Implementação da escrita criativa baseada na experiência desportiva para melhorar o desempenho académico dos estudantes de Educação Física
DOI:
https://doi.org/10.47197/retos.v80.119022Palavras-chave:
Escrita criativa, experiência desportiva, competência académica, Educação Física, autoexpressãoResumo
Introdução: A competência académica dos alunos de educação física depende não só das suas capacidades físicas, mas também do seu pensamento reflexivo e da sua capacidade de expressar ideias por escrito. A escrita criativa baseada em experiências desportivas pode promover o desenvolvimento académico.
Objectivo: Este estudo visa examinar a eficácia da escrita criativa baseada em experiências desportivas na melhoria da competência académica dos alunos.
Metodologia: Este estudo utilizou um desenho experimental verdadeiro com pré-teste e pós-teste, que incluiu um grupo experimental e um grupo de controlo. Um total de 120 alunos foram aleatoriamente alocados a dois grupos: experimental (n = 60) e de controlo (n = 60). O grupo experimental participou em atividades de escrita reflexiva e narrativa, enquanto o grupo de controlo seguiu um método de aprendizagem convencional. Os dados foram analisados utilizando o teste t de amostras independentes com o IBM SPSS 22.
Resultados: O grupo experimental apresentou uma melhoria significativa (de 56,20 para 74,60; p = 0,000), enquanto o grupo de controlo apresentou um progresso limitado. Foi também encontrada uma diferença significativa no pós-teste (Sig. = 0,004). Conclusão: A escrita criativa baseada na experiência desportiva é eficaz para melhorar o desempenho académico dos estudantes de Educação Física.
Referências
Ahmed, A., & Ahmed, M. (2022). Academic writing: Types, elements, and strategies. IJLHE: International Journal of Language, Humanities, and Education, 5(2), 60–70. https://doi.org/10.52217/ijlhe.v5i2.989
Ahmed, S. K. (2024). How to choose a sampling technique and determine sample size for research: A simplified guide for researchers. Oral Oncology Report, 12, 100662. https://doi.org/10.1016/j.oor.2024.100662
Aljuaid, H. (2024). The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. Arab World English Journal (AWEJ), Special Issue on ChatGPT, 26–55. https://doi.org/10.24093/awej/ChatGPT.2
Atasoy, A. (2021). The relationship between writing self-efficacy and writing skill: A meta-analysis study. Egitim ve Bilim, 46(208), 213–236. https://doi.org/10.15390/EB.2021.10024
Ayu, N., Suharno, & Chrysti Suryandari, K. (2023). Exploration: Creative thinking skills in writing essays media-based image series. International Journal of Elementary Education, 7(1), 1–7. https://doi.org/10.23887/ijee.v7i1.54095
Azevedo, E. L., Mesquita, I. R., & Araújo, R. F. (2022). El desarrollo de habilidades reflexivas en la formación del profesorado de educación física: una revisión sistemática (The development of reflective skills in physical education teacher education: a systematic review). Retos, 46, 162-178. https://doi.org/10.47197/retos.v46.94080
Bailey, C., & Bizzaro, P. (2019). Research in creative writing: Theory into practice. Research in the Teaching English, 52(1), 77–97. https://doi.org/10.58680/rte201729201
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European journal of education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Cappello, N., Rodríguez, D., Hernández, E., & Cañabate, D. (2025). Writing in movement : Movement-based performing arts for developing physical education teachers ’ identity. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 63, 829–845. https://doi.org/10.47197/retos.v63.111684
Carvalho, J. A. B. (2023). The promotion of academic literacy in higher education: The course reading and writing for the production of academic knowledge. Didacticae. Revista de Investigación En Didácticas Específicas, 14, 126–136. https://doi.org/10.1344/did.2023.14.126-136
Chasi-Solórzano, B., Nuñez-Zumba, C., & Araujo-Chalá, M. J. (2025). Creative writing teaching techniques on the development of written expression. Revista Cátedra, 8(1), 75–99. https://doi.org/10.29166/catedra.v8i1.7343
Creswell, J. W. (2022). A Concise Introduction to Mixed Methods Research Second Edition. SAGE Publications.
Cronin, M., Hubbard, V., Jr., T. A. C., & Frost, P. (2020). Combatting professional burnout through creative writing. Clinics in Dermatology, 38(5), 512–515. https://doi.org/10.1016/j.clindermatol.2020.05.004
Déri, C. E., Tremblay-Wragg, É., & Mathieu-C., S. (2022). Academic writing groups in higher education: History and state of play. International Journal of Higher Education, 11(1), 85–99. https://eric.ed.gov/?id=EJ1340593
Dhananjaya, P. A., Karima, F. H., & Egar, N. (2024). Improving students’ writing skill in writing descriptive text using brainstorming plus webbing techniques. Journal of Nusantara Education, 3(2), 69–78. https://doi.org/10.57176/jn.v3i2.100
Fadhillah, N., Sudjarwo, S., & Habsari, D. (2023). Students’ perception of project based learning in writing class. International Journal of Education and Digital Learning (IJEDL), 1(3), 65–70. https://doi.org/10.47353/ijedl.v1i3.12
Feretti, R. P., & Graham, S. (2019). Argumentative writing: Theory, assessment, and instruction. Reading and Writing, 32, 1345-1357. https://link.springer.com/article/10.1007/s11145-019-09950-x
Goshu, K. C., & Gebremariam, H. T. (2024). Revisiting writing feedback: Using teacher-student writing conferences to enhance learners’ L2 writing skills. Ampersand, 13(September), 100195. https://doi.org/10.1016/j.amper.2024.100195
Goveia, J. C. De, Okuno, N. M., Lise, N. S., Roberto, J., Cantorani, H., Vargas, T. M., Pedroso, B., & Vargas, L. M. (2025). Physical activity level and associated factors in University students post-COVID-19 pandemic. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 2041, 161–170. https://doi.org/10.47197/retos.v62.107943
Harmer, J. (2017). How to teach English. In pearson Education Limited. https://doi.org/10.54414/mzlv3216
Hubert, C., Bonnardel, N., & Frey, A. (2025). Effects of daily creative writing practice at school on the cognitive development of children from disadvantaged socio-economic backgrounds. Thinking Skills and Creativity, 58(101881). https://doi.org/10.1016/j.tsc.2025.101881
Hyland, K. (2019). Teaching and researching writing (3rd ed.). Routledge. https://doi.org/10.4324/9781315717203
Kirk, D. (2022). Physical education futures: Revisited. Routledge.
Li, M., Chen, Y.-T., Huang, C.-Q., B, G.-J. H., & Cukurova, M. (2023). From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours. Computers & Education, 202(104844). https://doi.org/10.1016/j.compedu.2023.104844
Listyani. (2019). The use of a visual image to promote narrative writing ability and creativity. Eurasian Journal of Educational Research, 2019(80), 193–224. https://files.eric.ed.gov/fulltext/EJ1211623.pdf.
Macphail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2019). The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education, 45(5), 848–861. https://doi.org/10.1080/19415257.2018.1529610.
Makwana, D., Engineer, P., Dabhi, A., & Chudasama, H. (2023). Sampling methods in research: A review. International Journal of Trend in Scientific Research and Development (IJTSRD), 7(3), 762–768. https://www.ijtsrd.com/papers/ijtsrd57470.pdf.
Miall, D. S., & Kuiken, D. (2019). Aspects of literary response: A new questionnaire. Research Teaching in English, 29(1), 37–58. https://doi.org/10.58680/rte199515356
Moonma, J. (2021). Collaborative writing in EFL classroom : Comparison on group , pair , and individual writing activities in argumentative tasks 2. Literature Review. 7(3), 179–188. https://doi.org/10.20448/journal.522.2021.73.179.188
Neuman, W. L. (2019). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson.
Nitko, A. J. (2019). Educational assessment of students. Prentice Hall.
Perrone, R., Minghelli, V., Pallonetto, L., Marchesano, M. ., & Palumbo, C. (2024). Writing and movement: new approaches for the development and assessment of grapho-motor skills in Primary School. 16th International Conference on Education and New Learning Technologies, 6569–6577. https://doi.org/10.21125/edulearn.2024.1552
PISA. (2021). 21st-century readers: Developing literacy skills in a digital world.
Priyadi, A. T., Dwi, I., Wati, P., Amir, A., Gover, T., Ringo, S., Gatot, Y., Yuliana, S., Khory, F. D., Auliya, D., Ghasya, V., & Haetemi, M. (2024). How are motor skills and writing readiness in children? A literature review. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 61, 141–147. https://doi.org/10.47197/retos.v61.109558
Purnomo, E., Jermaina, N., Marheni, E., Gumilar, A., Widarsa, A. H., Elpatsa, A., & Abidin, N. E. Z. (2024). Enhancing problem-solving skills through physical education learning: A comprehensive analysis. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 58, 435–444. https://doi.org/10.47197/retos.v58.106838
Rahayu, Weda, S., Muliati, & De Vega, N. (2024). Artificial intelligence in writing instruction: A self-determination theory perspective. XLinguae, 17(1), 234–244. https://doi.org/10.18355/XL.2024.17.01.16
Roberts, H. G. A., Barciela, R., Flint, S., Fussell, I., Maestri, E., Mañosa Nyblon, C., Marple, A., Sabet, F., & Stott, P. (2023). New narratives for a healthy planet: Creative writing and art projects reveal We Still Have a Chance. The Lancet Planetary Health, 7(8), e646–e647. https://doi.org/10.1016/S2542-5196(23)00144-4
Robinson, J. (2024). Likert scale. Springer International Publishing.
Sember, V., Jurak, G., Kovac, M., Morrison, S. A., & Starc, G. (2020). Children’s physical activity, academic performance, and cognitive functioning: A systematic review and meta-analysis. Frontiers : Public Health, 8. https://doi.org/10.3389/fpubh.2020.00307
Siedentop, D., & Mars, H. Van Der. (2022). Introduction to physical education, fitness, and sport (9th ed.). Human Kinetics.
Singh, A. S., Saliasi, E., Van den Berg, V., & Uijtdewiligen, L. (2019). Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel. British Journal of Sports Medicine, 53(10), 640–647. https://doi.org/10.1136/bjsports-2017-098136
Sword, H. (2023). Writing with pleasure. Torrossa.
Wallace, J., Scanlon, D., & Calderón, A. (2023). Digital technology and teacher digital competency in physical education: A holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, 14(3), 271–287. https://doi.org/10.1080/25742981.2022.2106881
Williyan, A., Ilyas, M., Shahat, S., Guntur, M., & Rosalina, U. (2025). AI-powered pedagogy for argumentative essays in tertiary ELT: Insights from focus groups. Journal of General Education and Humanities, 4(3), 671–686. https://doi.org/10.58421/gehu.v4i3.423
Young, L., O’Connor, J., & Alfrey, L. (2020). Physical literacy: A concept analysis. Sport, Education and Society, 25(8), 946–959. https://doi.org/10.1080/13573322.2019.1677586
Zhang, H., Xu, X., Lei, V. N. L., Hong, W. C. H., & Jie, W. (2025). Academic writing challenges and supports for early-stage Chinese postgraduates: A mixed-methods study on teaching-research integration, supervisor engagement, and self-efficacy. PLoS ONE, 20(2 February). https://doi.org/10.1371/journal.pone.0317470
Zhang, P., Fan, J., & Jia, W. (2022). Assessing L2 integrated writing self-efficacy: Development and validation of a scale. Assessing Writing, 54, 100665. https://doi.org/10.1016/j.asw.2022.100665
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2026 Dessy Wardiah, Hetilaniar Hetilaniar, Aswadi Jaya, Kasemrat Wiwitkunkasem
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
