1998). Planeamento e avalia\u00e7\u00e3o em educa\u00e7\u00e3o f\u00edsica (2a ed.). Lisboa: Livros Horizonte."},{"key":"ref2","unstructured":"Br\u00e1s, J., & Monteiro, J. E. (1998). A import\u00e2ncia do grupo para o desenvolvimento da educa\u00e7\u00e3o f\u00edsica. Horizonte, 15(86), 1\u201312."},{"key":"ref3","doi-asserted-by":"publisher","unstructured":"Derri, V., Papamitrou, E., Vernadakis, N., Koufou, N., & Zetou, E. (2014). Early professional development of physical education teachers: effects on lesson planning. Procedia - Social and Behavioral Sciences, 152, 778\u2013783.","DOI":"10.1016\/j.sbspro.2014.09.320"},{"key":"ref4","unstructured":"Janu\u00e1rio, C. (1996). Do pensamento do professor \u00e0 sala de aula. Coimbra: Livraria Almedina."},{"key":"ref5","unstructured":"Janu\u00e1rio, C. (2017). O planejamento de jovens professores de educa\u00e7\u00e3o f\u00edsica. Educa\u00e7\u00e3o f\u00edsica escolar: Refer\u00eancias para o ensino de qualidade, 109\u2013118."},{"key":"ref6","unstructured":"Minist\u00e9rio da Educa\u00e7\u00e3o. (2001). Programa de educa\u00e7\u00e3o f\u00edsica (reajustamento) \u2013 3o ciclo do ensino b\u00e1sico. Minist\u00e9rio da educa\u00e7\u00e3o. Lisboa."},{"key":"ref7","doi-asserted-by":"publisher","unstructured":"Moretti, F., Vliet, L. Van, Bensing, J., Deledda, G., Mazzi, M., Rimondini, M., ... Fletcher, I. (2011). A standardized approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420\u2013428.","DOI":"10.1016\/j.pec.2011.01.005"},{"key":"ref8","doi-asserted-by":"crossref","unstructured":"Morgan, D. L. (1996). Focus groups. Annual Review of Sociology, 22, 129\u2013152.","DOI":"10.1146\/annurev.soc.22.1.129"}],"container-title":["Journal of Sport Pedagogy &amp; Research"],"original-title":[],"deposited":{"date-parts":[[2020,10,20]],"date-time":"2020-10-20T19:52:03Z","timestamp":1603223523000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.ipg.pt\/scpd\/files\/JSPR_SE_6_1_2020.pdf"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020,6]]},"references-count":9,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2020,6]]}},"URL":"https:\/\/doi.org\/10.47863\/cuwm8901","relation":{},"subject":[],"published":{"date-parts":[[2020,6]]}}}